Index issue 15 by Comhlamh

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Issue 15 . February . 2007

ÂŠ Shutterstock 2007

Irish Newsletter for Development Education Exchange

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Editorial A new year brings with it new ventures and new challenges and in this issue of INDEX we take a look at the increasingly popular activity of North-South Linking. Barbara Wilson, from the Development Education Unit of Irish Aid begins by introducing their proposals for a national scheme on linking and immersions within the context of the White Paper. She makes important clarifications about the distinctive nature of each of these initiatives. Cathal O Keefe from Link Community Development shares their experience with linking projects and urges us to take measures to preserve the quality of the learning experience. For this he makes useful recommendations for those planning to participate in these kinds of schemes to ensure the success of future programmes. We also hear from the perspective of a teacher from Brazil who tells us about some of the difficulties she experienced which should inform our own approaches to linking or immersion initiatives. 2007 marks the European year of equal opportunities for all. What does this European year mean for those involved in Development Education, how can we all incorporate and bring to life this important message? As a start, the Equality Authority has launched their plans for events for the year. Check out their website www.equality.ie to consider some ideas. And while we’re talking about important messages, another central issue appeared on the radar screen recently…not too many readers can have escaped the recent media coverage of accusations of racism surrounding the "Big Brother" reality TV show. While we may all bemoan the popularity of the show we could use Intercultural and Anti Racism week which takes place this year from March 18th-25th and includes March 21 - United Nations Day against Racism to educate and raise awareness. As you know we have a tradition of profiling interesting organisations in Index and in this edition we learn about the work of EIL, the oldest educational exchange organisation in the world. For all you’re regular links and news go to pgs 6,7, & 10 and if you have ever thought about using blockbusters or cartoons as a Development Education resource pg 11 will be of interest! As always, Index magazine is a communications tool for the Development Education sector. This is your voice so we urge you to use it as an instrument for discussion and analysis. We would love to hear your feedback on the articles we feature and we always welcome constructive comments. Why not avail of our calendar section “Index Links” for upcoming courses and events, and share your own projects, advertise your events, workshops, resources and tell us about your challenges. We strive to keep this medium for exchange current and relevant so your input is very much appreciated. Please feel free to email us any suggestions and/or contributions for future issues to index@comhlamh.org

Until the next time…

They may forget what you said but they will never forget how you made them feel

Irish Aid developing national scheme for school linking .........................................Page 3 School linking, some inconvenient truths ...........................Page 4 North South links, pitfalls and potential ....................................Page 5 Index Links ..............................................Pages 6,7 EU Corner .....................................................Page 8 Profile EIL Ireland ........................................Page 9 News, news, news .....................................Page 10 Reviews & Resources ................................Page 11

INDEX www.comhlamh.org/index INDEX is a Comhlámh publication for the Development Education sector funded by Comhlámh, Trócaire, Concern and Irish Aid. The views expressed in individual articles are those of the authors and do not necessarily reflect the views of the organisations to which they are affiliated, the editorial committee or Comhlámh. The Editorial Committee is: Stephen McCloskey (CGE- Belfast), Maria Barry (Trócaire), Matthias Fiedler (DICE project), Michael Doorly (Concern), Johnny Sheehan (NYCI), Astrid Pérez Piñán (Comhlámh) and Deirdre Kettlewell (Comhlámh). We welcome your comments about this edition and your ideas about future issues of INDEX at: Index- Comhlámh, 10 Upper Camden St, Dublin 2 Tel: 01 478 3490 or index@comhlamh.org

Anonymous

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IRISH AID DEVELOPING NATIONAL SCHEME FOR SCHOOL LINKING The recent Government White Paper on Irish Aid recognises the importance of schools linking and immersion projects in order to “build awareness and understanding of development issues” and states that Irish Aid will provide support for projects linking schools in Ireland with schools in developing countries. In an increasingly globalised world, linking and immersion projects can help to foster awareness of the complex realities and responsibilities of global citizenship and can play a key part in education. Such experiences can help students in Ireland to understand the links between their lives and the lives of those in other parts of the world and can promote intercultural understanding and collaboration. The Development Education Unit within Irish Aid at the Department of Foreign Affairs is developing a national scheme to support linking and immersion projects between schools in Ireland and in developing countries. It is envisaged that the Scheme will relate to two distinct but linked types of projects, namely, school-to-school linking partnerships between schools in Ireland and schools in developing countries and short immersion visits by Irish schools to developing countries. In its initial phase the scheme will target second-level schools. The Overall Aim of the scheme is to raise awareness and understanding of development issues within second-level schools in Ireland through increased contact and communication with schools and projects in developing countries and to support the building of relationships, based on mutual learning, between schools in Ireland and in developing countries.

