TASKs for democracy

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Debriefing/reflecting The groups discuss how the activity works and how it models real-life situations. The facilitator shares some of the observations s/he made during the role play (using the notes taken). A whole group debriefing then sums up the learning that has taken place. – Participants reflect individually on how to use the learning in future negotiation situations and list the three most important actions and attitudes they want to develop. – They post their actions/attitudes on a wall. Participants get acquainted with each other’s actions. Further reading The scenario is inspired by: Hiller G. G. and Woźniak M. (2009), “Developing an intercultural competence program at an international crossborder university in intercultural education”, Intercultural Education Vol. 20 Supp. 1, pp. 113-24. Observation sheet Attitudes 1. I give space to others to express themselves and I listen and react to their arguments 2. I pay attention to how my choice of words and body language expresses my beliefs, thoughts and feelings 3. I deal calmly with uncertainty, ambiguity or innovation 4. I am sensitive to other people’s needs and feelings and help when I can 5. I show openness towards and understanding of behaviour, attitudes and opinions which are different from my own Skills 1. I can doubt, learn from problematic situations, tolerate uncertainty and understand that there is no one correct (unambiguous) answer to complex questions 2. I reformulate and express the ideas, opinions and viewpoints of other people to verify understanding 3. I initiate attempts to solve problems 4. I encourage debating, discussing, listening and asking questions, to build assertiveness based on constructive argument Unit 3 – Negotiating co-operation Page 307
Knowledge 1. I ask questions to find out why and how people change the way they behave across situations and contexts 2. I clarify meanings to avoid misunderstandings TASKs for democracy Page 308
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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
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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
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
Page 265 and 266: Resources and equipment The “squa
Page 267 and 268: Step 2 (Silent debate - group work
Page 269 and 270: PLANNING Preparation Activity 1-4:
Page 272 and 273: Activity 49 Education for preventio
Page 274 and 275: How much do you need to know about
Page 276 and 277: TASK SHEET 2 Cards Murder and exter
Page 278 and 279: Activity 50 Living together in dive
Page 280 and 281: What will be the challenges for you
Page 282 and 283: Basic principles on the rights of m
Page 284: Activities 51-54 Session evaluation
Page 287 and 288: Step 1 (survey - 10 minutes) 1. The
Page 289 and 290: Step 1 (pair work - 15 minutes) 1.
Page 291 and 292: 3. Alternatively, you may want to g
Page 293 and 294: Option 2 1. Divide the group into m
Page 296 and 297: Unit 1 Building empathy Originally
Page 298 and 299: Name Level of empathy (1-7) What is
Page 300 and 301: SELF Description Response Hot butto
Page 302 and 303: Unit 2 My backpack for learning, a
Page 304 and 305: Picture 1 Why did I choose this par
Page 306 and 307: Unit 3 Negotiating co-operation Ori
Page 310 and 311: Unit 4 Stimulated recall Originally
Page 312: Procedures 1. Displaying the audio/
Page 315 and 316: Tips for trainers This is an acti
Page 317 and 318: 2. The remaining group members (in
Page 320 and 321: Unit 6 My pluri-cultural self Origi
Page 322: My identities Unit 6 - My pluri-cul
Page 326 and 327: About the authors Series editor Cou
Page 328 and 329: Appendix LIST OF TASKS A_DIV_1 A_DI
Page 330 and 331: Time 15-20 minutes Time 30-45 minut
Page 332 and 333: Time 90 minutes Title of activity F
Page 334 and 335: Time 150 minutes Time 180 minutes T
Page 336 and 337: Time Session evaluation activities
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