seminary_ery_ivaj by IVAJ

SEMINAR PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue Alborache, November 2008

Introduction During adolescence, the peer group acquires a key role

ideas and opinions, showing responsibility and initiative,

in the construction of one's own identity. The attitudes of

developing a critical attitude, engaging in solidarity

adolescents are heavily influenced by the perception of

projects

what their peer group does and think.

resolution of community problems, developing a cultural

and

activities,

becoming

involved

the

competence, working in teams from a cooperation The peer group constitutes a non-formal learning

perspective …

environment where young people attempt autonomous behaviour, and where alliances and a sense of belonging

Peer learning in leisure time is the nucleus of the project

are established, signs and codes for mutual recognition

we are presenting. More specifically, in our first approach

are elaborated, crises and conflicts are faced, and

to the topic, we will address the way in which peer

decisions are taken, thus creating a shared universe of

learning can be an effective tool for the development of

values and attitudes that influences young people’s

young people's cultural competence.

thoughts and actions. Peer learning is emerging as an effective methodology for the education of young people in non-formal environments, with the aim of increasing the youth’s participation in their own learning process. The key features of this methodology could be summarised into four basic ideas: -Active participation -Acceptation of one’s responsibilities -Motivation -Personal and social development From this perspective, one of the areas in which peer education has proved most efficient is leisure time. Leisure time, as a non-formal education environment,

The concept of cultural competence goes beyond mere cultural awareness, or lukewarm solidarity towards other ethnic groups, or a diffuse tolerance towards the young immigrants living in our country. Cultural competence is a long-term process which includes:

offers young people the opportunity to participate

-A critical look at our own culture, through a self-

voluntarily in a wide range of collective activities and

evaluation process including an evaluation of our

initiatives, more or less organized, which encourages the

own taken-for-granted cultural values, which may

development of the necessary competences for an active

limit our perception of other cultures.

citizenship, to wit –expressing and developing one’s own

-Gaining a wider and more realistic understanding of

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

the

other

cultural

environment;

and

groups

living

accepting

in their

our

own

cultural

perspective, although we may not be able to understand it.

The initial objectives of our seminar are as follows: -Identifying –drawing on the participants’ experience– the pedagogical principles, methodological issues and

didactic

strategies

that

characterize

peer

-Identifying our own prejudices, facing our own

learning as a tool for young people's non-formal

personal resistances and overcoming our fears to

education.

establish an open, frank contact with young people from other cultures.

-Exploring and experimenting with the peer learning potential for the development of young people’s cultural competence and of the dialogue among young people from diverse cultural contexts. -Identifying the necessary competences needed by youth leaders for the development of peer training programmes. Encouraging, within the Network for youth policies framework, the exchange of ideas, experiences and resources on peer learning, establishing multilateral actions which favour the development of this type of

From this perspective, we are convinced that peer

programmes in a variety of areas: culture, risk prevention,

learning can be a very effective pedagogical tool for

trainers' training, conflict resolution

young people from diverse cultural environments to become involved in a process fostering the development of the necessary communication skills, attitudes and resources towards an intercultural dialogue.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Peer learning in leisure time Joan Andrés Traver Martí Universitat Jaume I (Castelló) 1. Tempus fugit: a time for commitment

Talking about compulsory and spare time in education means talking about formal and non-formal education.

It cannot be denied that time is a scarce good that we

Whereas compulsory, allocated or slotted time is closely

have to learn to manage wisely. The more its measure

related to the spaces and traits of formal education, when

obsesses us, the more overwhelming is the feeling of

we characterize spare time from an educational point of

futility, of loss. It would seem as if, paradoxically, the all-

view, its identity is to be found reflected on what we have

measuring time would not want to be subject to its own

come to call non-formal education. Non-formal education

rules; and the more slotted time is, the more forced we

is less structured than the formal one, although it usually

feel to try and spend it in a productive way. Productive

organizes the activities it comprises. It can vary from

time; time for obligations, for everyday work and

formality to more informality, from systematization to

housework, for school tasks and for our professional

methodological openness, from strict discipline and level

development.

gradation to multilevel and interlevel proposals, from

Slotted,

rigid

time,

compulsory

and

allocated; all too often hierarchical and inequitable time;

homogeneity to group diversity.

time for productivity, not to be wasted. As a counterpoint to this obsessive measure, to this web that entangles us, there is also a time through which we can escape. In the face of slotted time, hierarchical time, there is a horizontal, less rigid and much more flexible time. In the face of allocated time, there is a time for commitment. In the face of productive time for business, there is a time for friendship and leisure. In the face of compulsory time, there is also a spare time. I do not intend to declare one of these times superior to

For Coombs (1985: 46), non-formal education is a

the other, nor will I affirm the hypothetical goodness of

generic and practical label including “any educational act

one of them. In the current historical moment and in the

that is organized, systematic, delivered outside the

midst of our societies, the inexcusable need and

framework of the formal system, to supply some

complementariness of both of them is beyond doubt. This

population subgroups, adults as well as children, with a

small discordant approach only aims at pointing out some

certain learning.” According to Rius and Cánovas (1999:

of their traits that are most relevant to the task at hand:

41) it has the following traits: “intentional, systematic and

peer learning in leisure time.

organized, although with less conventionalisms than formal education, its effects are short-term, it is flexible in

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

its approach, incorporates professionals from different

combine with those proposals basing their educational

areas and is included in programmes with more

action on community participation, solidarity and civic

comprehensive social objectives.” Its fundamentals are

commitment.

