MOSAIC - The training kit for Euro-Mediterranean youth work

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3 375 Pieces of cake Everyone has the right to a standard of living adequate for the health and well-being of themselves and of their family. Article 25, UDHR The difference between richer and poorer regions of the world, using pieces of cake as symbols of wealth. Themes Level of complexity 3 Human Political and Intercultural rights institutional context learning Issues addressed Social and economic rights Global inequality Poverty Objectives To raise awareness of differences in economic status around the world and across Euro-Mediterranean societies To become familiar with the social and economic rights protected by international documents To discuss the impact of poverty on human dignity Group size 15-30 Time 45 minutes Preparation You need to buy or make a large cake! Divide the cake into 32 pieces, more or less equal in size (or you can buy 32 small sweets or biscuits – but a cake is a more potent image). Look at the table in the handout and work out roughly how many participants will go into each region of the world. Make large signs for the regions named in the table, and display them around the room. Materials 32 slices of cake or sweets (keep them hidden to begin with!) 5 signs representing 5 regions of the world Pieces of cake
376 Instructions Ask the group what they think is the total number of people in the world. Give them a few guesses and then tell them the correct number. Explain that, for today’s activity, the group represents all the people in the world. Show them the five signs; ask them to distribute themselves among the five regions that these represent. For example, if they think that 20% of the world lives in Europe, then 20% of the group should go and stand next to the Europe sign. Give them time to discuss this among themselves; then tell them the true proportions. Invite people to move between regions so the correct number stand beside each sign. Bring out the cake! Tell the group that this represents GDP (gross domestic product) for the world as a whole. For the purposes of the activity, GDP means the amount of food it can buy – in other words, the amount of cake. Ask the group to try to work out, or guess, how many slices of cake they think each part of the world consumes. Again, give them time to discuss this. When they think they have the correct answer, distribute the cake according to the table in the handout, giving each region of the world the correct number of slices. Give the group some time to digest the information (and the cake), then invite them back to the circle for the debriefing. Debriefing and evaluation Are you surprised by the information? What are you feeling at the moment? (You may want to ask representatives from each region to respond.) Was this a fair way to divide up the cake? What would have been a better way? Do you think it is fair that the world’s resources are distributed in this way? How do you think that such a state of affairs has come about? Do you think that the rich have a duty (or responsibility) to share resources with the poor, or do you think it should be a matter of personal choice? “Possession is nine tenths of the law” – do you agree? What does it mean for resources to “belong” to someone or some country? Do you think we have obligations only to our own people, or do obligations stretch across national boundaries? What do you feel about obligations between different Euro-Mediterranean countries? Do you think there should be limits to the resources that one individual or country can own, if there are others who are starving? How do you understand what has been discussed today in terms of human rights? Tips for the facilitator The activity can be fun to begin with, but most people find it very sobering when the cake is actually divided up. It is probable that the Americans will want to share their cake with other countries. You may want to bring this into the discussion during the debriefing. The statistics are only approximate, and you should make this clear. Obviously there are some countries (and individuals) in each region that are richer than 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
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3 295 Camels go far without water C
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3 297 What did you learn about you
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3 299 A camel which has carried i
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302 Instructions Tell people to get
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304 Further information See http://
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306 Explain that the information s
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308 Further information The Enemy i
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310 Materials One set of questions
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312 Handouts Rules of the Game Ques
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314 Answers to Question 1: The Bar
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316 Instructions Explain that the a
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318 to the rest of the group once t
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320 Handouts Possible topics for de
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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
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 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
Page 397 and 398: 396 When they have arranged themse
Page 400 and 401: 3 399 Timeline of history Inter-rel
Page 402: 3 401 Variations The “personal hi
Page 405 and 406: 404 Instructions Divide participant
Page 407 and 408: 406 Handouts Decision cards 1-14 C
Page 409 and 410: 408 Instructions Begin by asking pa
Page 411 and 412: 410 Handouts Diamond-ranking diagra
Page 413 and 414: 412 Instructions Ask participants t
Page 416 and 417: 4 415 About the editors and contrib
Page 418 and 419: 4 417 Ellie Keen editor and co-auth
Page 420 and 421: 419 Extended table of contents List
Page 422 and 423: 421 5.3 Human rights values _______
Page 424 and 425: 423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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