involve visits, usually from Ireland to the South, and others are longer-term partnerships between groups or institutions through personal contact and communication. In setting up this new scheme Irish Aid is making specific provision for second-level schools linking and immersion visits. The purpose of the support is to enhance the educational dimension of such activities. Immersion projects refer to the many group visits by students and teachers which schools networks in Ireland organise annually to visit development projects overseas. Such projects are usually linked to organisations or religious orders in Ireland. The scheme will support the provision of development education programmes for those groups both pre and post visit, in order to deepen participants’ understanding of development issues and provide a broader context within which they can analyse their experience. The linking component of the scheme will help schools to develop long-term educational partnerships with schools in the South in a spirit of mutual respect and reciprocal learning. The reality is that in Ireland today there is a significant increase in second-level schools travelling to countries in the South. Whether or not these trips are part of a broader development education programme within the schools is decided by the schools themselves and there is a wide variety of levels of awareness amongst the schools involved. The situation of linking projects is quite different in the nature of the contact and requires a lot more long term commitment and institutional involvement in order to establish genuine and co-equal relationships. Linking does presuppose a considerable commitment to development education on the part of the school involved. What the scheme will attempt to do is to offer support to schools that are at different levels of experience and capacity in relation to their understanding of development education and development. It will attempt to cater both for schools, which are new to development education and those with more experience and capacity, and to provide appropriate supports in order to deepen understanding. On a practical level it will provide a central reference point for information, communication and support and for exchange of ideas and learning. In time it is hoped it will be in a position to exchange and disseminate learning and good practice in relation to linking with the wider development education community.

Whether or not these trips are part of a

broader development

education programme

The Key Objectives as laid down by Irish Aid are a) to support Irish schools in developing successful educational linking partnerships with schools in developing countries. Such partnerships would involve communication and contact between teachers and students, including collaborative educational work, and may also include reciprocal visits and b) to support schools undertaking short immersion visits to developing countries to view at first hand the realities of development.

within the schools is

decided by the schools themselves

Irish Aid is currently engaged in a tendering process for the management and administration of the scheme which is expected to be operational from the academic year 2007-2008. It is planned that the Scheme will provide a range of supports to schools such as consultation, information, training and the provision of small grants so as to strengthen the educational dimension of such linking and immersion projects. It will also seek to develop best practice in the area, in line with the guidelines in the recent Good Practice Guidelines for North/South Linking, undertaken by Suas Educational Development and published by Irish Aid in 2006.

Barbara Wilson, Development Education Unit, Irish Aid 1Linking between Ireland and the South, A Review and Guidelines for Good

Practice, Irish Aid, 2006

As the recently published research report by Suas, published by Irish Aid1 shows there is a wide range of initiatives involving contact and communication between schools, groups, organisations and agencies in Ireland and in the Global South, which could loosely be described as linking. Some of these

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SCHOOL LINKING , School linking can be the basis for learning about key aspects of development education, such as global citizenship, diversity and interdependence. However, in my experience as a school links officer for Brazil from 2000 to 2003 I have found that promoting significant learning experiences in an ethical partnership is not as easy as it appears to be. My role as a school links officer was to connect Brazilian and British schools and support the development of 'equal partnerships' around curriculum projects related to citizenship education. These projects should aim to develop global awareness, challenge stereotypes and build an understanding of global citizenship. On my first visit to the UK to promote the programme, I asked British teachers in a conference about linking what I could do for them. Almost all of them asked for me to connect them with ‘a school out in the sticks’ - preferably in the Amazon forest and without running water - in order to make their students aware of their privilege for living in the 'North'. I then asked them if they had thought about the implications of that for the other (Brazilian)

experience has taught me that without a questioning of power, voices, privilege and identities in the global context, school linking can reinforce stereotypes schools and was told not to worry about reciprocity: they would set up fundraising activities to send old books and computers to Brazil and, besides the clear benefits for the Southern school, this would also show their students how they could 'make a difference' to the 'Third World'. When I went back to Brazil and did the same consultation with Brazilian teachers I was not so surprised with the responses (as I had been a teacher in that context myself): they wanted to link up with any school in the ‘First World’ to show their students how privileged ‘they’ (the 'First World' students) were and what their students should aim for in terms of ‘development’ for their country. I felt very uneasy at the time and did not know what to do: one set of assumptions seemed to complement and reinforce the other (who was I to question anything?). Unfortunately, for the next three years, in the links I monitored as part of my job, the play of identities, expectations, motivations and power relations very rarely created the conditions for equality or achievement of the stated objectives of the programme. Schools in the UK tended to treat schools in Brazil as ‘exotic’ resources: they approached the schools to collect information about specific geographical or social issues or to 'make a difference' and after achieving their objectives they had to look for schools in other countries to do the same. There was generally no negotiation, collaboration, dialogue, equality or questioning of beliefs on either side. On the other hand, most teachers in Brazil were happy to cooperate in this way motivated by various reasons including the prospect of receiving donations from the British school, the possibility of a paid visit to the UK or, depending on the context, the raise in the local status of the teacher or school (including press coverage) because of the link with the ‘First World’. There was pressure on the part of the hosting organisation