based on the educational needs of the community that are not satisfied by the school or are practised in it in a

Although it seems to good to be true, there are also some

restrictive manner, and on the use of the potentiality of

prejudices or misconceptions on non-formal education

non-institutionalized human relations.

that shall be taken into account. For Coombs (1985: 48-49) the two main prejudices we have to avoid is

In a certain way, without overly generalizing so as not to

thinking that non-formal education is just for poor people

hide its heterogeneity, non-formal education, and thus

and should be used only in developing countries, and that

teaching and learning in leisure time, is considered more

this education is much more economical than the formal

democratizing than the formal one. Its proposals mostly

one and intrinsically more effective. As Trilla writes (1992:

break away with the rigidity and gradations established in

38): “non-formal education can truly be as expensive,

school and boost participation. This is the reason why

elitist, authoritarian, meritocratic, passive and alienating

education in leisure time is an appropriate choice to

as any of the other two types of education.” It is up to us

advance civic commitment and community participation.

to prevent this from happening.

From a methodological point of view, however, nonformal education might also be considered paraformal,

democracy.

the

sense

that

“it

might

organized

and

Locus amoenus:

ideal

space to

revive

implemented using methods of the school or of formal educational institutions” (Colom, 1992:56). Therefore, it

If leisure time is characterized by its educational

methodological

potentiality, this is defined by three basic identity

parallelisms between these two spaces. But being

marks: voluntariness, horizontality and companionship.

outside the regulated educational system grants it a

Three identity marks having to do with three basic

series of traits that enable the implementation of

values that represent the three generations of human

certain methodological tendencies. The non-formal

rights and that are to be found in the dynamism

sector lacks an explicit, institutionally codified structure

structuring

and thus has some advantages over formal education:

equality and solidarity. Therefore, if we associate the

“Not having to follow standardized curricula that have

voluntariness of spare with the value of liberty, it leads

been designed by the authorities, the scarce legal and

administrative regulations to follow […], its non-

involvement; if we associate horizontality with the

compulsory character, etc., enable much more open

value of equality, it leads us directly to a time to

methods

are

establish egalitarian dialogues based on the richness

generally more flexible, participative and customizable

the diversity in any human group provides us with; and

to the single users and their specific needs, etc.) than

if we associate companionship with the value of

those

solidarity, we directly place us into a time for

not

surprising

and

usually

find

some

organizational

found

the

structures

formal

(and

educational

system” (Trilla, 1992: 21). These traits ensure the

radically

time

for

democratic

voluntary

societies:

liberty,

commitment

otherness, cooperation and shared dreams.

starting point for learning in leisure time to positively

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

and

The advancement on the basis of peer learning of the social

is asymmetrical, enabling the hegemonic culture to borrow

values of liberty, equality and solidarity means progressing

or lend cultural elements from the most disadvantaged

toward a plural society respectful of differences, toward a moral

culture. In the face of these two realities, intercultural

or radical democracy model (Carr, 1991; Cortina, 1993; Gale

dialogue is governed by cultural exchange, egalitarian

and Densmore, 2007). Thus established, democracy is the

relations in the midst of cultural diversity, dialogue as a

participative commitment to the construction of values regulating

process and miscegenation as a product.

human coexistence (Dewey, 1995). Education plays a central role in this commitment when it comes to the development of

From this point of view, education as a cultural project

intelligence, the understanding of experience, the learning of

must be common and plural, considering diversity and

collaborating and the defence of equality.

cultural dialogue positively. The gain obtained from this contact must not mean the loss of the own identity through a process of assimilation or fusion. In the pluralist society model, the existing diversity does not disappear, but is conserved and reproduced. As Malgenisi and Giménez (2000: 323) say, “cultural pluralism is the ideology or model of social organization that affirms the possibility of harmonious coexistence in ethnically, culturally, religiously or linguistically different societies, groups or communities” A model toward which, based on the approach of intercultural education, I sincerely think it is worth it to advance in peer learning.

There is not an unanimous perception of this global project since, due to social complexity and plurality, the meanings and expectations related to education, school or leisure time learning coming from different cultural groups and social sectors are very diverse and, sometimes, opposed. This reality renders education, in a certain way, a territory –a locus amoenus- where confrontations, either political, religious, between cultures and subcultures, or between social groups are to be found –but also to be worked on.

Peer learning in leisure time does not take into account the degree of homogeneity among group members, or if they belong to the same age or social group. It rather involves talking about the kind of relation established among the people that voluntarily decide to share a learning experience. I refer not to the learning among people sharing similar traits, but to the relation among them being established from an egalitarian acceptance of the roles and function that are to govern the relations among group members in conditions of equality, solidarity

And we are talking intercultural dialogue, not cultural

and commitment.

assimilation or borrowing. Two models that starting with the contact of cultures deepen cultural inequality and bring about more rejection, fear or discrimination of the other. As Laborda (2003) points out, in assimilation there is always a cultural loss that usually leads to one culture devouring the other. In borrowing the relation between both cultures

When we talk about peer learning, we usually refer to a learning taking place in relations based on a certain symmetry among its members, often of ages and roles. If we focus on the interactions taking place in formal education, this type of learning is the one encountered

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

when students of similar age get together in small work

Docta

ignorantia:

lessons

groups to learn together. And when their interactions take

dialoguing from difference

humanity

a collaborative form, we talk of cooperative learning. The opposite would be relations based on the asymmetry of

