MOSAIC - The training kit for Euro-Mediterranean youth work

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3 307 When people are working in small groups, try to ensure that no group contains people from different sides of the same conflict. The discussion will be more useful if the sides do not get engaged in strong arguments about how the conflict should be represented. If you feel that this is a possible risk, you could miss out the small-group stage and bring everyone together after the process of reflection. During discussion in the whole group, try to be aware of participants’ feelings and avoid any situation where someone may feel personally hurt or rejected. If such a possibility arises, it can be useful to invite opinions from other participants who are less emotionally involved. Do not be afraid to raise the topic of how people are feeling: it is important to acknowledge that this is a difficult and sensitive area, and participants are quite entitled to experience emotional conflict. It is worth pointing out to participants that there are various reasons, both internal and external, why perceptions of a conflict can differ so strongly. Internal reasons include psychological factors such as selective attention and memory: people tend to remember information that does not challenge but rather reinforces existing prejudices. External factors include the media, politicians and the fact that our sources of information are normally those on the same side of the conflict divide. Both internal and external factors play an important role in perpetuating one-sided views of a conflict, and this in turn can lead to escalation or at least continuation of the conflict mentality. Variations If you feel that international or regional conflicts may be too controversial for your group, you can ask participants to think about a personal conflict that they have been involved in. Many of the same points can be drawn out and there is less likelihood of participants being strongly challenged by an opposing point of view. Participants can also be asked to think about positive attempts at reconciliation between two sides, for example, treaties between Germany and France after the Second World War, treaties between Israel and Egypt, Israel and Jordan, exchanges of prisoners, and so on. This also helps to illustrate that we tend to remember negative examples more easily than positive ones. Ideas for action Encourage participants to try to find out from the other side about the conflict they have chosen. This could involve looking at websites, reading newspapers or looking at other mass media, or trying to make contact with people on the other side of the conflict divide. Suggestions for follow-up The activity “Mesorgiu” in the online version of Compass is a simulation which looks at memories of an ancient conflict between two imaginary peoples. You could also try the activity “Memory tags” in Compass online, or “Making memories” (Activity 13 in this T-kit), both of which look at the way that memories of conflict are “fixed” by public monuments or other official records. Did I forget something?
308 Further information The Enemy images manual, published by Psychologists for Social Responsibility, is an interesting document about images of the enemy and reactions to such images. The document can be found at www.psysr.org/Enemyimagesmanual.pdf. It includes examples from, and activities looking at, relations between the USA and the Soviet Union. 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
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2 247 Humanising the enemy: Feeling
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2 249 is another ‘need’ that mi
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2 251 Peace can be built by actions
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2 253 not only to results but also
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2 255 19. Silverstein, B. and Flame
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 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 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: 306 Explain that the information s
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
Page 349 and 350: 348 Give them 15-20 minutes for th
Page 352 and 353: 3 351 Natural beauty How did they m
Page 354 and 355: 3 353 find, the more interesting an
Page 356 and 357: 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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