MOSAIC - The training kit for Euro-Mediterranean youth work

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7 List of figures and tables Figures 1 Cartoon Political and institutional context ___________________________________________ 31 1.1 The member states of the Council of Europe ________________________________________ 35 1.2 The member states of the European Union __________________________________________ 36 1.3 The countries bordering the Mediterranean Sea ___________________________________ 37 1.4 The countries of the Euro-Mediterranean Partnership ___________________________ 44 1.5 The countries directly concerned by the Euro-Mediterranean activities of the Partnership on Youth ____________________________________________________ 52 2. Cartoon History and Memory ______________________________________________________________ 61 3.1 Cartoon intercultural learning ______________________________________________________________ 75 3.2 The iceberg __________________________________________________________________________________________ 78 3.3 The Europe–Africa cooking divide _______________________________________________________ 87 4.1 Cartoon participation ___________________________________________________________________________ 97 4.2 The Ladder of Participation ________________________________________________________________ 112 5. Cartoon Human Rights ______________________________________________________________________ 121 6. Cartoon Gender Equality ___________________________________________________________________ 143 7. Cartoon Diversity _______________________________________________________________________________ 177 8. Cartoon religion _________________________________________________________________________________ 199 9 Cartoon peace and conflict ________________________________________________________________ 233 9.1 The progress of conflict ______________________________________________________________________ 235 9.2 Five attitudes to conflict _____________________________________________________________________ 237 9.3 “Provention” ______________________________________________________________________________________ 238 9.4 The ‘image of the enemy’ – perceptions and feelings ________________________ 242 9.5 Tools for dealing with the ‘image of the enemy’ ________________________________ 246 9.6 Possible actions for peace during an armed conflict __________________________ 251 9.7 Real actions for peace during an armed conflict ________________________________ 252 10 Cartoon environment _________________________________________________________________________ 257 10.1 The Mediterranean basin hotspot _______________________________________________________ 260
8 Tables 0.1 What is in an activity? __________________________________________________________________________ 23 4.1 Younger and older age groups (as percentages of population) and fertility rates ____________________________________________________________________________________ 99 4.2 Resolutions and agreements about youth participation ______________________ 106 9.1 How do people behave towards the 3 Ps? _________________________________________ 239 9.2 What is known about the 3 Ps? __________________________________________________________ 240 9.3 Negative perceptions between Arabs and Europeans _________________________ 244 9.4 Common conceptions of Jews and Muslims ______________________________________ 244 9.5 Terrorist or freedom fighter? _______________________________________________________________ 245 10.1 Biodiversity ________________________________________________________________________________________ 261
Page 1 and 2: 11 Mosaic The training kit for Euro
Page 3 and 4: 2 This document does not necessaril
Page 6 and 7: 5 Contents List of figures and tabl
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 and 58: 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
Page 159 and 160:
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
Page 259 and 260:
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.
Page 271 and 272:
270 The overall aim of the renewed
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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
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322 Instructions Divide participan
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324 Handouts The list of features.
Page 327 and 328:
326 Instructions The activity is sp
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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
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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
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
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3 383 Reshaping racism There is no
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3 385 Tips for the facilitator Depe
Page 389 and 390:
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
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
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4 415 About the editors and contrib
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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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