TASKs for democracy

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TASK SHEET 3 Mapping barriers/constraints – opportunities/challenges Opportunities/Challenges Barriers/Constraints TASK SHEET 4 How to develop community work to build active and critical citizenship? Guidelines 1. Focus on a collective or group of persons, not individuals. 2. Pursue objectives of enhancement and human development (or prevention of the problem), and not merely therapeutic or care. 3. Conduct in the community or context that generates the problem to be solved (or closer geographically, socially and culturally to it), not in a separate institutional environment. 4. Work from the bottom (from the needs and resources of the group in question). Activity 40 – Participatory communities: looking at the horizon Page 217
5. Use a conceptual and supra-individual explanatory model: ecological, adaptive, systemic, interactive or transactional, action and social change, etc. 6. Maximise the participation of the collective. 7. Be integrated and multidisciplinary, not non-dimensional and unidisciplinary. 8. Promote community and social integration, not isolation and disintegration. 9. Use an interventionist proactive style (acting before and since the cause) to search for requirements of personal and social resources based on more egalitarian relationships, in contrast to a retroactive style (act after and from the consequences) of passive waiting, pathology and deficits based on hierarchical relationships. 10. Plan and organise comprehensive (and territorial) evaluation and intervention. Adapted from Peres A. N. and Freitas O. P., Proposal for a new citizenship for social development from the local and the community. TASK SHEET 5 Logbook 1. Summing up in three key words ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... 2. Today, I have learned ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... 3. From this session I take with me ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... 4. I would like to learn more about ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... ....................................................................................................................................................................................................................... TASKs for democracy Page 218
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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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3. The group’s observer: during t
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Activity 14 Exploring concepts thro
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Não sei quantas almas tenho. Cada
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Formal and informal skills: .......
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Step 4 (debriefing/reflecting - 20
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SITUATION 2 Instructions and materi
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SITUATION 4 Instructions and materi
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Step 4 (debriefing - 10 minutes) Mo
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TASK SHEET 3 Friendly school! Pre-r
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Step 3 (plenary debriefing - 20 min
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Principles Yes No Awareness about t
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Activity 18 The learning suitcase D
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Activity 19 What is education for d
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Activity 20 Little experiments for
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Step 4 (debriefing - 10 minutes) 1.
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Activities 21-26 90 minutes Page 1
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Were you aware of the difficulties/
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Example of a filled-in task sheet K
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Activity 22 In a storm at sea DESCR
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Activity 23 Tell me your story DESC
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Resources and equipment Pictures of
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Sample text and explanation Telling
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Activity 24 What are humans’ basi
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Resources and equipment Copies of J
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TASK SHEET 1B Pour faire le portrai
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Task Complete some of the following
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3. Ask participants to form micro-g
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Maria: You’re joking. My mum said
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3. Show the first post in the blog,
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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
Page 168 and 169: Activity 31 Choosing what I can do:
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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
Page 184 and 185: Activity 34 Trading values DESCRIPT
Page 186 and 187: Can we change values? Is there some
Page 188 and 189: Activity 35 Change the rules! DESCR
Page 190 and 191: 2. Discuss how the players behaved.
Page 192 and 193: Activity 36 Fostering understanding
Page 194: PLANNING Preparation Take the time
Page 198 and 199: Activity 37 How well equipped are y
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Page 203 and 204: 7. Each member in turn does three t
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Page 207 and 208: 8. Thinking about encounters with p
Page 210 and 211: Activity 39 Imagining possible outc
Page 212 and 213: When the plan is announced, some lo
Page 214 and 215: Activity 40 Participatory communiti
Page 216 and 217: TASK SHEET 1 Images of different ge
Page 220 and 221: TASK SHEET 6 Questionnaire - Partic
Page 222 and 223: Activity 41 Teaching difficult issu
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Page 226 and 227: 2. Show images and discuss the stor
Page 228 and 229: 2. Organise the first set of cards
Page 230: Activities 42-50 180 minutes Page
Page 233 and 234: Step 3 (group work - 50 minutes) 1.
Page 236 and 237: Activity 43 A shoebox full of memor
Page 238 and 239: Step 5 (trainer’s evaluation of t
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Page 243 and 244: Step 2 (individual and group work -
Page 245 and 246: 1. How long have you been using the
Page 247 and 248: 24. Do you use fake information abo
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Page 252 and 253: Activity 45 Media literacy and huma
Page 254 and 255: Write down something you learned ab
Page 256: TASK SHEET 2 theory practice Defini
Page 259 and 260: Step 3 (group work and plenary - 60
Page 261 and 262: TASK SHEET 2 Documents On Internall
Page 263 and 264: 4. Have participants write their gr
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Page 267 and 268: 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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