Educational experiences structured from participation and

participants regarding these two elements, as those

joint community action that are based on dialogical and

taking place between students and teachers, or between

cooperative processes offer some of the key points to

students in quite distant courses.

overcome educational and social inequalities (Flecha, 1999; Bolívar, 2000; Jiménez and Pozuelos, 2001; Elboj

Symmetry so considered is related to the place and

et al., 2002; Jaussi et al., 2002; Alcalde et al., 2006; etc.).

position participants occupy regarding the main roles and

Their proposals are based on the educational concept of

status in learning dynamics: teacher and/or student. But

dialogical learning. This is, according to Flecha and Sordé

symmetry thus considered are the reflection of a false

(1999: 17), “a part of social reality as a human

approach to the key elements and frames structuring the

construction in which meaning is constructed by all actors

type of relations among group members. Horizontality in

through dialogue”. From this point of view, all discourses

relations has much more to do with how people in the

present in the context of learning must come to the

group are able to establish and take part in an egalitarian

surface so that they interact with their environment and

dialogue based on pretences to validity, not to power.

we are able to create new understandings of reality through

egalitarian

and

constructive

dialogue,

Peer learning in leisure time holds the most educational

respectful of difference. The transformation of the learning

potential to bring about innovative learning when it follows

context turns out to be, based on these assumptions, one

two premises: that it is structured as a communicative

of the key points to advance in the way of equal

action aimed at the understanding between people

educational

composing the group and, secondly, that it is based on

knowledge and innovative learning.

chances,

dialogical

construction

the establishment of dialogical, egalitarian relations among its members. With these assumptions we can put

These approaches, whose main strategy and learning

into practice the equality of differences in the construction

tools are dialogue and peer cooperation, necessarily

of a shared dream. Dissent, divergence of opinions,

approach the spaces of educational interaction through

conflict, are the motors that render the group dynamic if

formulas of integration and reconciliation of opposites.

we advance in a dialogic way and solidarity toward a

The research carried out by CREA prove that by means

common project to change and improve our reality. But

of “egalitarian intersubjective dialogue” –a reconciliation

with these assumptions, it is not only the relation between

formula from the spaces of educational interaction- sense

group “peers” that changes; the role and position of the

is created: “It is thanks to the reflections developed in

leisure time educator relative to them will also change.

common that new meanings appear, shared by all those

Starting from the difference, there will be a transformation

who take part in dialogue” (Elboj and others, 2002:44).

into this other person that takes part in the collective

This argumentation is confirmed by the importance of

construction of this new reality. It will probably be, all in

divergence of opinions, social-cognitive conflict, the

all, the hardest, most stimulating and interesting change

positive interdependence of group members, inter-

for the task at hand. I shall discuss it later.

subjectivity or collective creation of meaning for a social interaction to be considered a source of learning.

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

Flecha

(1997)

reminds

us,

the concept

dialogical learning incorporates seven basic principles

dialogical learning is born from the investigations and

that can help us conceptualize and develop proposals

remarks made on the way in which people without an

for peer learning in leisure time:

academic background –in formal and non-formal educational contexts- learn if they are allowed to freely act and learn. It can be inferred from these studies that people learn new things, solve conflictive situations, interact and help each other through dialogues in which they share knowledge, compare points of view and face new challenges together. As these remarks show, much of the learning in our life is

Egalitarian dialogue: It is possible when what is considered

dialogue

the

validity

the

argumentations, instead of the positions of power or privilege of people. The creation of a democratic institution is thus accomplished, where every person participates equally and were all relevant aspects of education are agreed upon.

presided over by dialogue. Cultural intelligence: It refers to academic as well as But for dialogue to foster the constructive realization of new learning, it must seek understanding and it must be based on pretences to validity, not to power. For these possibilities among participants in a dialogue to exist “there must be a willingness to construct sense, since it is

conscious

and

voluntary

communicative

creation” (Sáez-Bénito, Traver and Martín, 2007: 23). A

practical intelligence and to communication skills, that is, it is a universal ability. This means the acknowledgement of the learning ability and intelligence of all people, of every language, culture, district, ethnicity or age. The definition of the concept of cultural intelligence is based on the abilities that we all possess, thus discrediting the educational theories based on deficits.

construction of sense that is only to be found at its best when knowledge becomes practical and social. It is then, as Vygotsky pointed out, that it reaches its true transforming potential. In Freire’s (2002 b: 103) analysis of dialogue as a human phenomenon, we are surprised by two basic dimensions of the word that are so intimately interrelated that “there is no true word that is

Transformation:

Dialogical

learning

transforms

the

relations between people and their environment. It is based on Freire’s (2002 a: 26) approach that people “are beings of transformation, not of adaptation.” Dialogical learning defends the possibility and convenience of the egalitarian transformations resulting from dialogue.

not an unbreakable union of action and reflection and, therefore, that is not praxis.” Following this approach, Wells (2001: 186) points out that: “we can characterize dialogue as the collaborative behaviour of two or more participants using the potential of meaning in a common language to mediate in the establishment and success of their goals in social action”.

Instrumental dimension: Dialogical learning also means carrying out all the instrumental learning necessary to mediate with information society, but trying to prevent learning from being colonized by technocratic postulates and proposals. Dialogical learning is not detrimental to the acquisition of the instrumental knowledge and skills necessary to successfully act within information society.