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some 'inconvenient truths'

of the programme for me to report only on successes, otherwise funding for my post could cease – as it eventually did. This experience has taught me that without a questioning of power, voices, privilege and identities in the global context, school linking can reinforce stereotypes, promote a patronising attitude towards the South and alienate students further in relation to global issues and perspectives by projecting the North as a saviour of the South or dominant Western ideas of poverty and development as universal. Appropriate training of teachers on both sides with an emphasis on political and critical literacies and a critical approach to global citizenship education are essential to create the conditions for dialogue and ethical partnerships and to make school linking fulfil the aims of development education. Vanessa Andreotti is a research fellow at the Centre for the Study of Social and Global Justice at the University of Nottingham. She is a Brazilian educator who has worked and published in areas related to global citizenship, intercultural and development education. She coordinates the international development education initiative “Open Spaces for Dialogue and Enquiry” (OSDE) which promotes critical literacy and independent thinking in teacher, primary, secondary and higher educational contexts. vanessa.andreotti@osdemethodology.org.uk For resources, please visit http://www.osdemethodology.org.uk

Resource for Linking Title: A Good Practice Guide to Whole School Linking Author: Lisa Young Publisher: MUNDI Publication Date: 2005 ISBN Number: N/A Description: This practical guide will enable you to independently establish a link in your school or help you find an organisation who will support and work with you. It is also a guide to best practice that will encourage you to consider the complex and potentially mutually empowering relationship you build with your partner school and how to sustain it. This book will hopefully enable the reader to go some way to reflect upon the fundamental inequalities that exist between schools in the North and South.

Topic: School linking Format: Book

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North South links Pitf a l ls &

tential o P

“Our philosophy at Link Community Development is that North-South school linking is only worthwhile if it can bring about meaningful improvements in the quality of education in developing countries.” Link Community Development is currently looking for Irish primary school principals and teachers to take part in its Global Teachers Programme and for primary schools in Ireland to link with schools in Africa as part of its Link Schools Programme. As well as enabling Irish schools and teachers to help Link with its work in Africa, these programmes also bring development education into the hearts of schools in Ireland. They aim to transform pupils and teachers in Africa and in Ireland into global citizens, who have a clear understanding of issues of global concern and a clear commitment to act responsibly both locally and globally. Both programmes receive funding from Irish Aid, which is the Government of Ireland’s programme of assistance to developing countries.

diversity. Southern schools may derive similar benefits. They also value the material resources and development assistance that linking may bring.

Interested schools and teachers can find out more by phoning 087 9697623, or emailing info@lcd.ie. More information on the work of Link Community Development can be found at www.lcd.ie.

Establishing and maintaining school links is not easy and links may fail for a variety of reasons. Schools lose interest and enthusiasm wanes; fund-raising becomes an end rather than a means; communication and learning are neglected.

Let’s not forget to think ‘inside’ the box too and look at our own cross border initiatives… NcompasS – A project supported by the EU programme for peace and reconciliation aims to develop partnerships between people and organisations from differing cultural traditions in the formal and non-formal education sectors, which will contribute, to peace and reconciliation in Ireland and Northern Ireland. For more details check www.ncompass.org NORTH SOUTH LINKS – PITFALLS & POTENTIAL North-South linking has become an increasingly popular activity in recent years. Irish Aids initiative to develop a linking and immersion scheme to provide support for projects linking schools in Ireland with schools in developing countries reflects the governments’ support of the idea of North-South school linking as well as its acknowledgement of the growing interest in these activities. We at Link Community Development have been facilitating NorthSouth linking between UK and African schools since 1999 in the context of our work as an international development organisation. We are currently developing our Link Schools Programme here in Ireland. This programme seeks to integrate school improvement in the South with development education in the North, so that schools both South and North benefit from linking. Linking can bring benefits to schools both South and North. For northern schools a link can be a useful tool for development education, and can contribute to a greater awareness and understanding of global issues, of global citizenship and of cultural

