MOSAIC - The training kit for Euro-Mediterranean youth work

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421 5.3 Human rights values ______________________________________ 123 5.4 Which rights do we have? _________________________________ 124 5.5 The history of human rights ________________________________ 126 5.6 The legal perspective: human rights in international law ________ 129 5.7 Political, cultural and religious perspectives __________________ 134 5.8 Making human rights a reality ______________________________ 137 5.9 Human rights and human rights education in Euro-Mediterranean youth work __________________________ 140 6. Gender equality –––––––––––––––––––––––––––––––––––––––––––––– 143 6.1 Introduction _____________________________________________ 143 6.2 What is “gender”? ________________________________________ 144 6.3 Feminism(s) ______________________________________________ 150 6.4 Gender equality in international frameworks __________________ 152 6.5 The Euro-Mediterranean context: issues and challenges of gender (in)equality and women’s rights __ 155 6.6 Gender equality in and through Euro-Mediterranean youth work __ 167 7. Cultural diversity and minorities –––––––––––––––––––––––––––––––– 177 7.1 Introduction _____________________________________________ 177 7.2 Efforts to ensure cultural diversity ___________________________ 178 7.3 Cultural diversity within national and regional boundaries ______ 180 7.4 The concept of minority ___________________________________ 182 7.5 Issues related to minorities _________________________________ 184 7.6 Minorities’ rights within the framework of human rights ________ 185 7.7 Discrimination and racial discrimination ____________________ 186 7.8 Migration issues in European and Mediterranean countries: challenges and opportunities for multicultural societies and regions ________ 188 7.9 Effects of migration and discrimination among young people on both sides of the Mediterranean _____________ 190 7.10 Challenges for Euro-Mediterranean youth work and some suggestions _____________________________________ 192 7.11 Conclusion ______________________________________________ 194
422 8. Religion and tolerance –––––––––––––––––––––––––––––––––––––––– 199 8.1 Introduction _____________________________________________ 199 8.2 Tolerance and religious (in)tolerance ________________________ 200 8.3 Religious diversity in Euro-Mediterranean societies ____________ 202 8.4 Confusion between religions, nationalities and cultures ________ 202 8.5 Religious pluralism and diversity, and inter-faith dialogue _______ 204 8.6 Some religions present in the Euro-Mediterranean social space __ 209 8.7 Atheism _________________________________________________ 221 8.8 Secularism ______________________________________________ 223 8.9 Religious diversity, tolerance and youth work _________________ 225 9. Peace and conflict –––––––––––––––––––––––––––––––––––––––––––– 233 9.1 Introduction _____________________________________________ 233 9.2 About peace and conflict __________________________________ 234 9.3 The ‘image of the enemy’ __________________________________ 241 9.4 Conflict transformation ____________________________________ 249 10. Environment ––––––––––––––––––––––––––––––––––––––––––––––––– 257 10.1 Introduction _____________________________________________ 257 10.2 What is ‘the environment’? _________________________________ 258 10.3 The first Eden: the Euro-Mediterranean environment ___________ 260 10.4 When culture and environment meet _______________________ 263 10.5 Threats to the environment and priorities _____________________ 264 10.6 Protecting our common heritage: institutional efforts ___________ 268 10.7 Sustainable development: strategies _________________________ 269 10.8 Time for youth action: towards Education for Sustainability _____ 271 10.9 Conclusions _____________________________________________ 272 3. Activities 277 1 A family row ––––––––––––––––––––––––––––––––––––––––––––––––– 281 2 All that we are ––––––––––––––––––––––––––––––––––––––––––––––– 285 3 Believers –––––––––––––––––––––––––––––––––––––––––––––––––––– 289
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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
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324 Handouts The list of features.
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326 Instructions The activity is sp
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328 Variations You could use the me
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330 Instructions Introduce the aims
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332 Handouts Handouts in envelopes
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334 Tell them that they now need t
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336 Suggestions for follow up If yo
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338 Instructions Explain that the p
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3 341 Mapping the globe If you don
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3 343 How can you help to protect
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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
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
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 424 and 425: 423 4 Camels go far without water -
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