Dialogical learning, according to Aubert et al. (2004: 124) “is a learning born from egalitarian dialogue, from the dialogue between peers based on pretences to

Creation of sense: It refers to the development of autonomy, compromise and responsibility of people

validity”. According to these authors, the definition of

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

toward themselves to direct their existence to the

them from networking with other trees: “The arborescent

life project they choose. Dialogical learning breaks

culture is the culture of being, the culture that makes of its

with any social determinism and seeks to offer a

roots a hurdle to movement, and of its territory a closed,

whole gamut of possibilities for students to take

set terrain” (Larrauri, 2000, 58). On the other hand, in the

options into account and freely decide the sense or

face of this solipsistic and introvert movement, there are

orientation they want to give to their life project.

plants that grow horizontally, such as herbs. This movement is called rhizomatic: “Rhizomatic cultural

Solidarity: Dialogical learning promotes supportive

multiplies its collateral relations, grows and expands as

behaviours and actions that question the relations

far as it can; its territory knows no fences because its limit

and dynamics imposed by power or the economy

is the potency with which it can occupy space at each

system. From this point of view, a dialogical

moment” (Ibidem). Were any of these images to guide

curriculum

peer learning in leisure time, it should be rhizomatic

critical thinking and the analysis of social reality

culture. “Rhizome does not abandon its territory to occupy

and be committed to fight against the causes of

another one, but connects new territories and invades

social inequalities. Dialogical learning, by means of

them with its odour, its forms, its fragrance, that change

creating

promotes

and blend with the colours, forms and fragrances of the

solidarity as an educational value in the belief that

invaded” (Ibidem). The value of difference in peer learning

acting with solidarity is learnt through the practice

reaches

solidarity.

rhizomatically, and this motion offers us the opportunity to

must

promote

intercultural

the

development

coexistence,

its

fullest

potential

when

connects

grow individually as well as collectively. When we talk Equality

educational

about rhizomatic movement in education, we are referring

equality in a homogenizing manner has provoked the

differences:

to the force of the group, of solidarity or cooperation for

exclusion

disadvantaged

educational proposals. A movement that undoubtedly

minorities. On the other hand, however, when the

finds its best occasions of expansion and movement in

value of difference is imposed without referring to the

the leisure time.

the

most

Imposing socially

right to equal chances and to its value, situations of inequality also tend to become more evident. Talking about

equality

differences

means

equally

respecting all differences, but in the belief that people have the right to feel included and to take part in the learning experiences of their ordinary group. 4. Nous sommes comme l’herbe: rhizome and the culture of solidarity

Maite Larrauri writes in her book on the thought of Gilles Deleuze

that

trees

symbolize

and

individualistic

conception of life, since their vertical growth prevents

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

The last few years have teemed with investigations

gets feedback regarding his or her progress,

devoted to the analysis of the interaction between

that of the others and of the group as a whole.

students. These investigations, as Ovejero (1990) says,

The very group is thus in a position to self-

show the huge influence this interaction has on a series

administer pedagogical support among its

of educational variables, such as the socialization

components, which is something that does not

process and the acquisition of social skills and abilities;

usually belong to group work either.

the promotion of social values, such as respect, solidarity or tolerance; empathy, control of aggressive impulses and

•

heterogeneous as opposed to that in team work,

the level of adaptation and interiorizing of established

where

norms. But it is not only the amount of interpersonal

there

usually

homogeneous

composition of group members.

interaction that leads us to such effects, but its very nature. As this author says, “every cooperative learning is

Group composition in cooperative work is

•

In team work, it is usually proposed that the

authority to teach be delegated to the most

cooperative learning.” What defines cooperative learning

gifted group member, to whom leadership is

techniques is not that people get to work together,

attributed. Cooperative work groups, on the

contrary to popular belief regarding group work. What

contrary, usually seek a shared leadership

really defines it is that this work is done in a cooperative

among all group members.

group

learning,

but

not

every

group

learning

manner, that is, in such a manner that the goals of the participant and intertwined so that each of them can only

The techniques, strategies and skills necessary to

reach his or her goals if, and only if, the others also reach

develop work group in cooperative learning are an

theirs” (Rué, 1989).

explicit object of educational intervention. They are directly taught to teachers, beforehand and/or during

The main differences between cooperative learning

the very process of implementation in the classroom.

techniques and traditional group learning techniques

This is not usually so in group work, since in this case

focus on the following aspects:

it is supposed that the social skills and abilities that

•

are

students need to work in group are a prerequisite

based on the positive interdependence of group

they must meet before taking the decision of using

members. The structuring of the learning goals

group dynamics. If these fail, this kind of ideas is

and aims must be done in such a way that each

usually abandoned and individualistic models are

student

used once again.

Cooperative

group

learning

proposals

has to be as interested in the

performance of other students as in his or her own; this characteristic does not belong to

The initial study of interaction in the classroom has

traditional group work.

progressively turned to the identification and analysis of certain mechanisms of educational influence. Their

•

In cooperative learning groups there is an individual

responsibility

coresponsibility

between

well

group

members

regarding the work to be done. Individually and collectively, each work group participant

importance is that, through them, students and teachers get to build increasingly larger areas of shared meaning, which in certain circumstances might play a mediating role. Focusing on these mechanisms of educational influence used by teachers or other educators when

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

structuring educational proposals, and taking a harder look at the kind of interaction established among people

We define learning structures as all actions and

when they carry out learning activities, we can, after

decisions that teachers and other educators (leisure

Deutsch (1949), differentiate three different ways of social

educators, etc.) take regarding the different dimensions of

interaction:

the educational act, for instance the kind of activities to be

•

Competitive interaction: when people compete to find out who is the best.