IRISH TEACHERS WANTED NÁ MÚINTEOIRÍ GAEILGE AG TEASTAIL Link Community Development is currently looking for Irish primary school principals and teachers to take part in its Global Teachers Programme and for primary schools in Ireland to link with schools in Africa as part of its Link Schools Programme. Interested schools and teachers can find out more by phoning 087 9697623, or email info@lcd.ie. More information on the work of Link Community Development can be found at www.lcd.ie

However, linking is not without risks, which are probably greatest when northern partners donate aid to their partner in the South. Aid donation can transform a friendship into a donor-beneficiary relationship. This may create a sense of dependency in the southern partner and result in a sense of loss of dignity. It may obscure genuine learning and lead to reinforcement of stereotypes. In addition well-meaning but inexperienced northern partners may, through inappropriate management of aid, do more harm than good.

So how to avoid these pitfalls and maximise the potential of North-South school links? Recognise that linking should be a two-way process. Linking should not be driven by the needs of the northern school and the southern partner should be able to participate as an equal. Realise that the benefits enjoyed by northern schools are likely to be different from those enjoyed by southern schools. Development education may not be a priority for an African teacher struggling with over-crowded and under-resourced classrooms. Reflect on motivations for linking and have clear objectives for the link. We encourage schools to sign a Memorandum of Understanding. Recognise the difficulties that accompany aid donation. Mechanisms are needed to ensure that aid donation responds to needs identified by the southern school, and helps it achieve its own goals in the context of its own development. Aid donation needs to be transparent and accountable to all stakeholders (including relevant authorities in southern countries). Our philosophy at Link Community Development is that NorthSouth school linking is only worthwhile if it can bring about meaningful improvements in the quality of education in developing countries. We undertake linking programmes in the context of our work as an organisation specialising in southern school development. We believe that linking is most likely to be successful if supported by organisations experienced in development, which are able to facilitate and regulate links, thereby maximising the benefits to both schools, minimising the risks of exploitation of either, and ensuring all linking activities are guided by sound development principles. Cathal O Keefe, Link Community Development www.lcd.org.uk

NcompasS Let’s not forget to think ‘inside’ the box too and look at our own cross border initiatives… NcompasS – A project supported by the EU programme for peace and reconciliation aims to develop partnerships between people and organisations from differing cultural traditions in the formal and non-formal education sectors, which will contribute, to peace and reconciliation in Ireland and Northern Ireland. For more details check www.ncompass.org 5 - Index

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INDEX LINKS Courses National Youth Development Education Programme Lobby Skills This is a four-week course, focusing on the skills necessary to campaign effectively on global development issues. Date Wednesday 28th February 2007 Venue Comhlamh, 10 Upper Camden St., D2 Contact ali@comhlamh.org 01-478-3490 Cost € 40 members/ € 60 non-members

Theme Date Venue Contact

Human Rights 13th March, 2007 Kilkenny National Youth Council of Ireland, 3 Montague St, D2, Ireland T-01-4784122 www.youthdeved.ie

Intercultural and Anti-Racism Training Media Skills One-day workshop to introduce participants to basic media skills, with the aim of enabling them to become more active in communicating with the media on global development issues. Date Venue Contact Cost

TBC Comhlamh, 10 Upper Camden St., D2 deirdre@comhlamh.org 01-478-3490 € 25 members/ € 50 non-members

The First Wednesday Debates Date Venue Contact Theme Cost

Wednesday March 7th, 2007 Bewley’s Cafe Theatre, Grafton Street, Dublin 2 deirdre@comhlamh.org 01-478-3490 HIV/AIDs in the spotlight…but is it working? Free Debate on April 4th – China in Africa; more of the same or a new pathway for

Intercultural and Anti-Racism Week takes place from 19-25 March 2007. To celebrate the week and March 21st - International Day Against Racism, the National Youth Development Education Programme is hosting intercultural and anti-racism training for youth workers. Training Details Dublin Tuesday 20th March Limerick Wednesday 2st March Portlaoise Thursday 22nd March Galway Thursday 22nd March All trainings start at 10.00am and finish at 2.00pm. A light lunch will be provided. All participants will receive a copy of the newly updated “All different All Equal Ireland” resource pack.For more information or to reserve a place on any of these training please fill out the attached form or contact Alan Hayes on 01-4255932 or alan.hayes@nyci.ie

Ruby Room Debates - Galway One World Centre

National Youth Development Education Programme

Globalisation – Homogenity or Diversity? 1st March, 2007, every first Thursday of the month @ 6.30pm sharp Venue Upstairs in the King's Head, Quay Street, Galway Contact 091 530590 www.galwayowc.org Cost Free

