TASKs for democracy

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Time 150 minutes Time 180 minutes Title of activity Focus Type 36 Fostering understanding and tolerance Theoretical underpinnings of prejudice and discrimination 37 How well equipped are you to deal with propaganda? Multiperspectivity in cartoons 38 Dealing with difficult knowledge Writing to explore values, tensions and paradoxes Core/main activity A_DIV_1 A_DIV_2 Learning outcomes Attitudes Skills Knowledge K_DIV_1 S_HR_2 S_EPIST_2 Core/main activity A_EPIST_3 S_COOP_2 S_EPIST_2 S_EPIST_1 Main activity A-EPIST_3 S_SELF_1 S_SELF_2 K2_EPIST_1 K_EPIST_1 K_SELF_ 2 39 Imagining possible outcomes Exploring possibilities through storytelling Core/main activity A_EPIST_3 A_EPIST_4 S_SELF_1 S_EPIST_1 K_DIV_3 40 Participatory communities: looking at the horizon How to involve educational communities in EDC/HRE 41 Teaching difficult issues Exploring different approaches to teaching history Core/main activity A_COOP_2 S_COOP_3 K_COOP_1 Main activity A_DIV_2 A_EPIST_2 A_EPIST_4 S_SELF_1 K_EPIST_1 Title of activity Focus Type 42 How much can we rely on textbooks? Analysing and comparing textbook evaluation criteria Learning outcomes Attitudes Skills Knowledge K_EPIST_1 Core/main activity A_DIV_1 A_EPIST_2 S_EPIST_2 S_EPIST_3 Index of activities Page 333
Time 180 minutes Title of activity Focus Type 43 A shoebox full of memories Exploring personal stories and values through objects 44 Students on the Internet Analysing students’ use of the Internet to help introduce media literacy in schools 45 Media literacy and human rights Prevention of the risks inherent in learners’ use of the Internet Introductory/icebreaking; core/main activity; concluding/ disbanding Core/main activity A_EPIST_2 A_SELF_2 Core/main activity A_DIV_1 A_EPIST_1 A_SELF_5 Learning outcomes Attitudes Skills Knowledge A_DIV_1 K_SELF_2 A_DIV-2 A_HR_4 A_EPIST_1 S_EPIST_2 K_HR_1 S_COOP_2 S_EPIST_2 46 Displacement and digital storytelling Exploring identity and mobility Core/main activity A_DIV_2 S_DIV_2 K_DIV_1 K_DIV_2 47 Modelling a democratic culture through co-operative learning Experiencing and reflecting on co-operative learning as opposed to traditional group work 48 A fresco for tolerance Collective reflection on the consequences of conflict – developing competences for communication, conflict resolution and tolerance 49 Education for prevention of crimes against humanity in primary school Prevention with a strong emphasis on exploring values and attitudes in order to influence actions 50 Living together in diversity Discussing controversial statements and rules for living together Core/main activity A_HR_4 S_HR_1 K_COOP_3 Core/main activity; evaluation A_EPIST_2 A_EPIST_3 A_COOP_2 S_HR_1 K_5 Core/main activity A_DIV_2 S_HR_1S_HR_2 K_COOP_3 K_SELF_1 Main activity A_DIV_1 S_DIV_3 K_COOP_1 K_DIV_2 TASKs for democracy Page 334
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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
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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
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 308 and 309: Debriefing/reflecting The groups
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 336 and 337: Time Session evaluation activities
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TASKs for democracy

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