•

done by young people, the degree of autonomy of the educator and of the youth, the way in which work is acknowledged or how to meet their goals (Echeita, 1995).

Individualistic interaction: when people work

Based on the works and analyses on learning structures,

individually to meet their goals without paying

we can identify four structures of organization of

attention to others.

educational proposals:

Cooperative interaction: when people work

•

Activity structure: kind of work they are going to

cooperatively so that they are as interested in

carry out. It might vary according to the type of

their work as in that of the others.

tasks the youth carry out in their leisure time, their type of grouping and the degree of specialization of their activities. •

Goal structure: aims and goals that are sought individually and/or as a group. The way in which subjects can meet their goals vary according to the interdependence among the aims of group members: competitive

individual (negative

(no

interdependence),

interdependence)

and

cooperative (positive interdependence). •

Reward or incentive structure: way of assessing and rewarding the task. Peculiar manner of

It is from the perspective of the interdependence that is to be

distributing external reinforcements of different

established among people (student, young people, not so

kind among group participants, that will change if

young, etc.), that teachers or other educators, when

rewards are given on the basis of individual

designing the educational proposals to be implemented in

learning (structure of individual reward), the

leisure time, take decisions –consciously or unconsciously-

contribution to the group product (interdependent)

on the basic elements or structures of organization of their

or the plain group product (dependent).

educational

proposals,

also

known

“learning

structures” (Slavin,1980; Echeita and Martín, 1991; Echeita, 1995; García, Traver and Candela, 2001). The performance in activities, the concept of self and the success or failure expectations are mediated by cognitive, affective and emotional processes that change according to how teachers or monitors have structured the learning tasks.

•

Authority structure: control and decision of what can be done. Degree of autonomy of group members

when it come to deciding and

organizing the tasks and work contents, and therefore, the degree of control the teacher, other educators or adults have.

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

The quality of the social interaction among young people

When an educator intends to transmit his or her desire to

when they take part in an educational situation depends

educate to students, it is all about waking up their

on how the organizational structures of the teaching-

emotions, connecting with their feelings, their needs or

learning proposal are designed. Cooperative learning, as

fears. If we reconcile emotivity and rationality, mythos and

Echeita (1995) says, is something else than simply

logos, the pathways of desire will be much more easily

splitting

intentional

activated for sure. One of the reasons for us to try and

organization of the learning structure that seeks different

understand the phenomenon of the lack of motivation of

and complementary educational

Cooperative

the youth and the little desire educators have to educate, is

learning is primarily a change in the goal structure. It

the conflicting, pendulum-like motion of our society.

fosters interdependence of goals among group members,

Emotion versus reason, experience and practice versus

but it also involves changes in other elements of the

theory, subjectivity versus objectivity, mythos versus logos,

learning structure (García, Traver and Candela, 2001).

image

people

into

groups.

goals.

versus

word,

concretion

versus

abstraction,

pleasure versus toil. In this war of opposites, the proposals With a systemic understanding of the relations among

have always turned to one of the poles, negating the other:

the different types of structures, we can venture to say

our tradition is not one of reconciling formulas. And as a

that the changes having taken place in the goal

consequence of the second great educational crisis, that

structure –main trait of cooperative learning proposals-

extolled the culture of the press and the logosphere, some

will also bring about changes in other structures. The

psychological, social and cultural mechanisms disappeared

individual goal structure is related to a closed activity

from official school culture.

structure, an authority structure centred on the educator and an individual reward structure. A cooperative goal structure must, on the other hand, be more closely related to an open activity structure, an authority structure centred on the group and an interdependent or dependent reward structure.

5. We are beginners: the new role of leisure educators And faced with this social and educational reality that turns out to be highly complex, what can we do? How can we connect the curiosity about life with the uncertain desire of youth? How can we move and shake their souls so that they keep on dreaming that another world, another reality, is possible? How can we advance from the collective knowledge toward the calm revolution that seeks a greater human dignity and social justice? How can we move, and be moved, in our leisure time?

Emotivity, subjectivity, image, myth or pleasure are some of the great absentees from academic culture and have to face many prejudices. Work has to be done to favour reconciliations. “The very educators that complain that some

television

programs

prevent

rationality

from

activating due to an excess or misuse of emotivity are sometimes unable to activate the rationality of their receptors because they do not know how to manage their

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

emotivity in a creative and integrating way” (Ferrés, 2000:

systematically distance us from greener meadows. Rather

133). It would be for the better if many of them made use

than a descent of educational level, or a growing increase

of the richness the culture of the iconosphere offers us to

of diversity in the streets, what is really worrisome is the

set into motion the mechanisms of emotivity. This author

increase

rightly considers that emotions without reason can be

Reconciling diversity and equality becomes imperative.

unbridled, destructive forces. But it is also true that

The future before us is indeed uncertain and worrisome. If

reason without the impulse of passion, of emotion, does

the organization of the future we would like to come true

not move: it is paralyzed.

is based on social and educational scenarios where there

social

and

educational

inequalities.

is place for everybody in equality, it might be interesting to Whetting the desire to educate, seducing the youth to

reinterpret the roads and burdens that have accompanied

recover the pleasure of learning in the audiovisual and

us to the present situation.

information society, can only be accomplished through the use of the resources present in the iconosphere