Theme Date Venue Contact

Theme Date

Introduction to Development Education 17th April, 2007 Galway National Youth Council of Ireland, 3 Montague St, D2, Ireland T-01-4784122 www.youthdeved.ie

Global Awareness Programme 2007 Dtalk – Kimmage Development Studies Centre Courses for March 2007 Dates/Courses Working with the Media: 12th-13th Creative Facilitation: 26th-28th How to measure and Assess Impact: 28th-30th Costs/Contact http://dtalk.dsckim.ie/

Programme Applications are now open for the 2007 Global Awareness Programme – training, volunteering and awareness raising project focusing on HIV/AIDS. The four people chosen will attend training on HIV/AIDS issues in Ireland, Volunteer for 8 weeks in a key HIV/AIDS related project in South Africa or Nigeria to learn more and plan and implement an awareness raising campaign around HIV/AIDS on their return to Ireland. At its core the battle against HIV/AIDS is one of human rights and through the Global Awareness Programme you can join that fight! Contact http://www.eilireland.org/deved/ Yvonne Egan, Development Education Coordinator, EIL Ireland Yvonne@eilireland.org. Closing date 2 April, 2007

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INDEX LINKS Multi-cultural Social Event in aid of AkiDwA (Migrant Women’s Network Ireland) Enjoy a night of music from around the world with DJ Cool as well as performances from the Children of Soweto, belly dancers and traditional Irish musicians. Date 10th March 8pm-1am Venue The teachers club, 36 Parnell Sq D1 Contact Further details from Monica, T: 01 8148582, M: 085 7144537. Cost €10

What in the world? A new six-part series TV series on Globalisation, Poverty & Human rights illustrating the human consequences of global economic inequalities and human rights contraventions will be aired on RTE 1 at 10.45pm commencing 22nd February 2007

Coca: Leaf of Life? Forced eradication of the coca leaf in the Andes

Thursday 15 March Fairtrade Fortnight 26th Feb – 11th March 2007 The theme for the fortnight this year is Change Today – Choose Fairtrade During Fairtrade Fortnight this year, producers from very different parts of the world will be in Ireland to explain the benefits they and their colleagues receive from Fairtrade. For more information on events during Fairtrade Fortnight check out www.fairtrade.ie

Dam Corruption in Kenya Western complicity in African corruption

Thursday 22 March Not So Sweet Globalization and land reform in the Philippines Thursday 29 March

Graduate Certificate in Training for Development Education (The Global Trainer Ireland Programme) –

A Development Education Review This all-Ireland development education journal is published twice a year by the Centre for Global Education. It aims to facilitate reflection and discourse on development education practice in Ireland and to help address the capacity and communications deficit in the development education sector. Each thematic issue features a range of sections covering in-depth contributions from within the development sector and mainstream education on aspects of development education practice such as methodologies, monitoring and evaluation, the production of resources, enhancing organisational capacity, strategic interventions in education, and sectoral practice (for example formal, youth, adult, community, Minority Ethnic Groups and media). If you wish to submit an article or subscribe to Policy and Practice, please contact the Editor on capacity@centreforglobaleducation.com. Detailed submission guidelines for each type of article are available on request. You can access Focus article abstracts, information about upcoming issues, contributor guidelines and subscription rates at our website: www.centreforglobaleducation.com/policyandpractice.php

Dublin City University (School of Law and Government) in association with Comhlámh are pleased to announce this exciting new course. This one-year distance leaning programme includes three residential weekends combined with tutor-led online components throughout the year. This training for trainers course aims to: Strengthen the knowledge base of participants on global development issues; § Build on participants’ facilitation and training skills; § Reflect upon and clarify the values base of participants and its impact on their professional practice; § Position participants to examine their roles as educators and their function as agents of social change. This course is aimed at educators, facilitators of global and development education, community and youth workers, returned development workers, students of development studies, international relations and education and anyone interested in pursuing an academic certification in this field. For more information please contact astrid@comhlamh.org or T: 01 4783490. 7 - Index

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EU CORNER 2007 European Year Opportunities for All!

Equal

A major debate on the benefits of diversity for European societies is to be launched. Activities during the year will focus on the discrimination some individuals suffer owing to their race or ethnic origin, religion or belief, age, gender, sexual orientation or disability, and will enhance people’s awareness that these are all grounds for discrimination that can be addressed at European level. For further information go to http://ec.europa.eu/employment_ social/equality2007/index_en.htm.

EU Chairs the Struggle against Blood Diamonds: This year the EU assumes the chair of the Kimberely Process, an international, UN backed certification scheme that seeks to block the global trade in blood diamonds by compelling all diamond trading or producing countries to issue a certificate of origin for every diamond to guarantee it does not come from a conflict zone. Since being established in January 2003 blood diamond exports have fallen from an estimated 4 percent of the global trade to 0.2 percent.

