TASKs for democracy

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TASK SHEET 1 Friendly school! At school a group of students are gathered round reading some graffiti on the wall and laughing. A teacher comes along. Teacher: What’s all this about? Sam: Somebody’s sprayed paint all over this wall. Teacher: Do you think that’s funny? Maria: Not right is it, Sir, illegal immigrants coming to our country like this. Tony: Yes and they’re taking our houses and jobs too – that’s what my dad says. Alice: And bringing their strange ways with them! Sam: Where do they come from? Tony: Don’t know, but the sooner they go back the better. That’s what my dad says anyway. Teacher: Now run along to your lessons and stop wasting time. At school a few days later, a boy is playing ball by himself. Maria: Do you know who that is? That’s one of the illegals who arrived last week. Sam: How do you know? Have you spoken to him? Maria: You’re joking. My mum said I should not have anything to do with him and to keep an eye on my things because you can’t trust these black people. Later that week the Head is speaking during assembly. Head: By now you will all have noticed that a new boy has joined our school. His name is Hamsa. Now let’s make this clear – he is not an illegal immigrant, as some of you are saying. He is an asylum seeker. His family has come here for one reason only – to get away from the threats and violence they were suffering in their country. So let’s try and make him welcome. Maria: Head: Asylum seekers, illegal immigrants! What’s the difference? They’re all foreigners – that’s what my dad says. I’m not making him welcome! Now don’t be rude, Maria. Good morning everyone. Go to class quietly now. TASK SHEET 2 Questions on Friendly school! 1. Friendly School! raises several issues regarding cultural diversity. Can you identify them? 2. What is the difference between illegal immigrants and asylum seekers? 3. Compare the term “illegal” in the following statement: “It is illegal to steal things from others” and in the text Friendly school! Do you agree with the term? (Consider what the Universal Declaration of Human Rights says about the issue.) 4. How can Hamsa be encouraged to engage with his schoolmates, especially during breaks? 5. Adults often undermine the intercultural work done in schools. What can be done to work on parental attitudes to cultural diversity? 6. It appears that both the teacher and the head missed opportunities to address the students’ attitudes towards newly arrived students. How do you think the situations should have been dealt with? 7. How can we learn to really respect each other as unique individuals? Activity 16 – Friendly school Page 99
TASK SHEET 3 Friendly school! Pre-reading (or dramatisation) Look at the title and comment on it. What does it suggest about the school? After reading (or dramatisation) Discuss the title again and comment on it. Compare the meaning of the word “illegal” in the following sentence: “It is illegal to steal things from others” and the term “illegal” in the passage Friendly school! Do you agree with the use of this term? (Consider what the Universal Declaration of Human Rights says about the issue.) What is the difference between illegal immigrants and asylum seekers? How does Tony’s father feel about immigrants? How does Maria’s mother feel about people who appear to be different? Do you agree with Tony’s father and Maria’s mother? If you do, why? If you don’t, what would you say to them? If you were the teacher or the head in the passage, what would you do to teach the students to respect ALL people as unique individuals? Follow-up activity Imagine you were Hamsa. Write a paragraph about how you feel in this school. TASKs for democracy Page 100
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TASKs for democracy 60 activities t
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The opinions expressed in this work
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Acknowledgements M any people have
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EDUCATION The expansion of the digi
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Introduction Ildikó Lázár and Pa
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the co-operative principles and pra
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The core components or TASKs are il
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mediating in conflict situations. W
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periphery. Looking at old maps in w
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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Table 2: Guiding questions to evalu
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Part two Toolbox TASKS FOR DEMOCRAC
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Diversity and empathy 2 I am intere
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People who develop these skills are
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Knowledge and understanding Diversi
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Diversity and empathy 2 I find ways
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CODING First letter Thematic code N
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The formulation of the question is
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Activities 1-6 15-25 minutes Page
Page 51 and 52: PLANNING Preparation Ideally, the r
Page 53 and 54: PLANNING Resources and equipment A2
Page 55 and 56: PLANNING Preparation Make room for
Page 57 and 58: PLANNING Preparation The room could
Page 60 and 61: Activity 6 Pieces of a puzzle DESCR
Page 62: Activities 7-11 30-45 minutes Page
Page 65 and 66: PLANNING Preparation Optional: the
Page 67 and 68: Step 4 (debriefing - 10 minutes) Di
Page 69 and 70: Tips and potential difficulties 1.
Page 71 and 72: PLANNING Preparation Have enough co
Page 74 and 75: Activity 11 Show me your ID DESCRIP
Page 76: Activities 12-20 60 minutes Page 7
Page 79 and 80: Step 2 (pair work - 10 minutes) Aft
Page 82 and 83: Activity 13 Negotiating the meaning
Page 84 and 85: 3. The group’s observer: during t
Page 86 and 87: Activity 14 Exploring concepts thro
Page 88 and 89: Não sei quantas almas tenho. Cada
Page 90: Formal and informal skills: .......
