Active Citizens Global Toolkit - Active Citizens - British Council

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Explain the process: participants visit the five flip charts which are posted up around the room. Each of them represents a stage in the journey and has an area to write in the centre. Connected together they form a river. Participants write about why learning more about this could help us to work towards the vision of the programme on each flip chart. Ask the group to gallery walk (see page 21) in pairs reflecting on the comments. Debrief: � What were some of the key points that emerged? � What is the flow of the river? How does stage one (Me / Identity and culture) helps us to achieve stage two (Me and you / dialogue) and so on. � Are there any broad principles which could support us on our journey? Globally connected, Locally engaged - Active Citizens: Toolkit. Copyright © 2011 (v2 2012) The British Council This material may not be reproduced in any manner without the written permission of the copyright holders. 36
Active Citizens are…? (one hour) Learning outcomes: 1. Understand more about the programme. 2. Feel more motivated and able to share with and learn from others. Summary: This activity gives participants an experience of the challenges and opportunities of learning and sharing with other people. Using a Think Pair Share approach, participants of the four key characteristics of an Active Citizen before engaging in dialogue and negotiation to agree them as a whole group. Materials: Paper and pens Approach: 1. Tell the group, we’re going to explore the key characteristics of an Active Citizen and that it is going to challenging for us as individuals and as a group. We will reflect on these challenges after the exercise. 2. Ask the participants to, on their own, think of four words that are the ‘the four most important characteristics of an Active Citizen’. It is very important that the group do not use sentences or phrases. Each word should be a possible answer to the question: ‘a real active citizen should be…’ 3. After the group have four words each, split them into pairs and ask each pair to agree on just four words for ‘a real active citizen should be…’. 4. Ask them to form a group of four with another pair. Again they must agree just four words between them. 5. Repeat this process until there are just two, large groups in the room and each has just four words. 6. Now give these two large groups ten minutes to agree on the final four words that will represent the whole group’s judgement of the key characteristics of an active citizen. (If the group can’t reach an agreement in ten minutes, stop the exercise). Debrief in plenary: (example answers in italics) � Explain that the words the group has been using some of the attitudes and skills that the Active Citizens programme wants to build. Let’s reflect on the challenges and opportunities of working with others. � How did you feel? E.g. pleased with the discussion, frustrated, proud, excluded. � What were you doing in this exercise? E.g. negotiating, reflecting, making decisions, discovering different interpretations, coming to consensus. � What contributed to us feeling this way? … We needed a facilitator, the full process wasn’t explained at the beginning, we worked as a team, there wasn’t enough time, some people were speaking all the time, we ensured that everyone had an opportunity to speak. Globally connected, Locally engaged - Active Citizens: Toolkit. Copyright © 2011 (v2 2012) The British Council This material may not be reproduced in any manner without the written permission of the copyright holders. 37
Page 1 and 2: Globally connected, Locally engaged
Page 3 and 4: Introduction Globally connected, Lo
Page 5 and 6: About Active Citizens ‘The world
Page 7 and 8: The participants’ experience All
Page 9 and 10: The Active Citizens Learning Journe
Page 11 and 12: Explanation of terms These terms ar
Page 13 and 14: Planning Delivery Recommendations W
Page 15 and 16: Principles to support delivery In t
Page 17 and 18: Designing your Workshop Globally co
Page 19 and 20: Facilitation techniques Use these t
Page 21 and 22: World café Participants set the ag
Page 23 and 24: Useful skills for Active Citizens S
Page 25 and 26: 5. Ubuntu Ubuntu is a word used by
Page 27 and 28: Introduction activities Globingo (2
Page 29 and 30: Tree of Expectations (35 minutes) L
Page 31 and 32: Baseline targets (ten minutes) Lear
Page 33 and 34: The Active Citizens vision and our
Page 35: AC River - building skills and know
Page 39 and 40: Active Citizens case studies A lot
Page 41 and 42: Me and my identity (one hour 30 min
Page 43 and 44: Approach 2: 1. Tell the group that
Page 45 and 46: Debrief: � What do you think the
Page 47 and 48: Debrief: � When we speak to a per
Page 49 and 50: The meaning of appreciative inquiry
Page 51 and 52: � Are there any things which we f
Page 53 and 54: The questioner within (one hour) Le
Page 55 and 56: Appreciative inquiry sheet Power of
Page 57 and 58: Feedback and reflection (one hour)
Page 59 and 60: Me and You (Dialogue) Workshop acti
Page 61 and 62: The moral of the story is that all
Page 63 and 64: Exploring cultural baggage (45 minu
Page 65 and 66: Debrief: � How did you find the p
Page 67 and 68: Approach: Chopsticks 1. Each person
Page 69 and 70: Approach: Role play 1. Split the gr
Page 71 and 72: Moving forward through dialogue Lea
Page 73 and 74: Ubuntu - exploring our connectednes
Page 75 and 76: - The vehicles that travel on roads
Page 77 and 78: Systems triangle game (50 minutes)
Page 79 and 80: changes happen, when some other peo
Page 81 and 82: Systems thinking case study Buildin
Page 83 and 84: Who decides…? 1 …at what age it
Page 85 and 86: � Facilitating organisational cha
Page 87 and 88:
Principles Learning outcomes: 1. Ha
Page 89 and 90:
Preparing for a community engagemen
Page 91 and 92:
Ask participants to bear in mind th
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Community research approaches Chatt
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Visioning the changes you want to s
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Reflection Learning outcomes: Be mo
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Table Hosts � Each table has a vo
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Planning your social action tools T
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Tool One: Kinds of Change Table Kin
Page 105 and 106:
Tool three: Power Graph This approa
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Tool five: Table for outlining our
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Identifying risks and how to overco
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Communicating your project (45 minu
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Social action projects in IDP camps
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‘This year we're working with 20
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International Study Visits and Netw
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- An insight into the community rel
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� Demonstrate how action or behav
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‘We were blown away by seeing how
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Annexe Globally connected, Locally
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About dialogue Dialogue in Active C
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Checklist for setting up a dialogue
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Fishbowl (one hour 30 minutes) Lear
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a situation. The purpose of this di
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Framework for working with conflict
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Colonialism and imperialism Learnin
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It’s not what you say, it’s how
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7. Ask participants: What are your
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� What does the group think of th
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people, the media, archaeologists,
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Group two: Role play task sheet You
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15. THIS IS NOW THE PATTERN. We jus
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Annexe 2: International Study Visit
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ISV aims and objectives: The broad
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Stage Five the diversity of the hos
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Community visits: For many Active C
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An extract from the Personal Learni
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ISVs online To support participants
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Active Citizens Publicity Toolkit G
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We have created a series of templat
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� Call back next day (or later th
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Annexe 4: Resources Globally connec
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Signposting - resources, ideas, sup
Page 173:
McLuhan, M., 2008. The Medium is th
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