MOSAIC - The training kit for Euro-Mediterranean youth work

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3 297 What did you learn about yourself during the exercise? What lessons have you learnt from this exercise that you can use in your youth work? Tips for the facilitator The whole exercise is about a shift of attention. It is about learning about a culture that is potentially different from any of the participants’ own cultures – yet it is an interesting platform for discussion. Reading a story or poem or listening to some music from Bedouin culture as a taster before you start will enrich this exercise immensely. Be aware that this activity needs good role-playing skills; there is a lot of information that has to be communicated. Depending on the role-playing skills of your group and the time available, you might choose to reduce the scope and detail of the activity. Before embarking on this activity, do a little basic research about Bedouin culture yourself so that you can offer advice and guidance. You could prepare masks for the “camels” in advance to save time. Variations If you have no props or if this is difficult, call on participants’ capacity for improvisation. You may also debrief the activity directly with the whole group, especially if the total number of participants is small. You may shorten the duration of the stay to three days, instead of seven, if you find it complicated (or you can tell the anthropologists of a change of plan, if you feel the role-play is losing steam). You may ask the Bedouins to reflect first about what they learnt from the anthropologists. As a different way of reporting and summing up, you could ask each group to report their experience with the other through either a story or a report. Ideas for action To extend people’s knowledge and understanding of other cultures, organise a trip to a Bedouin tribe in the evening during a residential seminar or training course (if possible). Suggestions for follow-up Why not go on to listen to explore music or stories from other cultures? Try “Knysna blue” or “Tales of the world” in the education pack All different – All equal. What do we know about daily life in Pakistan? The activity “Ashique’s story” in Compass will open your eyes to issues of poverty and child labour. Further information Some Bedouin stories and descriptions of their culture are available at: www.geographia.com/egypt/sinai/bedouin.htm www.mnsu.edu/emuseum/cultural/oldworld/middle_east/bedouinculture.html www.desert-divers.com/page22.html Camels go far without water
298 Handouts See also Materials (above). Photographs for the members of the Bedouin tribe Handout for the members of the Bedouin tribe A group of anthropologists are keen to learn as much as possible about camels and how they are adapted to life in the desert, about Bedouin culture and about how camels are perceived in Bedouin culture. You have invited them to live with you for a week so you can teach them – but WITHOUT USING ANY WORDS. You may not speak or write in any common language. You can draw pictures, but may not use letters or numbers. Your daily life You live in a small tent with your extended family. Some (but not all) members of the family pray five times a day (before sunrise, at midday, at mid-afternoon, at sunset and again in the late evening). You usually pray together, but some do it alone. The whole family drinks tea four or five times every day. In the morning, the whole family has breakfast together, sharing from one bowl. Then the wife tidies the tent, sweeps the floor and feeds the camels. She wears a traditional Bedouin scarf, made of a long and colourful piece of fabric. In the afternoon you sit around and watch the sunset. In the evening the family entertains each other with dances and music (you can sing tunes but may not use any articulated words!). An event One day you realise that the grazing land is getting exhausted so you need to move to a more fertile place. The whole family packs up and moves to another area where you settle down and start a new life. Things you need to teach to the anthropologists While a camel can tolerate thirst better than any other beast of burden in the world, it has a very definite limit of endurance. Almost any camel can go three or four days without a drink, especially if it has been allowed to drink all it can before starting. For a camel which has been living in a fertile country and has become “green”, four days without water is its limit. On the fifth day it will simply kneel down and never get up again. It is useless to beat the animal or to prod it with a goad. Removing the load will make no difference. The creature will not try to get up. When a camel has once made up its mind to die, it will die, even if water is only a short journey away. If the wells are not reached by the end of fifth day, most of the camels which are not desert-bred and desert-trained will succumb. Usually, a camel which can endure five days can endure six, and the Bedouin Arabs have a tradition that if a camel dies on the sixth day it is a sign that a ghost has been sitting on top of the load. A well-trained desert camel should always be able to reach the evening of the seventh day without water. However, this is the breaking point. On the morning of the eighth day, a third of the camels of a caravan will not even try to rise, and, at intervals throughout the day, those which have stood up will drop to their knees, abandoning hope. 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
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2 223 In the 21st century, in many
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2 225 laws that regulate various as
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2 227 8. Religion (2007) Encyclopæ
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2 229 65 . Baptism (2007) Encyclop
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2 231 124. Reconstructionism (2007)
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2 233 9 Peace and conflict Figure 9
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2 235 Conflict can be defined as
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2 237 Avoidance can be related to f
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2 239 “I-message” is an effecti
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2 241 Sulha is a traditional Arab m
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2 243 Biased attributions: when pe
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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
Page 252 and 253: 2 251 Peace can be built by actions
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
Page 263 and 264: 262 landscape, mostly by the destru
Page 265 and 266: 264 Another example from the Medite
Page 267 and 268: 266 Unfortunately, tensions over sh
Page 269 and 270: 268 campaigns and training events.
Page 271 and 272: 270 The overall aim of the renewed
Page 273 and 274: 272 Preservation and restoration of
Page 275 and 276: 274 Notes 1. “Environment” in C
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 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
Page 325 and 326: 324 Handouts The list of features.
Page 327 and 328: 326 Instructions The activity is sp
Page 329 and 330: 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
Page 335 and 336: 334 Tell them that they now need t
Page 337 and 338: 336 Suggestions for follow up If yo
Page 339 and 340: 338 Instructions Explain that the p
Page 342 and 343: 3 341 Mapping the globe If you don
Page 344 and 345: 3 343 How can you help to protect
Page 346: 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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