MOSAIC - The training kit for Euro-Mediterranean youth work

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3 347 My history Do things happen to us, or do we make things happen? Participants share and discuss their personal histories – and how they connect with history. Themes Level of complexity 3 History Participation Political and institutional context Issues addressed History, understood as a series of everyday events Similarities and differences between the lives of young people in the Euro-Mediterranean region Empowerment and the possibility of influencing events Objectives To discuss the way that history is recorded and recalled To observe similarities and differences between participants’ personal histories To consider the possibilities of influencing events in our lives Group Any Materials Time 11/2 hours A3 pieces of paper (one for each participant), coloured markers and pens Instructions Explain that the activity will begin with a period of individual reflection. Participants will then have the opportunity to share their thoughts with others in small groups. Give everyone a large sheet of paper and ask them to think about their personal history – from their earliest memory to the present day. They may represent this in whatever form they like: as a letter, a series of drawings, a timeline, etc. They should include anything they want to say about themselves, paying particular attention to any momentous events or turning points in their lives. My history
348 Give them 15-20 minutes for this. Then ask them to get into groups of four or five. Try to ensure that the groups include representatives from different regions. Ask the groups to share and discuss the different accounts. Invite them to try to produce a summary of the group’s work, concentrating on: – What are the main similarities and differences between people’s personal histories? – Do the differences or similarities seem to depend more on regional/cultural factors, or on personal factors, or on something else? Give them 40 minutes for this discussion. Bring the groups together and ask them to give a summary of their discussions. Then move on to the debriefing. Debriefing and evaluation Do you think the similarities between young people’s histories in the Euro-Mediterranean region are more significant than the differences, or vice versa? 1. What was most interesting for you about other people’s histories? 2. Were you surprised by anything you learnt about another individual or another region? 3. How easy was it to draw up your own personal history? How did you choose what to put in and what to leave out? 4. Did you give more weight to internal or external influences: did things happen to you, or did you make them happen? 5. To what extent do you see your personal history as inevitable? Do you think you could have shaped your history differently? 6. How much do you think that past events should influence the future? 7. Can you draw any lessons from this exercise about the way that History is written? How do you think historians “decide” which events to include and which to leave out? 8. Can you draw any lessons about history in the Euro-Mediterranean region, or the way it is presented? Could you draw a different history of the region!? Tips for the facilitator This activity may be difficult or traumatic for participants if they have experienced a painful past, so you need to be sure that people feel comfortable in the group and that you will be able to deal with any problems that arise. You may also need to be aware of potential conflicts between members, for example, if their national groups have a history of conflict or oppression. Allow participants to choose whatever medium they wish to express their personal histories, and emphasise that the only thing it is important to include is what they think is important. They do not have to include certain events if they do not wish to or if they do not think they are relevant. 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
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T-Kit No.11 - MOSAIC - The training
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3 279 Activities index Title Level
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282 Instructions Explain that the
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284 Further information A brief acc
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286 Instructions Ask the group to
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288 Ideas for action Compare the si
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290 Instructions Explain that the
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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
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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
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
Page 378 and 379: 3 377 the average, and would receiv
Page 380 and 381: 3 379 Rebels and freedom fighters W
Page 382 and 383: 3 381 Would it be possible to be o
Page 384 and 385: 3 383 Reshaping racism There is no
Page 386: 3 385 Tips for the facilitator Depe
Page 389 and 390: 388 Instructions Ask participants w
Page 391 and 392: 390 The WTO recommends a number of
Page 393 and 394: 392 The activity will be more usef
Page 395 and 396: 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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