MOSAIC - The training kit for Euro-Mediterranean youth work

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2 273 Considering the threats that our environment faces, it is obviously the responsibility of every single individual to preserve and protect it. The youth sector is only one field of environmental activism, but it has already provided successful examples of how environmental problems can be brought to the attention of young people and decision makers. Especially in an endangered environment such as the Mediterranean, there is still a huge responsibility falling on youth activism, which can be fulfilled in many different ways, ranging from individual actions such as recycling, tree planting and changing consumption habits to more organised efforts such as initiating campaigns and youth exchanges on various environmental issues. One of the tools for youth work is the Euro-Med Youth Programme, which considers heritage and environmental protection as a key priority for the development of the Euro-Mediterranean youth sector. Within this framework, it is possible to realise international youth activities such as youth exchanges, seminars or training courses about the protection of the Euro-Mediterranean heritage and environment, environmental sensitivity and activism. Water Education 68 Water being one of the most important resources on earth and a huge challenge in the 21st century, a training course with the theme “Water as a key issue for peace and sustainable development!” took place in Jordan in 2005. The idea behind it was that, if water resources are not better managed, there will be consequences for the ecosystems but also for political stability. Jordan hosted this activity because it is one of the ten countries with the lowest level of water resources in the world. The programme addressed the “Educational management of water”, an exploration of the local environment and the relevance of the theme to Euro-Med co-operation projects. One specific aspect was tackling the political situation: cultures in conflict share a vital interest in common resources essential to life, such as drinking water. Environment and Human Ecology 69 A training course was organised in Hungary in 2005, with the idea that each culture is part of a whole with the surrounding environment (natural, sociological, historical, traditional) and that “exploring the environment” can provide young people with a good opportunity to “explore the local culture” and go down the path of intercultural learning. The course aimed to show how the local environment could be used as a relevant tool to promote cultural discovery and intercultural learning in youth projects. In the activity, the youth leaders acted as human ecologists, explored the local environment of Hungary and then prepared activities suitable for young people. Learning about the environment and environmental activism are not only a matter of saving and protecting the natural environment around us. They are also important elements in intercultural learning: the ability to open eyes and ears, to reach out to others, to show empathy. In that sense, using the local environment as a pedagogical tool in youth activities can be a good method to combine intercultural learning with environmental sensitivity. 70 Creating opportunities for young people to encounter the local environment, so that reality and activity interact, would give participants in youth activities the chance to experience and learn by doing, before transmitting something to other people. This is another way of considering the environment: as a wider entity, including all the natural, sociological, historical and traditional elements around us. Themes
274 Notes 1. “Environment” in COMPASS: a manual on human rights education with young people, 2003, Strasbourg: Council of Europe, pp. 350-353. Available at http://eycb.coe.int/compass. 2. “Environment”, ref. 2a in Merriam-Webster’s Collegiate Dictionary. 3. “Natural environment” in Biodiversity theme report, Australia state of the environment report 2001, prepared by Dr Jann Williams, CSIRO Publishing on behalf of the Department of the Environment and Heritage, Commonwealth of Australia. Available at: www.environment.gov.au/soe/2001/biodiversity/glossary.html. 4. Ecosystem (2007) Encyclopædia Britannica at www.britannica.com/eb/article-9031944/ (retrieved 17 November 2007). 5. “Scientific facts on ecosystem change”, summary by GreenFacts from Millennium ecosystem assessment general synthesis report: Ecosystems and human well-being. Available at: www.greenfacts.org/en/ecosystems/index.htm#4. 6. “Environment ”, ref. 2b in Merriam-Webster’s Collegiate Dictionary. 7. Gilpin, A. (1994) Environmental Impact Assessment (EIA): cutting edge for the twenty-first century, Cambridge University Press, p. 1. 8. Ibid. 9. From the World Commission on Environment and Development (the Brundtland Commission) report, Our Common Future, 1987, Oxford: Oxford University Press. 10. The title of this chapter is inspired by and a reference to David Attenborough (1990) The first Eden: the Mediterranean world and man, London: Little Brown & Co. 11. “Hotspots” were first identified by Norman Myers in 1988. He used this concept for ten tropical forests with exceptional endemic plants and serious threat of habitat loss. Myers added eight more hotspots in 1990, including four Mediterranean-type ecosystems. Conservation International worked on Myers’ hotspots in 1989 and 1996, then decided to reassess this concept. In a 1999 global review, hundreds of scientists and environmentalists identified 25 biodiversity hotspots. See www.biodiversityhotspots.org/xp/Hotspots/hotspotsScience/pages/hotspots_defined.aspx. 12. See www.biodiversityhotspots.org/xp/hotspots/hotspotsscience/key_findings/Pages/default.aspx. 13. “Scientific facts on biodiversity & human well-being”, summary by GreenFacts from the report Ecosystems and human well-being: biodiversity synthesis, 2005, Millennium Ecosystem Assessment (MA). Available at: www.greenfacts.org/en/biodiversity/index.htm#1. 