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Activity 4.4 Dominant –SubordinateAdapted from Participatory Workshops [18:1 p166]Time: 90 minutesMaterials:Flip chartPensObjective:Raise awareness and encourage analysis of dominantsubordinate/ upper-lower relationships, drawing attentionto an individual’s behaviour in response to where they arelocated at any given time in a relationship105Procedure:1. A timed brainstorm activity in which the whole group helpsto create lists of what they consider upper-lowerrelationships e.g. parent – child, teacher – student, boss –secretary. As participants decide how/ where to recordtheir examples on the flip chart, this generates discussionon expected stereotypes versus realities. It revealsstrategies used by the different players in order to shiftpower in their favour.2. Participants are asked to form groups of around 5/6 and touse the discussion to stimulate ideas for role plays basedon these upper –lower relationships.3. Each group is invited to perform their sketches on theworkshop “stage”.4. Invite comment form the group and summarise the keypoints of the performances.
Activity 4.5 Attitudes and Assumptions–AnExplorationSource: Participatory Research with Older People: ASourcebook [ p46]Time: 30 minutesMaterials:None106Objective:Recognise our natural tendency towards developing preconceivedideas and to encourage an analysis of ourassumptions, conclusions and beliefsProcedure:1. Ask participants to line up in order of age, with theyoungest person at one end and the oldest at the otherend. They should do this without talking andwithout signalling to each other in any way.2. Once everyone is in line, ask participants to talk toeach other, find out each other’s age and if necessaryrearrange themselves.3. Then ask the group to sit down and discuss theexercise.4. Was the line accurate the first time?5. Why? Why not?6. How did they categorise people by age?7. How reliable were their assumptions?
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ContentsPreface to 2004 Guidelines
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“Development as it affects a comm
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10PREFACE TO 2004 GUIDELINES EDITIO
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PART ONE15HOW THE GUIDELINES EVOLVE
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the best of intentions we can not o
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32“Tolerance, inter-cultural dial
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34IntroductionThe first day of the
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36other groups may share those valu
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TOPICSWhat do I expect from this wo
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406. A representative from each gro
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1.3 Meanings of CultureTime: 90 min
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4) Culture is the roles and guideli
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Step 26. The following cultural map
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Notes on Cultural MappingCultural m
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50Discussion following this activit
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Questions ChecklistHas my understan
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Page 64 and 65: Activity 2.4 - Tools BrainstormTime
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Page 68 and 69: Activity 2.6 - Enabling & Inhibitin
Page 71 and 72: Questions ChecklistWhat is my view
Page 73 and 74: 72“Mr. Director General, why is i
Page 75 and 76: 74IntroductionRead the following co
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Page 80 and 81: Activity 3.3 The Programme Cycle79T
Page 82 and 83: COUNTRYCONSULTATIONSEVALUATIONIDENT
Page 84: What it is and why we use itFirst w
Page 87 and 88: TERMAssumptionsMEANINGFactors exter
Page 89 and 90: 88Table 2: Log FrameOBJECTIVESPURPO
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Page 93 and 94: Avoiding log frame design problems(
Page 95 and 96: Questions ChecklistHow can I promot
Page 97 and 98: 96“One of the most difficult thin
Page 99 and 100: 98IntroductionThe overall aim of Da
Page 101 and 102: 100Activity 4.5, like 4.3, recommen
Page 103 and 104: TOPICSHow does the way we represent
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Page 109 and 110: Activity 4.6 Colleague Card SortSou
Page 111 and 112: Activity 4.7 Describing a Resourcef
Page 113 and 114: Questions ChecklistWhat are my pers
Page 115 and 116: 114“Reconciliation is to understa
Page 117 and 118: 116IntroductionThroughout the works
Page 119 and 120: TOPICSWhat is meant by conflict med
Page 121 and 122: 120maybe without even realizing or
Page 123 and 124: 1223. If necessary, demonstrate. Fo
Page 125 and 126: 124Notes on procedure: The above st
Page 127 and 128: Conclusion126Transforming situation
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Page 145 and 146: ContributorsAnuchit Jittrathanakul
Page 147 and 148: ContributorsVirongrung Bodharamik (
Page 149: 148For information and enquiries:Ce
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