Development Education is on the agenda for the upcoming EU presidencies: A joint 18 month programme (Jan 07-June 08) of the 3 EU Presidencies (Germany, Portugal and Slovenia) on development policy includes the following in the opening paragraphs: “They are committed to closely cooperate in order to build more awareness and support for development issues as well as to create added value in promoting them together within the European and the international arena”.

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According to Dochas there is ample room for NGOs to leverage and influence the discussions in areas such as the EU-Africa Strategy, the

EPA negotiations, aid effectiveness issues, and the new aid instruments,

The 2nd EU Aid Report is due to be released in mid-May. A guide for national groups to discuss the “state of aid” in their countries will be sent out on January 29th, and March 15th is the deadline for responses.

Intercultural and Anti Racism week takes place this year from March 18th-25th and includes March 21 -

New Irish representative for the Development Education Forum John

United Nations Day against Racism.

Smith of Trocaire will succeed Lizzy Noone of Concern as the Dochas representative on the Development Education Forum, one of CONCORD’s main working groups.

This year the week is linked to European Year of Equal Opportunities and a key theme will be ‘Improving Government Services to Minority Ethnic Groups’. There will also be a strong focus on AntiRacist and Intercultural Education. The National Consultative Committee on Racism and Interculturalism will be co-ordinating a number of signature events. However, all members of society are strongly encouraged to play their own part in marking this important week. Why not coordinate a public awareness event or initiative within your community or organisation? Visit www.comhlamh.org for Comhlamh activities during the week and www.nccri.ie for further information and events in your area. If you would like to receive posters and other promotional materials or if you wish to list an event contact kate@nccri.ie.

DEEEP has produced research on the status of development education in the schools’ curricula across Europe. The document is a ‘work in progress’ that provides a perspective on the status of development as it relates to school curricula in every EU country in 2006. It is available to be downloaded from at h t t p : / / w w w. d e e e p . o rg / e n g l i s h / e u r o p e / school/index.php.

Concept Notes by 20th of February! The deadline for concept notes for the 2006 Call for Proposals (budget line 21-02-03 DE/AR) is the 20th of February 2007. You’ll find all the documents you need at http://ec.europa.eu/europeaid/cgi/frame12.pl This Year, DEEEP’s Development Education Summer School will be held in Slovakia and will look at “Achieving the MDGS: the role of Development Education.” www.deeep.org.

INTERNATIONAL DATES TO REMEMBER 8 March

International Women’s Day

3 May

World Press Freedom Day

20 March

Earth Day

15 May

International Day of Families

21 March

Anti-Racism Day / Week

21 May

World day for Cultural Diversity

World Foestry Day

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Intercultural and Anti Racism Week, 2007

Dochas will be distributing the Irish section of CONCORD’s “Aid Watch” guidelines to campaigners in the next few weeks. The guidelines emphasise a common approach and process towards aid monitoring across Europe

for Dialogue & Development

22 March

World Water Day

22 May

International Day for

23 March

World Meteorological Day

7 April

World Health Day

24 May

European Day of Parks

18 April

World Heritage Day

31 May

World No Tabacco Day

Biological Diversity

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Profile EIL (Experiment in International Living) EIL is a worldwide intercultural learning organisation founded in 1932 as the Experiment in International Living. It is the oldest educational exchange organisation in the world, operating in over 30 countries and involving over 25,000 people each year on a variety of cultural integration programmes. It is a nonprofit, non-religious and non-political association, which was introduced to Ireland in 1960. In 1989 EIL was designated a ‘Peace Messenger Organisation’ by the United Nations. The work of EIL is recognised with consultative status by the Council of Europe and the United Nations Economic and Social Council (ECOSOC). EIL is also a member of the National Youth Council of Ireland. EIL Intercultural Learning is dedicated to increasing awareness, respect and understanding between different peoples and cultures. People who take part in our volunteer and travel programmes have a natural interest in what is happening in the world. Our volunteers work and live alongside local people in local communities in some of the most deprived areas in the world. It is in response to their experiences that the development education programme was set up. On their return to Ireland we ask our volunteers to be the voice for the stories of the people they worked with and to highlight their experience of poverty and inequality. Then together we campaign to make a difference by promoting global justice, human rights, fair trade, debt relief and greater equality and respect among the peoples of the world. Our goal is to see global justice and equality reach the top of the Irish agenda.