14. European Commission (2005) Environment fact sheet: nature and biodiversity. Available at: http://ec.europa.eu/environment/pubs/pdf/factsheets/biodiversity.pdf. 15. See www.biodiversityhotspots.org/xp/hotspots/mediterranean/Pages/default.aspx. 16. IUCN (International Union for Conservation of Nature and Natural Resources) Red List of Threatened Species – 2006, quoted in European environment: the fourth assessment, European Environment Agency, Official Publications of the European Communities, 2007. See http://reports.eea.europa.eu/state_of_environment_report_2007_1/en. 17. See www.biodiversityhotspots.org/xp/hotspots/mediterranean/Pages/biodiversity.aspx. 18. The table uses data from the Green Pack “Biodiversity, European nature: European fauna and flora” prepared by the Regional Environment Centre for Central and Eastern Europe. Important note: data include European countries with a Mediterranean coastline. See http://greenpack.rec.org/biodiversity/european_nature/04-03-03.shtml. 19. Glossary, Biodiversity hotspots at www.biodiversityhotspots.org/xp/Hotspots/resources/pages/glossary.aspx. 20. See www.biodiversityhotspots.org/xp/hotspots/mediterranean/Pages/default.aspx. 21. See www.biodiversityhotspots.org/xp/hotspots/mediterranean/Pages/biodiversity.aspx. 22. See http://greenpack.rec.org/biodiversity/european_nature/index.shtml. 23. See www.biodiversityhotspots.org/xp/hotspots/mediterranean/Pages/biodiversity.aspx. 24. See http://greenpack.rec.org/biodiversity/european_nature/04-03-03.shtml 25. Sulayem, M. (1994) “North Africa and the Middle East” in: J. A. Mcneely, J. Harrison, and P. Dingwall (eds), Protecting nature: regional reviews of protected areas. Gland: IUCN. Quoted in www.biodiversityscience.org/publications/hotspots/MediterraneanBasin.html. 26. See www.biodiversityhotspots.org/xp/hotspots/mediterranean/Pages/conservation.aspx. T-Kit No.11 - MOSAIC - The training kit for Euro-Mediterranean youth work
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11 Mosaic The training kit for Euro
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2 This document does not necessaril
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5 Contents List of figures and tabl
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7 List of figures and tables Figure
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9 List of abbreviations AHDR Arab H
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11 Acknowledgements The production
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14 work, a history textbook or a po
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1 17 T he Mediterranean is both hom
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1 19 and comments on the texts on l
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1 21 Environment The Mediterranean
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1 23 Table 0.1: What is in an activ
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1 25 D Intercultural learning Chapt
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1 27 Always adapt in the light of t
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2 29 Themes
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32 this chapter also looks at the i
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34 the United Kingdom and Ireland;
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36 Figure 1.2: The member states of
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38 Being a crossroads and a bridge
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40 the use of force to settle dispu
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42 D 1.6.1 The Euro-Mediterranean P
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44 Figure 1.4: The countries of the
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46 1.7 Euro-Mediterranean youth wor
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48 Euro-Mediterranean youth work ca
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50 D 1.7.2 Euro-Med Youth Units and
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52 In addition to the efforts of va
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54 the youth field to co-operate wi
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56 of its geography. The institutio
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58 38. See www.isesco.org.ma/Englis
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60 91. For the 2003 Compendium on E
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62 and corn, as well as the tobacco
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64 Meeting and confronting the stra
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66 Russia and Morocco. Can one igno
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68 Arab nationalism and creation of
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70 In terms of the substance of a n
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72 Some projects supported by the E
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74 3. Any timeline, like any histor
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76 Our perceptions, habits and dail
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78 3.3 Elements of culture Time, pl
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80 3.4 Cultural diversity 18 Cultur
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82 Homogenisation. The movement of
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84 many Mediterranean states are of
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86 If Orientalism can be defined as
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88 to today with the mobility of pe
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90 Intercultural dialogue may serve
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92 able to accept others, role dist