Some of the main burdens that hamstring the roads of

and reconciling old psychological, sociological and

educational transformation and innovation can be

cultural opposites: emotion and reason, myth and

summarized as follows (Traver, 2003): the culture of

science, pleasure and toil, image and word. Society

shirking or avoidance, the culture of guilt, the culture of

needs new formulas of integration that activate those

complaint, the culture of tourism or accumulation, the

first mechanisms in the sphere of emotivity so that

culture of comfort, the lone ranger or arborescent culture

those belonging to rationality and critical reflection are

and the culture of professionalism. All of them engender

set into motion next. From the point of view of

pedagogical resistances in teachers and educators that

intercultural education, reconciling these two cultures –

prevent things from improving. Sometimes they make us

the one of the logosphere and the one of the

sink

iconosphere- is one of the first steps to dialogically

loneliness (that of feeling alone when we are in the

solve the intercultural and communication conflicts that

company of others), sometimes we do really turn into

arise among the different world-views of the social

lone rangers that must face, with scarce means, all the

cultures present at learning spaces. At the same time,

problems threatening us (which are many and complex),

however, it is the way of working we have to explore in

sometimes we receive all kinds of criticisms,… At the

order to solve the intercultural problems caused

end, what most of us long for is a place with no

everyday by the collision of these two cultures. The

problems, just the opposite of what education and

basic resources of the culture of the iconosphere have

learning mean. We solve problems with dualistic,

to turn into tools for educators if we want to increase

regressive attitudes that either negate problems, avoid

the capacity to connect with the youth and to keep on

them or put all the blame and all the complaints in only

working on their symbolic capacity and critical spirit.

one of the conflicting poles. All we thus accomplish is

into

worrying

professional

and

didactical

straying further from reconciliatory and integrating To take the road of professional desire and once again

formulas for solving conflicts. In most pedagogical

enjoy the company of pleasure and seduction, first of all we

proposals there is a glaring absence of democratic

have to make our baggage lighter. Together with workplace

negotiation and dialogue. The educational conflict in

conditions and the structure of the educative and social

intercultural contexts, as Sales (2003) points out, must

system, a few burdens –social and professional burdens-

be used as a motor of change and improvement of

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

intergroup and interpersonal relations, collectively and publicly facing them on the basis of non-violent educational approaches

and techniques,

democratic

mediation,

negotiation,

such as

consensus

and

6. Bibliography. ALCALDE, A. I. et al (2006). Transformando la escuela: comunidades de aprendizaje. Barcelona: Graó.

dialogical approaches.

AUBERT, A.; DUQUE, E.; FISAS, M. and VALLS, R. (2004). Dialogar y transformar: Pedagogía crítica del siglo XXI. Barcelona: Graó.

The newly sustained educational policies, based on the

BOLÍVAR, A. (2000). “Los centros escolares como comunidades. Revisando la colegialidad”, Revista Española de Pedagogía, 216, 253-274.

worship

the

culture

guilt

and

pedagogical

individualism, seem totally insufficient to transform society. In the face of the obsessive discourses of curricular stubbornness, the time has come to go further and adopt innovative learning proposals. Proposals based on a plural vision of the educational act, on the value of dialogue and critical thinking, on the culture of transformation

and

teacher

and

community

cooperation.

CARR, W. (1991). "Education for Citizenship". British Journal of Educational Studies, Vol. 39, nº 4, pp. 373-385. COLOM, A. J. (1992). “Estrategias metodológicas en la educación no formal”. In J. Sarramona (Ed.), La educación no formal. Barcelona: CEAC, pp. 51-73. COLOM, A. J. (1992). “Estrategias metodológicas en la educación no formal”. In J. Sarramona (Ed.), La educación no formal. Barcelona: CEAC, pp. 51-73. CORTINA, A. (1993). Ética aplicada y democracia radical. Madrid: Tecnos.

A teacher who is able to take the road of innovation and professional improvement is, step by step, to get rid of all

DEUTSCH, M. (1949). “A theory of cooperation and competition”. In Human Relations, 2, pp.129-152.

oppressive social and professional burdens, while setting

DEWEY, J. (1995). Democracia y Educación. Madrid : Morata.

in motion innovative and transforming learning proposals. This type of changes is hard to initiate from the individual sphere or the deep solitude of the classroom, ignoring the own community and its social and cultural reality. A teacher who is able to start following this path cannot but be a vital, supportive person who can share his or her educational project with the educational community, who can appreciate life and transmit us that joy. “A vital person is one who loves life not because of being used to it, but because of being used to loving. Loving life because we are used to living is loving that which has already been lived. Loving it because we are used to loving it leads us to change, to movement, to the future” (Larrauri, 2000). The teachers making possible some of the educational dreams of more social justice are undoubtedly vital persons, committed to their time and their people, involved in their own social and historical reality.