If you are concerned about the rapidly changing, interdependent and unequal world in which we live, then development education may be for you and you are welcome to join the EIL Network. It doesn’t matter if you have never been volunteering or if you don’t have much time – there are so many ways to get involved and take actions on the issues! The EIL Network is open to interested or concerned members of the public, former EIL volunteers or other EIL participants – all are welcome. The impact of witnessing HIV/AIDS related issues on the volunteers in EIL Intercultural Learning has been huge, inspiring us to establish the Global Awareness Programme. This is a training, volunteering and awareness raising project open to anyone over 18 years of age. The four people chosen will : § Attend training on HIV/AIDS issues in Ireland § Volunteer for 8 weeks in a key HIV/AIDS organisation in South Africa or Nigeria to learn more § Plan and implement an awareness raising campaign around HIV/AIDS on their return to Ireland. The participants will work with us to promote global justice, raise public awareness of HIV/AIDS and lobby to put these issues at the top of the political agenda. Applications are now open for the 2007 Global Awareness Programme – More details can be found on our development education website www.eilireland.org/deved or by contacting Yvonne at (021) 4551535 / yvonne@eilireland.org. Yvonne Egan, Development Education Officer, EIL

“EIL Travel Awards 2007” Are you interested in what is going on in the world? Would you like to learn about different cultures? would you like to make a difference? If your answers is “yes” to these questions then you are invited to apply for an EIL Travel Award. These awards are 100% fully funded. In support of the MDGs and the make poverty history campaign, EIL are offering two of these awards to individuals who want to make a real difference. Volunteering with an Indigenous Community in Mexico......Helping to fight HIV/AIDS and drug addiction in Argentina....interested? For more info and to download an application form check out www.eilireland.org or alternatively lo call us on 1850 29 29 39 9 - Index

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The Irish Development Education Association starts a new phase of its existence... The Irish Development Education Association has appointed its first Interim Director. Adrienne Boyle started her work with the Association on the 2nd January 2007. The Association will now have the opportunity to have a dedicated worker to implement its Strategic Plan 2006-2008. Over the next nine months IDEA plans a range of internal and external events. The first took place already in January- together with the Development Education Centres Network (DECNET) IDEA organised a seminar in Waterford that explored the work and strategies in the formal education sector for development education in the senior cycle. A further two seminars will be held later in the year, one focusing on working with the media and the second on ‘linking schemes from Ireland to the Global South’. She will also be tasked with a range of organisational development matters, such as registering IDEA formally, undertaking a range of activities to build the membership and the capacity of IDEAS National Council.

She will be networking throughout the year to bring additional visibility to the work of the organisation, will be working with members of the National Council to develop IDEA’s website, brochure and regular bulletin. Adrienne Boyle has worked previously with the Association in drawing up its first Strategic Plan in 2005 and consulting widely with the sector in the process of drawing it up. She has worked internationally on long and short term assignments in Palestine, Jordan, Albania, East Timor, Tanzania, Indonesia, and Bosnia and has recently returned from a month’s placement in the Philippines. She has been working as a development consultant in both Irish and global development sectors. She has a community development background and has also worked extensively in the statutory sector. We wish Adrienne and IDEA all the best in their work!

CONFERENCES AND SEMINARS The Changing Landscape of Development Education is the theme of a conference, organised by the Centre for Global Education, which will take place on 8 March 2007 from 10.30 a.m. – 3.30 p.m. in St Mary’s University College, Belfast. The aim of this all-Ireland conference is to examine the challenging key global issues that shape our development education practice today. Further information from Catherine Simmons, T: (028 from NI or 048 from ROI) 90 241879 or capacity@centreforglobaleducation,.com.

and 25th November 2007. The conference aims to enhance the connections between development research and education and integrate dimensions of practice and activism. In doing so, the conference encourages scholars, practitioners and activists to come together to discuss the critical issues in development research and development education, and to share their responses to the challenges of development. For more information on the conference, and to submit abstracts, please visit http://www.conference.ie/Conferences/index.asp?Conference=37

The Centre for Global Education invites you to a seminar, Creative Partnerships; Development Education & Black and Minority Ethnic Groups on Wednesday March 2007 at St. Mary’s University College Belfast from 10.00AM - 4.00PM, for more information and registration form contact Stephen at stephen@centreforglobaleducation.com

Banúlacht International Women’s Day Conference - A women’s conference to explore local and global perspectives on activism Thursday, March 8th 2007, 9.30 to 5.30 p.m. The conference will be followed by a special performance of The Vagina Monologues by the Ringsend Action Project (6.00 to 7.30 p.m.). Venue: Axis Centre, Ballymun, for more information contact info@banulacht.ie or banulach@iol.ie, Web: www.banulacht.ie Tel: +353 (0)1 872 3039

Development’s Futures Conference. NUI Galway, 24th and 25th November 2007 The “Development’s Futures” conference, organised by NUI Galway and Irish Aid will be held in NUI Galway on the 24th

FUNDING The Simon Cumbers Media Challenge Fund is a funding scheme aimed at assisting and promoting more and better quality media coverage of development issues in the Irish media. TV Production Seed Grants: applications will be accepted from independent production companies, directors, producers and broadcasters. Joint applications and partnerships are encouraged. Closing date for applications: 5.00 p.m. on 1 March 2007.

