MOSAIC - The training kit for Euro-Mediterranean youth work

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2 57 10. Available at www.coe.int. 11. http://europa.eu.int, but see also Fontaine, P. (2003) Europe in 12 Lessons, European Commission Directorate- General for Press and Communication. 12. The EU members are Austria, Belgium, Bulgaria, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden and the United Kingdom. 13. Available at http://europa.eu.int/abc/panorama/index_en.htm. 14. See http://europa.eu/scadplus/european_convention/subsidiarity_en.htm. 15. Xenakis, D. and Chryssochoou, D. (2001) The Emerging Euro-Mediterranean System, Manchester University Press: Manchester, p. 25. 16. Area including the Sea of Marmara, but excluding the Black Sea. 17. Xenakis, D. and Chryssochoou, D. (2004) “Organising the Mediterranean: the state of the Barcelona process”, Agora Without Frontiers, Vol. 9, No. 4, pp. 267-287. 18. A well-known resource for the history of the Mediterranean is the classic book, written originally in French in 1949 by Fernand Braudel, The Mediterranean and the Mediterranean world in the age of Philip II and published by various publishers in various languages. 19. “Colonialism” in http://en.wikipedia.org/wiki/Colonialism and “Colonialism” in the Stanford Encyclopedia of Philosophy at http://plato.stanford.edu/entries/colonialism. 20. “Colonialism, Western” (2008) in Encyclopædia Britannica. Retrieved 28 January 2008, from Encyclopædia Britannica Online: www.britannica.com/eb/article-9106074. 21. “Colonialism”, Encyclopædia Britannica, 1994-2002. 22. Canalioğlu, E. (2001) “The Euro-Mediterranean partnership: analysis of past, present, future relations”, Dış Politika – Foreign Policy, Vol. 27, No. 3-4, pp. 36-52. 23. For such a statement, Malta and Cyprus as islands are ‘politically’ considered as part of the European continent. 24. See www.arableagueonline.org/arableague/index_en.jsp. 25. See http://en.wikipedia.org/wiki/Arab_League. 26. The founding member states were Egypt, Syria, Lebanon, Iraq, Jordan, Saudi Arabia and Yemen. Other member states are Libya (1953); Sudan (1956); Tunisia and Morocco (1958); Kuwait (1961); Algeria (1962); Bahrain, Oman, Qatar and the United Arab Emirates (1971); Mauritania (1973); Somalia (1974); the Palestine Liberation Organisation (PLO, 1976); Djibouti (1977); and the Comoros (1993). 27. See http://news.bbc.co.uk/1/hi/world/middle_east/country_profiles/1550797.stm. 28. Columbia Encyclopedia, 6th edn, 2001-05, accessible at http://www.bartleby.com/65/ar/ArabLeag.html. 29. Ibid. 30. “Arab League”, Encyclopædia Britannica, 2005. Encyclopædia Britannica Premium Service, 24 Dec. 2005. See http://www.britannica.com/eb/article?tocId=9008144. 31. See www.alecso.org.tn. 32. See www.uis.unesco.org/ev.php?ID=5287_201&ID2=DO_TOPIC. 33. See www.oic-oci.org. 34. The OIC members are Afghanistan, Albania, Algeria, Azerbaijan, Bahrain, Bangladesh, Benin, Brunei, Burkina Faso, Cameroon, Chad, Comoros, Côte d’Ivoire, Djibouti, Egypt, Gabon, Gambia, Guinea, Guinea-Bissau, Guyana, Indonesia, Iran, Iraq, Jordan, Kazakhstan, Kuwait, Kyrgyzstan, Lebanon, Libya, Malaysia, the Maldives, Mali, Mauritania, Morocco, Mozambique, Niger, Nigeria, Oman, Pakistan, Palestine, Qatar, Saudi Arabia, Senegal, Sierra Leone, Somalia, Sudan, Suriname, Syria, Tajikistan, Togo, Tunisia, Turkey, Turkmenistan, Uganda, the United Arab Emirates, Uzbekistan and Yemen. 35. See www.oic-oci.org. 36. See www.isesco.org.ma. 37. In May 2004, the member states of ISESCO were Azerbaijan, Jordan, Afghanistan, the United Arab Emirates, Indonesia, Iran, Pakistan, Bahrain, Brunei Darussalam, Bangladesh, Benin, Burkina Faso, Bosnia and Herzegovina, Tajikistan, Chad, Togo, Tunisia, Algeria, Djibouti, Saudi Arabia, Sudan, Suriname, Syria, Sierra Leone, Senegal, Somali, Iraq, Oman, Gabon, Gambia, Guinea, Guinea Bissau, Palestine, Kazakhstan, Qatar, Comoros, Kyrgyzstan, Cameroon, Cote d’Ivoire, Kuwait, Lebanon, Libya, the Maldives, Mali, Malaysia, Egypt, Morocco, Mauritania, Niger, Nigeria and Yemen. Themes
