MOSAIC - The training kit for Euro-Mediterranean youth work

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3 327 Why do you think that mistaken perceptions occur? What are the sources for most of your information relating to other cultures? Do you think all people who migrate in the Euro-Mediterranean region have to face those fears? Do you think there are more differences or more commonalities between young people in different parts of the Euro-Mediterranean region? What can we do to try to arrive at a more balanced picture of other parts of the Euro-Mediterranean region? How can we help to break down the stereotypes which are prevalent in our culture and, in particular, among young people? Tips for the facilitator Some people may wonder whether they are currently living in the North or the South! You may want to limit North and South to “North of the Mediterranean” and “South of the Mediterranean”, or else allow participants to decide for themselves where they feel they are currently living. Ideally the result should be that roughly half of each group come from one region, half from the other. When people are writing down their concerns, encourage them to be open and honest in what they write down, but remind them to be sensitive to others in the group. Explain that part of the purpose is to explore existing prejudices, so people should not be shy about expressing these. The activity is very effective, but can also be very controversial if you have groups representing different Euro-Mediterranean regions. You should be sure that the participants feel comfortable enough with each other to share their concerns, and also that they will be sensitive when it comes to discussing them. You may want to establish some ground rules at the beginning of the activity and you should certainly be ready to address any possible conflicts, should these arise. Everyone should be encouraged to write down at least one concern. Suggest that groups start working on their flipcharts at least 20 minutes before the end. They need to produce something visual that the other groups will understand and find interesting, and which responds to the specific concerns they discussed in their group. You can invite groups to present their results, or you could simply hang up the flipcharts and give people a few minutes to look at them. In either case, then invite comments to the group that prepared each one. If the flipcharts are general in the points they try to present, some people may feel at the end that their own concerns have not been heard. In this case, you could give people the opportunity to ask the groups specifically how they addressed the issue. However, you should try to limit this in the debriefing, in order to avoid repeating discussions that some groups have already had. You may want to introduce the concepts of Orientalism and Occidentalism: ask participants what they already know about these concepts and whether they find these terms useful in explaining the discussion they have just been having. You can find background information in Chapter 3 on intercultural learning; and you may also want to consult the relevant terms at http://wikipedia.org. Let’s cross the sea
328 Variations You could use the method in “Let’s talk about sex”, which can be found in Compass, to address the concerns in a more public way. This will have the advantage that everyone will take part in the same discussion, but the disadvantage that you will probably not have time to address all concerns. Ideas for action Encourage participants to find out more about issues in their own society that give rise to negative images of other cultures. They could write a letter to a local newspaper or even write their own article to dispel some of the more destructive myths. Some of them may wish to publish an account of lessons learnt from this activity, either in their own country or on an international forum like Salto-Youth Euro-Med (www.salto-youth.net) or the Euro-Med Youth Platform (www.euromedp.org). Suggestions for follow-up The activity “Can I come in?”, in Compass, is a role-play looking at the plight of refugees and could be a strong follow-up for this activity. You could also look at some of the activities in this T-kit on diversity and minorities – for example, Activity 23, “Reshaping racism”, which deals with racist attitudes and how they can be transformed. 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
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258 The environment and people have
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260 10.3 The first Eden: 10 the Eur
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262 landscape, mostly by the destru
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264 Another example from the Medite
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266 Unfortunately, tensions over sh
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268 campaigns and training events.
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270 The overall aim of the renewed
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272 Preservation and restoration of
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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 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: 326 Instructions The activity is sp
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
Page 358 and 359: 3 357 Tips for the facilitator The
Page 360: 3 359 More maps! Orange Blue
Page 363 and 364: 362 Instructions Divide people into
Page 365 and 366: 364 Handouts Guidance notes for the
Page 367 and 368: 366 Instructions Part 1: Invite peo
Page 369 and 370: 368 Further information Have a look
Page 372 and 373: 3 371 Pass it on Be not disturbed a
Page 374 and 375: 3 373 What information was left ou
Page 376 and 377: 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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