ECHEITA, G. (1995). “El aprendizaje cooperativo. Un análisis psicosocial de sus ventajas respecto a otras estructuras de aprendizaje”. In P. Fernández and M. A. Melero (comps.), La interacción social en contextos educativos. Madrid: Siglo XXI. ECHEITA, G. and MARTÍN, E. (1991). “Interacción social y aprendizaje”. In A. Marchesi, C. Coll and J. Palacios (comps.), Desarrollo psicológico y educación (tomo III: Necesidades Educativas Especiales). Madrid: Alianza. (2nd print edition). ELBOJ, C.; PUIGDELLÍVOL, I.; SOLER, M. and VALLS, R. (2002). Comunidades de aprendizaje. Transformar la educación. Barcelona: Graó (1st edition). FERRÉS, J. (2000). Educar en una cultura del espectáculo. Barcelona: Paidós. FLECHA, R. (1997). Compartiendo palabras. El aprendizaje de las personas adultas a través del diálogo. Barcelona: Paidós. FLECHA, R. (1999). “Aprendizaje dialógico en la sociedad de la información”. In Actas del XVIII Encuentro Estatal de la Cofederación de MRPs. Trabajar con la diversidad, superar la desigualdad: Claves pedagógicas. Gandia. 99. (http://www.nodo50.org/igualdadydiversidad/cmrp_ga5.htm, last visited 14/06/2005).

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

FLECHA, R. and SORDÉ, T. (1999). “Contribuciones de la teoría sociológica contemporánea a la sociología de la educación”. In VII Conferencia de Sociología de la Educación. Grupo 1. Sociología de la Educación: teorías sociológicas de la eduación. Universidad de Murcia. (Available at http://www.um.es/sociopol/programa.htm). FREIRE, P. (2002 a). A la sombra de este árbol. Barcelona: Roure (3ª edición).

OVEJERO, A. (1990). El aprendizaje cooperativo. Una alternativa eficaz a la enseñanza tradicional. Barcelona: PPU. RIUS LOZANO, M. and CÁNOVAS LEONHARDT, P. (1999). “Concepto y características de la educación”. In P. Aznar (coord.), Teoría de la educación. Un enfoque constructivista. València: Tirant lo blanch, pp. 17-43.

FREIRE, P. (2002 b). Pedagogía del oprimido. Madrid: Siglo XXI.

RUÉ, J., (1989). “El trabajo cooperativo por grupos”. In Cuadernos de Pedagogía, 170, mayo, pp. 18-21.

GALE, T. and DENSMORE, K. (2007). La implicación del profesorado. Una agenda de democracia radical para la escuela. Barcelona: Octaedro Colección Repensar la educación, núm. 26.

SÁEZ-BENITO, J.A.; TRAVER, J.A. and MARTÍN, J.E. (2007). “Tertulias contra la exclusión”. Cuadernos de Pedagogía, 365, pp. 18-23.

GARCÍA,

SALES, A. (2003). “L’organització i cultura escolar per a

R.,

TRAVER,

J.A.

and

CANDELA,

Aprendizaje cooperativo. Fundamentos, técnicas. Madrid: CCS.ICCE.

I. (2001).

características

JAUSSI, M L. (coord.) et al (2002). Comunidades de aprendizaje en Euskadi. Vitoria-Gasteiz: Servicio Central de Publicaciones del Gobierno Vasco. JIMÉNEZ, J.R. and POZUELOS, F.J. (2001). “Una escuela pública abierta a la comunidad”. Investigación en la escuela, 44, pp. 5-17. LABORDA, X. (2003). “L’aculturació dels mitjans de comunicació”. In Els Treballs del Naos nº 5, pp. 73-96. (http://www.sant-cugat.net/laborda/438med1.htm). LARRAURI, M. (2000). El desig segons Gilles Deleuze. València: Tandem. MALGENISI, G. and GIMÉNEZ, C. (2000). Guía de conceptos sobre migraciones, racismo e interculturalidad. Madrid: Los Libros de la Catarata.

l’educació intercultural: instruments per a la presa de decisions”. In A. Sales (ed.), Educació intercultural: la diversitat cultural a l’escola. Castelló: Publicacions de la Universitat Jaume I. SLAVIN, R. E. (1980). “Cooperative learning”. En Review of Educational Research, 50, pp. 315-342. TRAVER MARTÍ, J. A. (2003). “La diversidad como problema educativo en la escuela rural: de la alquimia pedagógica a las respuestas sociocomunitarias”. In Several Authors, II Taller de experiencias educativas en las comarcas del Alto Palancia y el Alto Mijares. Segorbe: Fundación Max Aub. TRILLA BERNET, J. (1992). “La educación no formal. Definición, conceptos bàsicos y ámbitos de aplicación”. In J. Sarramona (Ed.), La educación no formal. Barcelona: CEAC, pp. 9-50. WELLS, G. (2001). Indagación dialógica. Hacia una teoría y una práctica socioculturales de la educación. Barcelona: Paidós.

APRENDIZAJE ENTRE IGUALES EN EL TIEMPO LIBRE JUVENIL: Competencias para el diálogo intercultural

Youth Seminar: Peer Learning Demetrio Gómez Ávila Educator specialising in ethnical minorities, social exclusion and intercultural education Background

The latter are the most important element due to their direct involvement, and they should not bear the whole

Communitarian Europe, to which we belong, has tried to

brunt of the action but should be involved in the project

favour youth mobility and cross-border projects and

creation process from start to end.

interaction in order to bring all of its members closer and to enable mutual understanding. It has been one of its

It is precisely this last aspect that I will try to develop,

most outstanding objectives to try to safeguard a

analysing the project phases, clarifying concepts and

peoples' Europe, showing respect for country-specific

aiming to outline the principles that must move us to

cultural

conduct these peer cooperation and exchange leisure

differences

and

attempting

harmonise

practice when it comes to fighting discrimination and

time activities.

racism. Intercultural education has been a further support in this direction. General objective To provide young participants with the competences, attitudes and tools necessary to design and start their own projects from an approach that respects diversity.

specific objectives .