58 38. See www.isesco.org.ma/English/historique.html. 39. See www.africa-union.org. 40. The AU members are Algeria, Angola, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, the Central African Republic, Chad, Comoros, the Democratic Republic of the Congo, the Republic of the Congo, Côte d’Ivoire, Djibouti, Egypt, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Libya, Madagascar, Malawi, Mali, Mauritius, Mozambique, Namibia, Niger, Nigeria, Rwanda, Western Sahara (SADR) (1984), São Tomé and Príncipe, Senegal, the Seychelles, Sierra Leone, Somalia, South Africa, Sudan, Swaziland, Tanzania, Togo, Tunisia, Uganda, Zambia, Zimbabwe. Morocco has a special status within the AU. 41. Xenakis, D. and Chryssochoou, D. (2001). 42. Ibid. 43. The “groups and standings” can be found at the FIFA website: www.fifa.com/worldcup. 44. Mashreq is the Arabic term for, generally speaking, the region of Arabic-speaking countries to the east of Egypt and north of the Arabian Peninsula. It refers to a large area in the Middle East, bounded by the Mediterranean Sea and Iran. “Mashreq” in Wikipedia, available at: http://en.wikipedia.org/wiki/Mashreq. 45. Maghreb is the Arabic term for north-west Africa. It is generally applied to all of Morocco, Algeria and Tunisia, but actually pertains only to the area of the three countries between the high ranges of the Atlas Mountains and the Mediterranean Sea. “Magreb”, Columbia Encyclopedia, 6th edn, 2001-07, Columbia University Press. 46. Xenakis, D. and Chryssochoou, D. (2001), p. 27. 47. See http://europa.eu.int/comm/external_relations/euromed. 48. Preferential trade agreements were signed with Morocco, Tunisia, Egypt and Lebanon in 1969, and Israel in 1970. Association agreements were signed with Greece in 1961, Turkey in 1962, Malta in 1970 and Cyprus in 1972. 49. Canalioğlu (2001). 50. Yeşilada, B. (1991) “The European Community’s Mediterranean policy”, in L. Hurwitz and C. Lequesne (eds) The State of the European Communities, Lynne Reinner: London. 51. Canalioğlu (2001). 52. Ibid. 53. See http://europa.eu.int/comm/external_relations/euromed/index.htm. 54. The Barcelona Declaration can be found at http://europa.eu.int/comm/external_relations/euromed/bd.htm. 55. For interesting academic studies and findings on various aspects of Euro-Mediterranean co-operation and Mediterranean politics, see the journals Mediterranean Politics and Arab Studies Quarterly, as well as the EuroMeSCo papers (available online at www.euromesco.net/euromesco/seccao_geral.asp?cod_seccao=1785). 56. Adler, E. and Crawford, B. (2004) “Normative power: the European practice of region building and the case of the Euro-Mediterranean Partnership (EMP)”, Institute of European Studies, University of California, Berkeley; Working Papers, Paper 040400. Available at http://repositories.cdlib.org/ies/040400. 57. Jünemann, A. (2003) “Security-building in the Mediterranean after September 11”, Mediterranean Politics, Summer/Autumn 2003, Vol. 8, Issue 2/3, pp. 1-20. 58. Ibid. 59. Xenakis, D. and Chryssochoou, D. “The new framework for Euro-Mediterranean cooperation” (available at www.italcultny.org/adriatico2/growth/xenakis.htm). 60. Kienle, E. (1998) “Destabilization through partnership? Euro-Mediterranean relations after the Barcelona Declaration”, Mediterranean Politics, Vol. 3, No. 2, Autumn 1998, p. 3. 61. Ibid. 62. Aliboni, R. and Abdel Monem, S. A. (2000) “Challenges and prospects”, Mediterranean Politics, Spring 2000, Vol. 5, Issue 1, pp. 209-224. 63. Chourou, B. (2003) “Arab regional integration as a prerequisite for a successful Euro-Mediterranean partnership”, Mediterranean Politics, Summer/Autumn 2003, Vol. 8, Issue 2/3, pp. 194-213. 64. Vasconcelos, A. and Joffe, G. (2000) “Towards Euro-Mediterranean regional integration”, Mediterranean Politics, Spring 2000, Vol. 5, Issue 1, pp. 3-6. 65. Chourou, B. (2003). T-Kit No.11 - 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
Page 8 and 9: 7 List of figures and tables Figure
Page 10 and 11: 9 List of abbreviations AHDR Arab H
Page 12: 11 Acknowledgements The production
Page 15 and 16: 14 work, a history textbook or a po
Page 18 and 19: 1 17 T he Mediterranean is both hom
Page 20 and 21: 1 19 and comments on the texts on l
