MOSAIC - The training kit for Euro-Mediterranean youth work

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2 87 Figure 3.3: Butter –Olive oil map Q. Does this “border” make any sense to you in explaining cultural differences and similarities in Europe and the Mediterranean? 3.8 Cultural specificities in the Euro-Mediterranean region: uniformity versus diversity The Euro-Mediterranean countries individually and the “Euro-Mediterranean” as a region are culturally rich, encompassing a variety of religious, linguistic, national and ethnic groups. Cultural specificities not only change from one country to another but also within the different cultural circles within the same country or region. Each circle would also have its own specificities and cultural elements that distinguish it from another. Still, the Mediterranean states, whether north or south, also share many common cultural aspects that have been formed by geographical proximity and a similar ecological sphere and have been developed through exchanges. 53 These exchanges continue up Themes
88 to today with the mobility of people in all directions, which has an impact on the present cultural environment and identity, and which is leading to increasing closeness among people. The similarities among Mediterranean states can be seen in certain social customs, in perceptions of right and wrong, non-verbal communication, social relations and perceptions of time, and they may extend to dietary practices, clothes, songs and other things. Such a level of similarity makes the argument that “a Mediterranean identity exists” sound valid. Quoting from Russell King’s essay on Mediterraneanism, “on physical, cultural and historical criteria, the Mediterranean presents itself as a more unified region than either Europe or Africa”. 54 Hence, one may talk about a Mediterranean identity or Mediterranean culture as a holistic concept, in spite of the variety of religions, languages and ways of living in the region. However, “the Mediterranean is both homogeneous and diversified, like its languages and cultures, its music, its colours, its fragrances and its forms” 55 and making generalisations that cover the whole Mediterranean would not only be misleading, but would also underestimate the rich diversity of the region as a whole. The following issues, among many others, should be taken into consideration in organising a Euro-Mediterranean youth activity: participants’ dietary needs. Vegetarians are not the only people who need to be considered. Muslims and Jews do not eat pork. For many Muslims, meat should be halal and food and drink should not contain alcohol. For many Jewish people, the food should be kosher. clarity with your partners about which countries are involved in the activity. Some participants may be legally prohibited from participating in activities involving members of certain states. introduction of ice-breaking activities or energisers that do not require physical contact with other participants, as some participants may not feel comfortable with this in certain cases. religious practices: prayer times, observance of religious days and fasting customs. concepts of time and punctuality (and the importance attributed to them) may differ among participants! mixed-sex dormitory accommodation may not be appreciated by many participants. Q: What other cultural points can you think of that one should consider when planning Euro-Mediterranean youth activities? On the other hand, the elements of culture within European states are not all the same, as Europe is composed of different linguistic and cultural groupings. It may be difficult to draw comparisons between the lifestyles of eastern, western and northern Europe. Moreover, immigration, affirmation of the existence of cultural minorities and the increasing mixing of communities in European countries has changed the structure of societies. A united Europe is not unified along the same lines as the Mediterranean region, although this may occur to some extent, but is founded on the 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
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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;
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 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: 86 If Orientalism can be defined as
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
Page 125 and 126: 124 As the institutions ultimately
Page 127 and 128: 126 is that some rights (negative r
Page 129 and 130: 128 D 5.5.1 The European Enlightenm
Page 131 and 132: 130 The Second Optional Protocol 8
Page 133 and 134: 132 Other important human rights do
Page 135 and 136: 134 Some real examples of violation
Page 137 and 138: 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
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392 The activity will be more usef
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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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