MOSAIC - The training kit for Euro-Mediterranean youth work

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2 95 39. Miller, P., Gillinson, S. and Parker, S. (2004) Disabilism: how to tackle the last prejudice, Demos, p. 9. 40. “Homophobia in Europe”, European Parliament resolution on homophobia in Europe, adopted on 18.01.2006. 41. Summarised from Nicolae, V. “Anti-Gypsyism – a definition”, available at www.ergonetwork.org/antigypsyism.htm. 42. Drislane, R. and Parkinson, G. (2002) “Sexism” in Online Dictionary of the Social Sciences (Athabasca University and ICAAP). Available at http://bitbucket.icaap.org/dict.pl?alpha=S. 43. Almárcegui, P. (2003) “Orientalism: twenty years on”, Quaderns de la Mediterrània, No. 3-4, 2003, pp. 255-259. Available at: http://www.iemed.org/publicacions/quaderns/4/aalmarcegui.php (accessed on 18 June 2007). 44. Ibid. 45. Ibid. 46. Said, E. W. (1978) Orientalism. New York: Pantheon. 47. Said, E. (2003) ‘Preface to Orientalism’, Al-Ahram Weekly Online, 7-13 August 2003, Issue 650. Available at: http://weekly.ahram.org.eg/2003/650/op11.htm (accessed on 24 January 2008). 48. Hanefi, Hasan (2007) “Oryantalizmden Oksidentalizme” (‘From Orientalism towards Occidentalism’) in Uluslararası Oryantalizm Sempozyumu (‘International symposium on Orientalism’), İstanbul, 9-10 December 2006, pp. 79-90, at p. 80. 49. Ibid., p. 84. 50. “Humanism”, http://en.wikipedia.org/wiki/Humanism. 51. Said, E. (2003) ‘Preface to Orientalism’, Al-Ahram Weekly Online, 7-13 August 2003, Issue 650. Available at: http://weekly.ahram.org.eg/2003/650/op11.htm (accessed on 24 January 2008). 52. Otten, H. (1997) Ten theses on the correlation between European youth encounters, intercultural learning and demands on full- and part-time staff in these encounters. Available at: http://ikab.de/reports/thesen_en.pdf. 53. For a historical account of such an exchange, see Chapter 2 in this T-Kit: History and memory. 54. King, Russell (1997) “Introduction: an essay on Mediterraneanism” in The Mediterranean environment and society, ed. Russell King, Lindsay Proudfoot and Bernard Smith. London: Arnold. 55. Baccouche, F. (1999) “The Mediterranean region united in its diversity” in North-South Centre (1999) Intercultural dialogue: basis for Euro-Mediterranean partnership. 56. For a compilation of articles on intercultural dialogue in the context of Euro-Mediterranean Partnership, please see: North-South Centre (1999) Intercultural dialogue: basis for Euro-Mediterranean partnership, Lisbon: North-South Centre, publication of an international colloquy, 11-13 April 1997, organised by the North-South Centre. Available at: www.coe.int/t/e/north-south_centre/programmes/6_transmediterranean_dialogue/c_publications/ InterculturalDialogue Euro-Mediterranean_Partnership.pdf (accessed on 22 June 2007). 57. See www.coe.int/T/dg4/intercultural/concept_EN.asp (accessed on 22 June 2006). 58. Council of Europe, Faro Declaration on the Council of Europe’s Strategy for Developing Intercultural Dialogue, Ministerial Conference, Intercultural Dialogue: The Way Ahead, Closing Conference of the 50th Anniversary of the European Cultural Convention, 27-28 October 2005, Faro, Portugal. The Faro Declaration defines the rationale and the instruments of intercultural dialogue in detail. Its overall aim is to manage diversity in open and inclusive societies based on human rights, democracy and the rule of law, by fostering communication and improving the skills and knowledge necessary for living together peacefully and constructively within European societies, between European countries and between Europe and neighbouring regions. 59. International Association of Universities, www.unesco.org/iau/id/index.html (accessed on 22 June 2006). 60. White Paper on Intercultural Dialogue, “Living together as equals in dignity”. Available at: www.coe.int/t/dg4/intercultural/Source/White Paper_final_revised_EN.pdf. 61. Ibid. 62. White Paper on Intercultural Dialogue, “Living together as equals in dignity” was launched by the Council of Europe Ministers of Foreign Affairs at their 118th Ministerial Session, Strasbourg, 7 May 2008. 63. White Paper on Intercultural Dialogue, “Living together as equals in dignity”. 64. Ibid. 65. Ibid. 66. Otten, H. (1997). 67. Ibid. Themes
96 68. Iben, G. (1974) Sozialerziehung. Soziales Lernen in: Ch. Wulff, Hrsg., Wöterbuch der Erziehung. München, p. 539, quoted in Otten, H. (1997). 69. Mogensen, L. (2006) “Intercultural learning”, published on 18 September 2006 at: www.nonformality.org/index.php/2006/09/intercultural-learning. 70. Otten, H. (1997). 71. Ibid. 72. Ibid. 73. Ibid. 74. For a very good example of how intercultural dialogue is experienced in a Euro-Mediterranean youth training course, see Taylor, M. (2007) “Marker: What can you do with conflict?”, Coyote, No. 12, pp. 44-45. Available at: www.youth-partnership.net/export/sites/default/youth-partnership/documents/Publications/Coyote/12/Marker1.pdf. 75. Mogensen, L. (2006) “Intercultural learning: one concept to embrace it all?… or maybe – not?”, published on 18 September 2006 at www.nonformality.org/index.php/2006/09/intercultural-learning. 76. From a presentation by Rui Gomes, 1999. 77. Ibid. 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;
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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
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 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: 94 13. Dadsi, D. (1995) Specificiti
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
Page 139 and 140: 138 or the way existing mechanisms
Page 141 and 142: 140 Education through human rights
Page 143 and 144: 142 18. See www.echr.coe.int/echr.
Page 145 and 146: 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 _______
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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