Page 22 and 23: 1 21 Environment The Mediterranean
Page 24 and 25: 1 23 Table 0.1: What is in an activ
Page 26 and 27: 1 25 D Intercultural learning Chapt
Page 28 and 29: 1 27 Always adapt in the light of t
Page 30: 2 29 Themes
Page 33 and 34: 32 this chapter also looks at the i
Page 35 and 36: 34 the United Kingdom and Ireland;
Page 37 and 38: 36 Figure 1.2: The member states of
Page 39 and 40: 38 Being a crossroads and a bridge
Page 41 and 42: 40 the use of force to settle dispu
Page 43 and 44: 42 D 1.6.1 The Euro-Mediterranean P
Page 45 and 46: 44 Figure 1.4: The countries of the
Page 47 and 48: 46 1.7 Euro-Mediterranean youth wor
Page 49 and 50: 48 Euro-Mediterranean youth work ca
Page 51 and 52: 50 D 1.7.2 Euro-Med Youth Units and
Page 53 and 54: 52 In addition to the efforts of va
Page 55 and 56: 54 the youth field to co-operate wi
Page 57: 56 of its geography. The institutio
Page 61 and 62: 60 91. For the 2003 Compendium on E
Page 63 and 64: 62 and corn, as well as the tobacco
Page 65 and 66: 64 Meeting and confronting the stra
Page 67 and 68: 66 Russia and Morocco. Can one igno
Page 69 and 70: 68 Arab nationalism and creation of
Page 71 and 72: 70 In terms of the substance of a n
Page 73 and 74: 72 Some projects supported by the E
Page 75 and 76: 74 3. Any timeline, like any histor
Page 77 and 78: 76 Our perceptions, habits and dail
Page 79 and 80: 78 3.3 Elements of culture Time, pl
Page 81 and 82: 80 3.4 Cultural diversity 18 Cultur
Page 83 and 84: 82 Homogenisation. The movement of
Page 85 and 86: 84 many Mediterranean states are of
Page 87 and 88: 86 If Orientalism can be defined as
Page 89 and 90: 88 to today with the mobility of pe
Page 91 and 92: 90 Intercultural dialogue may serve
Page 93 and 94: 92 able to accept others, role dist
Page 95 and 96: 94 13. Dadsi, D. (1995) Specificiti
Page 97 and 98: 96 68. Iben, G. (1974) Sozialerzieh
Page 99 and 100: 98 4.2 Young people’s realities -
Page 101 and 102: 100 For Europe this means that rele
Page 103 and 104: 102 In terms of its implementation,
Page 105 and 106: 104 4.4 What is youth participation
Page 107 and 108: 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
Page 181 and 182:
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
Page 187 and 188:
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)
Page 234 and 235:
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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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.
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
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T-Kit No.11 - MOSAIC - The training
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3 279 Activities index Title Level
Page 283 and 284:
282 Instructions Explain that the
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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
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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://
Page 307 and 308:
306 Explain that the information s
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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
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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
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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
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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
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3 343 How can you help to protect
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3 345 Handouts Role-cards and the s
Page 349 and 350:
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
Page 358 and 359:
3 357 Tips for the facilitator The
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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
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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
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
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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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