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94 13. Dadsi, D. (1995) Specificiti
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96 68. Iben, G. (1974) Sozialerzieh
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98 4.2 Young people’s realities -
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100 For Europe this means that rele
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102 In terms of its implementation,
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104 4.4 What is youth participation
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106 Table 4.2: Resolutions and agre
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108 Education, information, health
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110 Some examples of participatory
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112 The Ladder of Participation 59
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114 Competences We might utilise a
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116 Some basic methods and guidelin
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118 12. The Mediterranean countries
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120 58. This is also one aspect of
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122 These are some of the questions
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124 As the institutions ultimately
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126 is that some rights (negative r
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128 D 5.5.1 The European Enlightenm
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130 The Second Optional Protocol 8
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132 Other important human rights do
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134 Some real examples of violation
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136 Finally, if all of this was not
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138 or the way existing mechanisms
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140 Education through human rights
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142 18. See www.echr.coe.int/echr.
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144 everywhere and nowhere. Althoug
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146 Attitudes in a given society/co
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148 So, although women are oppresse
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150 Gender mainstreaming The United
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152 Marxist feminism also argues th
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154 In addition to these global eff
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156 to benefit from them. When this
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158 and political, social, economic
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160 D 6.5.4 Women and the labour ma
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162 b) physical, sexual and psychol
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164 to become emancipated, another
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166 What can be done to overcome th
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168 Focusing on specific gender iss
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170 3. Organization for Security an
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172 65. Walby, S. (1991); Council o
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174 127. Council of Europe (2008),
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176 188. UN-INSTRAW, Glossary of ge
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178 of minorities, it is hard to pi
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180 In the Arab Human Development R
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182 minority young people might go
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184 7.5 Issues related to minoritie
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186 Problems within and between nor
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188 people who are tolerant but do
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190 Convention, people who claim th
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192 7.10 Challenges for Euro-Medite
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194 adopt non-formal education in
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196 20. See www.escwa.org.lb/ayd/ (
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2 199 8 Religion and tolerance Figu
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2 201 Tolerance The United Nations
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2 203 organised beliefs and practic
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2 205 It seems that the political a
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2 207 to see that fundamentalism is
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2 209 initiatives of non-government
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2 211 the official religion of the
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2 213 share the same essential doct
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2 215 to the Maghreb, the Iberian P
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2 217 70 days after the end of the
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2 219 Zionism 111 refers to the Jew
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2 221 Yazidis are thought to be des
Page 224 and 225: 2 223 In the 21st century, in many
Page 226 and 227: 2 225 laws that regulate various as
Page 228 and 229: 2 227 8. Religion (2007) Encyclopæ
Page 230 and 231: 2 229 65 . Baptism (2007) Encyclop
Page 232 and 233: 2 231 124. Reconstructionism (2007)
Page 234 and 235: 2 233 9 Peace and conflict Figure 9
Page 236 and 237: 2 235 Conflict can be defined as
