TASKs for democracy

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Resources and equipment Copies of Jacques Prévert’s poem (Task sheet 1a – English version, Task sheet 1b – Original version in French) Task description (Task sheet 2) – one for each pair Role cards (Task sheet 3) – one card for each pair Optional follow-up activity (Task sheet 4) Flip charts or posters, markers Tips and potential difficulties 1. Make sure that when writing their poem, participants do not write “about” their role/character on the card, but about the needs of this group “to live and have a good life”. 2. Creative writing with a partner can be a challenging task. Help pairs collaborate effectively and respectfully. 3. Analogies do not help us understand separate elements, but rather processes, complicated systems or constellations of relationships. The skill needed in analogies is present in all cognitive processes we engage in, and certainly when exploring questions of identity and culture. See Task sheet 4 for a followup activity on analogies. Activity 24 – What are humans’ basic needs? Page 133
TASK SHEET 1A To paint the portrait of a bird First of all, paint a cage with an opened little door then paint something attractive something simple something beautiful something of benefit for the bird Put the picture on a tree in a garden in a wood or in a forest hide yourself behind the tree silent immovable... Sometimes the bird arrives quickly but sometimes it takes years Don’t be discouraged wait wait for years if necessary the rapidity or the slowness of the arrival doesn’t have any relationship with the result of the picture When the bird comes if it comes keep the deepest silence wait until the bird enters the cage and once it has close the door softly with the brush then remove one by one all the bars taking care not to touch any feather of the bird Then draw the portrait of the tree choosing the most beautiful branch for the bird paint also the green foliage and the coolness of the beasts of the grass in the summer’s heat and then, wait until the bird decides to sing If the bird doesn’t sing it’s a bad sign it means that the picture is wrong but if it sings it’s a good sign it means that you can sign so you tear with sweetness a feather from the bird and write your name in a corner of the painting. Jacques Prévert TASKs for democracy Page 134
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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
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PLANNING Preparation Ideally, the r
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PLANNING Resources and equipment A2
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PLANNING Preparation Make room for
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PLANNING Preparation The room could
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Activity 6 Pieces of a puzzle DESCR
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Activities 7-11 30-45 minutes Page
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PLANNING Preparation Optional: the
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Step 4 (debriefing - 10 minutes) Di
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Tips and potential difficulties 1.
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PLANNING Preparation Have enough co
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Activity 11 Show me your ID DESCRIP
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Activities 12-20 60 minutes Page 7
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Step 2 (pair work - 10 minutes) Aft
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Activity 13 Negotiating the meaning
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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 and 100: Step 4 (debriefing - 10 minutes) Mo
Page 101 and 102: TASK SHEET 3 Friendly school! Pre-r
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 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 -
Page 150: Activities 27-36 120 minutes Page
Page 153 and 154: 2. Participants discuss how they al
Page 155 and 156: TASK SHEET 3 Before drawing your dr
Page 157 and 158: Step 2 (acting - 30 minutes) 1. Wit
Page 159 and 160: Further reading Maley A. and Duff A
Page 161 and 162: Another text/video/audio should pre
Page 163 and 164: 8. Do you have many identities on t
Page 165 and 166: Step 3 (conceptualisation - whole g
Page 168 and 169: Activity 31 Choosing what I can do:
Page 170 and 171: Tips and potential difficulties If
Page 172 and 173: Activity 32 Maps: describing our re
Page 174 and 175: Resources and equipment Task sheet
Page 176 and 177: Activity 33 Communication breakdown
Page 178 and 179: Tips and potential difficulties 1.
Page 180 and 181: Communication at its best minimises
Page 182 and 183: 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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