Page 93 and 94: Step 4 (debriefing/reflecting - 20
Page 95 and 96: SITUATION 2 Instructions and materi
Page 97 and 98: SITUATION 4 Instructions and materi
Page 99: Step 4 (debriefing - 10 minutes) Mo
Page 103 and 104: Step 3 (plenary debriefing - 20 min
Page 105 and 106: Principles Yes No Awareness about t
Page 108 and 109: Activity 18 The learning suitcase D
Page 110 and 111: Activity 19 What is education for d
Page 112 and 113: Activity 20 Little experiments for
Page 114 and 115: Step 4 (debriefing - 10 minutes) 1.
Page 116: Activities 21-26 90 minutes Page 1
Page 119 and 120: Were you aware of the difficulties/
Page 121 and 122: Example of a filled-in task sheet K
Page 124 and 125: Activity 22 In a storm at sea DESCR
Page 126 and 127: Activity 23 Tell me your story DESC
Page 128 and 129: Resources and equipment Pictures of
Page 130 and 131: Sample text and explanation Telling
Page 132 and 133: Activity 24 What are humans’ basi
Page 134 and 135: Resources and equipment Copies of J
Page 136 and 137: TASK SHEET 1B Pour faire le portrai
Page 138: Task Complete some of the following
Page 141 and 142: 3. Ask participants to form micro-g
Page 143 and 144: Maria: You’re joking. My mum said
Page 145 and 146: 3. Show the first post in the blog,
Page 147 and 148: TASK SHEET 1 Now we’re talking -
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Activities 27-36 120 minutes Page
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2. Participants discuss how they al
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TASK SHEET 3 Before drawing your dr
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Step 2 (acting - 30 minutes) 1. Wit
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Further reading Maley A. and Duff A
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Another text/video/audio should pre
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8. Do you have many identities on t
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Step 3 (conceptualisation - whole g
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Activity 31 Choosing what I can do:
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Tips and potential difficulties If
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Activity 32 Maps: describing our re
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Resources and equipment Task sheet
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Activity 33 Communication breakdown
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Tips and potential difficulties 1.
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Communication at its best minimises
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Reflections What is behind avoidanc
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Activity 34 Trading values DESCRIPT
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Can we change values? Is there some
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Activity 35 Change the rules! DESCR
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2. Discuss how the players behaved.
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Activity 36 Fostering understanding
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PLANNING Preparation Take the time
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Activity 37 How well equipped are y
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Tips and potential difficulties Thi
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7. Each member in turn does three t
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than most people. To give it a last
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8. Thinking about encounters with p
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Activity 39 Imagining possible outc
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When the plan is announced, some lo
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Activity 40 Participatory communiti
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TASK SHEET 1 Images of different ge
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TASK SHEET 3 Mapping barriers/const
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TASK SHEET 6 Questionnaire - Partic
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Activity 41 Teaching difficult issu
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argues that we need to focus on the
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2. Show images and discuss the stor
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2. Organise the first set of cards
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Activities 42-50 180 minutes Page
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Step 3 (group work - 50 minutes) 1.
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Activity 43 A shoebox full of memor
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Step 5 (trainer’s evaluation of t
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4. Is one allowed to touch the obje
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Step 2 (individual and group work -
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1. How long have you been using the
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24. Do you use fake information abo
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He has to visit for a video confere
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Activity 45 Media literacy and huma
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Write down something you learned ab
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TASK SHEET 2 theory practice Defini
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Step 3 (group work and plenary - 60
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TASK SHEET 2 Documents On Internall
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4. Have participants write their gr
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Resources and equipment The “squa
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Step 2 (Silent debate - group work
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PLANNING Preparation Activity 1-4:
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Activity 49 Education for preventio
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How much do you need to know about
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TASK SHEET 2 Cards Murder and exter
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Activity 50 Living together in dive
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What will be the challenges for you
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Basic principles on the rights of m
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Activities 51-54 Session evaluation
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Step 1 (survey - 10 minutes) 1. The
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Step 1 (pair work - 15 minutes) 1.
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3. Alternatively, you may want to g
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Option 2 1. Divide the group into m
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Unit 1 Building empathy Originally
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Name Level of empathy (1-7) What is
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SELF Description Response Hot butto
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Unit 2 My backpack for learning, a
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Picture 1 Why did I choose this par
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Unit 3 Negotiating co-operation Ori
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Debriefing/reflecting The groups
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Unit 4 Stimulated recall Originally
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Procedures 1. Displaying the audio/
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Tips for trainers This is an acti
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2. The remaining group members (in
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Unit 6 My pluri-cultural self Origi
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My identities Unit 6 - My pluri-cul
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About the authors Series editor Cou
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Appendix LIST OF TASKS A_DIV_1 A_DI
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Time 15-20 minutes Time 30-45 minut
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Time 90 minutes Title of activity F
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Time 150 minutes Time 180 minutes T
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Time Session evaluation activities
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TASKs for democracy

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