Page 238 and 239: 2 237 Avoidance can be related to f
Page 240 and 241: 2 239 “I-message” is an effecti
Page 242 and 243: 2 241 Sulha is a traditional Arab m
Page 244 and 245: 2 243 Biased attributions: when pe
Page 246 and 247: 2 245 A second set of concepts whos
Page 248 and 249: 2 247 Humanising the enemy: Feeling
Page 250 and 251: 2 249 is another ‘need’ that mi
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Page 254 and 255: 2 253 not only to results but also
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Page 259 and 260: 258 The environment and people have
Page 261 and 262: 260 10.3 The first Eden: 10 the Eur
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Page 271 and 272: 270 The overall aim of the renewed
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Page 277 and 278: T-Kit No.11 - MOSAIC - The training
Page 280: 3 279 Activities index Title Level
Page 283 and 284: 282 Instructions Explain that the
Page 285 and 286: 284 Further information A brief acc
Page 287 and 288: 286 Instructions Ask the group to
Page 289 and 290: 288 Ideas for action Compare the si
Page 291 and 292: 290 Instructions Explain that the
Page 293 and 294: 292 Religion and spirituality can
Page 296 and 297: 3 295 Camels go far without water C
Page 298 and 299: 3 297 What did you learn about you
Page 300: 3 299 A camel which has carried i
Page 303 and 304: 302 Instructions Tell people to get
Page 305 and 306: 304 Further information See http://
Page 307 and 308: 306 Explain that the information s
Page 309 and 310: 308 Further information The Enemy i
Page 311 and 312: 310 Materials One set of questions
Page 313 and 314: 312 Handouts Rules of the Game Ques
Page 315 and 316: 314 Answers to Question 1: The Bar
Page 317 and 318: 316 Instructions Explain that the a
Page 319 and 320: 318 to the rest of the group once t
Page 321 and 322: 320 Handouts Possible topics for de
Page 323 and 324: 322 Instructions Divide participan
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324 Handouts The list of features.
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326 Instructions The activity is sp
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328 Variations You could use the me
Page 331 and 332:
330 Instructions Introduce the aims
Page 333 and 334:
332 Handouts Handouts in envelopes
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334 Tell them that they now need t
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336 Suggestions for follow up If yo
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338 Instructions Explain that the p
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3 341 Mapping the globe If you don
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3 343 How can you help to protect
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3 345 Handouts Role-cards and the s
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348 Give them 15-20 minutes for th
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3 351 Natural beauty How did they m
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3 353 find, the more interesting an
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3 355 Orange Blue The earth is blue
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3 357 Tips for the facilitator The
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3 359 More maps! Orange Blue
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362 Instructions Divide people into
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364 Handouts Guidance notes for the
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366 Instructions Part 1: Invite peo
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368 Further information Have a look
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3 371 Pass it on Be not disturbed a
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3 373 What information was left ou
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3 375 Pieces of cake Everyone has t
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3 377 the average, and would receiv
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3 379 Rebels and freedom fighters W
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3 381 Would it be possible to be o
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3 383 Reshaping racism There is no
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3 385 Tips for the facilitator Depe
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388 Instructions Ask participants w
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390 The WTO recommends a number of
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392 The activity will be more usef
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394 Suggestions for follow-up Look
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396 When they have arranged themse
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3 399 Timeline of history Inter-rel
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3 401 Variations The “personal hi
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404 Instructions Divide participant
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406 Handouts Decision cards 1-14 C
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408 Instructions Begin by asking pa
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410 Handouts Diamond-ranking diagra
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412 Instructions Ask participants t
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4 415 About the editors and contrib
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4 417 Ellie Keen editor and co-auth
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419 Extended table of contents List
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421 5.3 Human rights values _______
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423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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