(gender, age, sexual orientation, family status, marital status, religion, disability, ethnic origin, membership of the Traveller community). The burning issues were identified during the preparation, by the Equality Authority, of a strategy for the European Year. For details - www.equality.ie - Caroline Fitzpatrick, Equality Authority, Tel. 4173351, Email. cfitzpatrick@equality.ie Closing date for first round of applications: 27 February 2007

European Year of Equal Opportunities: ‘Burning Issues’ Funding Programme The Equality Authority has established the ‘Burning Issues’ funding programme for national NGOs with expertise and experience on equality issues. This programme will fund activities to mark the European Year of Equal Opportunities for All.

Development Education Grants Programme 2007 - Oxfam GB is inviting applications from organisations in Northern Ireland to its DE Grants programme. For full details of the scheme, including guidelines, FAQs and application forms, please visit http://www.oxfam.org.uk/coolplanet/teachers/grants.htm or contact Angie Daly at 0044 20 78029994, E: adaly@oxfam.org.uk. Deadline: 31 May 2007.

The funding programme will support activities on specific ‘burning issues’ across each of the nine equality grounds 10 - Index

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REVIEWS & RESOURCES THE USE OF FILMS AS A DE RESOURCE Have you ever thought about using the medium of film as a Development Education Resource? Recent blockbusters such as The Last King of Scotland & Blood Diamond provide us with ample material to address a variety of global issues. These two films in particular centre on the topics of corruption, abuse of power, child labour, and human rights abuses. Sister Maureen O’Connor, a recently returned development worker on sabbatical in Ireland from Uganda together with her Ugandan colleague Calliste Tumwebaze (who is currently undertaking a doctorate in education at Trinity) reviewed “The Last king of Scotland.” The film puts the spotlight on Idi Amin from the coup which brought him to power in Uganda until the debacle at Entebbe airport, when the Israelis in a surprise attack, airlifted hostages who had been hijacked. What is interesting about this film is that it is seen through the eyes of a young Scottish doctor who had set out for Africa in search of a new experience. His arrival in Uganda coincided with the new spirit of optimism, which was sweeping the country after the coup. Soon he was caught up in the euphoria of singing, dancing, drumming and clapping, which greeted the president in his appearances around the country. This particular soundbite from the movie provides a good opportunity for educators to introduce the concept of perspective consciousnessthe awareness that our own perspective, our framework for thought and perception, is only one of many which are possible. Recognising that our perspective, or in this case the Scottish doctor’s, is shaped by many factors (age, culture, ethnic group, gender, religious and political beliefs, etc) helps us understand and develop sensitivity to other people’s points of view.

Furthermore, this awareness helps us challenge ways of thinking and behaving which we deem ‘normal’. Our viewpoints about development issues, their causes and consequences is thus affected. This movie and others in its genre, allow development educators and learners the opportunity to analyse the extent to which the following 7 aspects of DE are present in this medium, for example; 1. Interdependence: what are the links between the people, places & issues? 2. Citizenship and Stewardship: Are people taking responsible actions towards their environment and each other? 3. Diversity: Is there diversity? What kind? How is it affected? 4. Sustainable development: Is the situation at hand sustainable? What are the issues affecting it? 5. Social Justice: Is it fair? 6. Values and perceptions: What are the attitudes, beliefs and values underpinning the main issue? 7. Human Rights: are these being respected? If the answer is no, why not? There are many different forms of media, which can be used creatively in Development Education, if you have experience using film, or different ideas on how to use other forms of media which you would like to share we would love to hear from you for future editions of Index www.index@comhlamh.org

Have you ever used cartoons as a resource for development and human rights education?

Cartoons can be used as a very accessible tool to get discussion going, providing the framework for a variety of different viewpoints and can be used effectively to explore, and debate complex issues and contradictions with a variety of different groups. Each month we feature a cartoon you can cut out and adapt for your paarticular needs. Why not build up your toolkit? for a great introduction and insight into ideas and activities for using cartoons in education go to www.developmenteducation.ie/cartoons

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