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nuclear families”. At least 10 ‘behaviour’ cards should begiven to each group.9. Participants are also encouraged to write their own‘driver/value’ or ‘behaviour’ that they consider pertinent totheir cultural group.10. Facilitators invite feedback from each group and requestthem to also complete a cultural driver/value gridcomparison chart. This should be prepared in advance andcontain the cultural drivers/values listed vertically down theleft hand column. Horizontally across the top of the grid islisted the pre-identified groupings for this activity**. Eachgroup is directed to complete the grid by ticking the culturaldriver/value that they agreed were part of their culture.After completion, this then allows for an easily-viewedcomparison. It is important to emphasise what people havein common first. Then generate discussion on how to bridgeidentified differences. See note on possible outcomes onP.50.47**In some of these workshops, participants comprised severalnationalities and quite often within each nationality subgroupingswere identified. Accordingly, for this activity,participants were directed to form within groups theyconsidered shared many commonalities. For workshops of onenationality, if sub-groups are identified, for example by region,ethnicity, or religion, the activity is still viable.
Notes on Cultural MappingCultural mapping is described by UNESCO“As a crucial tool and technique in preserving the world’sintangible and tangible cultural assets. It encompasses a widerange of techniques and activities from community-basedparticipatory data collection and management to sophisticatedmapping using GIS (Geographic Information Systems).”- From UNESCO Bangkok www.unescobkk.org48Many of us may well be involved in community-based datacollection but may not necessarily have referred to it as a formof cultural mapping whereas mapping using GIS is by definitionmore obviously a form of ‘cultural mapping’. SEAMEO-SPAFAuses both community-based data collection and GIS. Thecultural mapping activity used here on Day 1 of the workshopoffers another type of mapping which is akin to ‘mind mapping’whereby we define our cultures and their relationship to othersthrough an exploration of values and correspondingbehaviours. The initial part of Activity 1.4 is to clarify/definethe various cultural mapping methodologies that exist and toconsider the objectives of each. It draws attention to the arrayof cultural mapping activities that are available to us that caninclude amongst others the physical or spatial, the conceptual,as well as the ‘mindset’.In terms of better communication and understanding it isnecessary to seek clarification as the term ‘mapping’ hasbecome an ‘umbrella’ terminology containing many aspects.For example, the goal of ASEF’s Culture360 Asian MappingExercise is described as a coordinated audit and documentationof “existing cultural resources in the region to promote theiraccessibility and visibility” (www.asef.org) and is to beundertaken by one appointed individual or team in each
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Page 7 and 8: ContentsPreface to 2004 Guidelines
Page 9 and 10: “Development as it affects a comm
Page 11 and 12: 10PREFACE TO 2004 GUIDELINES EDITIO
Page 13 and 14: Fororeworord:12FororeworordDespite
Page 16 and 17: PART ONE15HOW THE GUIDELINES EVOLVE
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Page 33 and 34: 32“Tolerance, inter-cultural dial
Page 35 and 36: 34IntroductionThe first day of the
Page 37 and 38: 36other groups may share those valu
Page 39 and 40: TOPICSWhat do I expect from this wo
Page 41 and 42: 406. A representative from each gro
Page 43 and 44: 1.3 Meanings of CultureTime: 90 min
Page 45 and 46: 4) Culture is the roles and guideli
Page 47: Step 26. The following cultural map
Page 51 and 52: 50Discussion following this activit
Page 53 and 54: Questions ChecklistHas my understan
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Page 57 and 58: 56IntroductionFollowing on from the
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Page 64 and 65: Activity 2.4 - Tools BrainstormTime
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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
Page 91 and 92: participants when they took the rol
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
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98IntroductionThe overall aim of Da
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100Activity 4.5, like 4.3, recommen
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TOPICSHow does the way we represent
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1044. Ask participants to repeat th
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Activity 4.5 Attitudes and Assumpti
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Activity 4.6 Colleague Card SortSou
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Activity 4.7 Describing a Resourcef
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Questions ChecklistWhat are my pers
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114“Reconciliation is to understa
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116IntroductionThroughout the works
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TOPICSWhat is meant by conflict med
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120maybe without even realizing or
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1223. If necessary, demonstrate. Fo
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124Notes on procedure: The above st
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Conclusion126Transforming situation
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ContributorsAnuchit Jittrathanakul
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ContributorsVirongrung Bodharamik (
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148For information and enquiries:Ce
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