MOSAIC - The training kit for Euro-Mediterranean youth work

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2 73 History and history teaching is important for youth work for many reasons. Individuals living in communities, nations and regions have a notion of and approach to history affected by various factors throughout their lives. Especially in dealing with complex historical realities such as the history of the Mediterranean, youth work provides a valuable opportunity to reach young people and work with them to establish a common history rather than individual histories, with an approach reflecting questioning rather than shaming and blaming. More opportunities for young people and youth organisations around the Mediterranean to conduct projects involving history and historical heritage are provided by the Euro-Med Youth Programme, 20 from which the following examples are taken. They illustrate how various concepts and components of history and history teaching can be translated into, and exploited within, the aims of youth work to raise awareness of young people on history-related issues. A SALTO training course titled Common Memory, Common Heritage 21 was organised in Greece in June 2005 to search for ways to use common tales and oral traditions of the Mediterranean in youth work and training. Tales are somehow memories of societies, and similar tales give some hint about common memory and past interaction as opposed to isolation. The course aimed to provide participants with a self-reflected intercultural learning experience, with an emphasis on common features and differences of heritage, inheritance, values and memory, as well as reinforcing the quality of Euro-Mediterranean youth exchanges while enhancing participants’ competence in dealing with cultural aspects in their projects. It is very striking how a youth activity could help young people to look at things from another (usually a new) angle. In a youth exchange entitled Shadows of Human Rights, young people came together in Matera, Italy, to use the ancient tradition of Shadow Theatre, a common but endangered (historical) cultural practice all over the Mediterranean. They used it to tell human rights stories. 22 One of the Italian organisers shared a dramatic experience during a youth exchange: “I am used to listening to daily ‘normal’ stories of war and I had already met someone from that area; but for the first time, their eyes, their voices made me feel responsible, as a member of this powerless Europe unable to avoid the drama of a people like the Palestinian one. ... After the first week of the exchange ... everybody was happy and fine. We were having a nice evening out eating pizza. One of the Palestinian guys received a call [from] his hometown. Seven of their childhood friends had been killed during an uprising. One by one they left the table. The Tunisians did the same and when I arrived at the hostel I found them praying all together.” Would it have been so striking if he or she had heard about the casualties from the TV as one of the ordinary news items of the day? Is not this also history that we are living in? Notes 1. Derived from Bourdieu, P. (1989) “Social space and symbolic power”, Sociological Theory, Vol. 7, No. 1 (Spring, 1989), pp. 14-25. At page 10, Bourdieu refers to “a relativity that is by definition inherent in every point of view, as a view taken from a particular point in social space”. 2. Braudel, F. (1995) Akdeniz: Mekan ve Tarih [‘Mediterranean: Space and history’], Metis, İstanbul. Original in French, Braudel, F., La Mediterranée. Tome I. L’espace et l’histoire, Flammarion (4 January 1999). Themes
74 3. Any timeline, like any history writing, reflects a choice and emphasises the selected events. For the compilation and structure of this timeline, outlines of David Abulafia’s books, The Mediterranean in history (2003), Thames and Hudson, London, and The Great Sea: a human history of the Mediterranean (to be published) have been used. 4. This section is a revised version from Akyüz, A. et al. (2003) “History and education: dealing with the past!” in “The region I love” – youth and intercultural learning in the Balkans: voices of young people from the Balkans, Council of Europe, Strasbourg. 5. Tekeli, İ. (2002) Yaratıcı ve Çağdaş Bir Tarih Eğitimi I . çin (‘For a creative and contemporary history education’), Tarih Vakfı yay. (‘History Foundation publishers’), İstanbul. 6. Von Borries, B. (1998) “What were we looking for and what did we find?” in van der Leeuw-Roord, J., The state of history education in Europe, Koerber Stiftung, Hamburg. 7. Schwimmer, W. (2002) “History education and cultural pluralism, in the 20th century – an interplay of views”, from Final Conference of “Learning and teaching about the history of Europe in the 20th century”, Bonn (Germany), 22-24 March 2001, Council of Europe Publications, April 2002. Available at: www.coe.int/t/e/cultural_co%2Doperation/education/history_teaching/history_in_the_20th_century/final_conference/InterplayE.asp. 8. See www.coe.int/t/e/cultural_co-operation/education/history_teaching/History_in_the_20th_century. 9. Schwimmer, W. (2002). 10. Ibid. 11. For more information about these institutions and the Euro-Mediterranean Partnership, please refer to Chapter 1 of this T-Kit. 12. For further details, see www.coe.int/T/E/Cultural_Co-operation/education/History_Teaching/. 13. For further details, see www.coe.int/T/E/Cultural_Co-operation/Heritage/. 14. See www.euromedheritage.net/index.php. 15. See www.euromedheritage.net/en/euromedheritage/eh1/pisa.htm. 16. See www.med-voices.org. 17. See www.temper-euromed.org. 18. See www.medimuses.gr. 19. See www.euromedheritage.net/fr/euromedheritage/eh1/fetes_du_soleil.htm. 20. For more information on the Euro-Mediterranean Youth Programme, please refer to Chapter 1 of this T-Kit and the website of the programme at http://ec.europa.eu/youth/priorities/euromed_en.html. 21. Some tales produced by participants can be found at www.salto-youth.net/commonmemory. 22. Further information can be found at www.salto-youth.net/ and in the online magazine Meet in Euromed, December 2004 issue, downloadable at www.salto-youth.net/meetin/?SID. 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
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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
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 and 58: 56 of its geography. The institutio
Page 59 and 60: 58 38. See www.isesco.org.ma/Englis
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: 72 Some projects supported by the E
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
Page 109 and 110: 108 Education, information, health
Page 111 and 112: 110 Some examples of participatory
Page 113 and 114: 112 The Ladder of Participation 59
Page 115 and 116: 114 Competences We might utilise a
Page 117 and 118: 116 Some basic methods and guidelin
Page 119 and 120: 118 12. The Mediterranean countries
Page 121 and 122: 120 58. This is also one aspect of
Page 123 and 124: 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
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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
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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
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
Page 409 and 410:
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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