To clarify concepts regarding respect for difference in relation with leisure time project development.

To learn to design projects with a transversal

The “International Youth Policies Co-operation” project,

inclusion in their philosophy and aims of peer

promoted by the IVAJ (Instituto Valenciano de la

learning and respect for difference.

Juventud) will try to reach all agents involved in youth affairs, from the programme technicians, assessors and creators to young people.

introduce

young

people

leisure

time

intercultural work methodology and values pedagogy.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

To get to know the resources and tools at a

Links

European level to work in the area of interculturality and respect for diversity. .

To reflect on the importance of participation and of the role young leaders and their associations play as

Priorities of the youth sector of the Council of Europe 2009

www.coe.int http://www.coe.int/t/dg4/youth/Coe_youth/human_ri ghts_en.asp#TopOfPage

mediators and multipliers.

Youthpass: Recognition of Non-formal Learning http://www.salto-youth.net/youthpass/ Test your intercultural competence http://www.cyborlink.com/besite/ http://skillassessment.suite101.com/article.cfm/quiz_on_intercultur al_competence

Methodology Practice-based. Participatory: Encouraging group work to achieve an efficient fulfilment of the set aims. Open: to any kind of adjustment or correction for improvement. Flexible: adapting to the needs and interests of the target collective.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Non-formal education and peer learning. Intervention patterns from a gender and cultural diversity perspective Awatef Ketiti Doctor in Communication and Gender Intercultural mediator General framework

The links between peer learning, non-formal education, intercultural competence and gender equality will be

Intercultural competence development means not only

becoming

aware

the

cultural

emphasised.

diversity

characteristic of European societies, but also involves a cognitive, affective and behavioural transformation

Objective

leading to real personal development. The objective of this workshop is provoking a dynamics Inculcating a culture of peace and tolerance in future

fuelled by reflexion, cooperation and creativity where

generations entails the establishment of the basis for the

participants

consolidation of stable and affluent societies where all

proposals useful for work development.

get

involved

elaborating

innovative

people, irrespective of their ethnical, cultural and gender differences, are equal and have their rights recognised.

The definition of a framework of concepts and values, based on principles of equality, both of people from different cultures and between genders, will be the common thread running through the workshop. From there on, participants will create didactical tools, convenient for their work, and will reflect on the group work proposals in the framework of the European "Network for Youth Policies".

The seminar-workshop on â&#x20AC;&#x153;Non-formal education and peer learning: intervention patterns from a cultural diversity and gender perspectiveâ&#x20AC;? is a participative training proposal addressing several topics with a multidisciplinary methodology.

Target audience This workshop targets youth technicians working with associations or in any public administration.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

The nature of a youth technician’s work asks for the

Group work: Design of a youth-oriented leisure activity to

constant renewal of intervention tools and the innovation

develop intercultural competence and gender equality.

of techniques in order to adapt to social changes and to meet the new needs of youth.

BLOCK II- APPLYING THEORETICAL AND PRACTICAL TOOLS. INTERCULTURAL COMPETENCE IN YOUTH INTERVENTION What do peer learning and gender equality mean in a youth technician’s work? Are

the

culture

young

people

and

their

interculturality compatible? Individual

work

and

idea-sharing

session:

development of a youth intervention project based on the attending technician's field of work, including both the intercultural and the gender approaches. Peer learning in non-formal education is proposed as a new and efficient tool for the stimulation of young people’s involvement in their own process of learning and change.

BLOCK III- INTERVENTION PROPOSALS Reflexion on cultural diversity in European countries and the different intervention models in peer learning based

Content

the youth

technicians’

practices

and

experiences. Group work:

THEMATIC BLOCKS BLOCK

–

DEFINING

development of action proposals to

foster European cooperation in peer learning and CONCEPTS.

CULTURE,

gender equality in intercultural contexts.

IDENTITY AND GENDER How can we defeat essentialisms? Who am I?

Methodology The thematic axes in this workshop will be addressed

Who is the Other?

using a theoretic-practical methodology, thus promoting

Equal but different: principles of intercultural competence

the participants' dynamic involvement in its development.

and non-sexist language and their application to peer Debate, reflexion and introspection will promote psycho-

learning in leisure time. Role-playing games to develop communication skills in intercultural contexts.

cognitive stimulation in order to reconstruct and incorporate the meaning of the proposed concepts: Peer learning, interculturality, intercultural competence, gender.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Techniques to promote interaction between participants

Links

through dialogue and exchange of work experiences in Youth sector priorities of the Council of europe 2009

different European contexts.

www.coe.int Use of role-playing games to raise self-sensitivity and stimulate empathy in intercultural and genderequality contexts.

Youthpass: Recognition of Non-formal Learning

Individual dynamics to allow participants to reflect on their own professional activity in their social contexts. Group dynamics and group work to develop joint intervention proposals.

http://www.coe.int/t/dg4/youth/Coe_youth/human_rights_ en.asp#TopOfPage

http://www.salto-youth.net/youthpass/ Test your intercultural competence http://www.cyborlink.com/besite/ http://skillassessment.suite101.com/article.cfm/quiz_on_intercultur al_competence

Tools Audivisual material Practical exercises Documents

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Measures to enhance intercultural dialogue through the ‘peer learning’ educational approach in the context of leisure time and non-formal education activities Tamar Shuali Trachtenberg Social Education Teacher Backgound

In this line and in accordance the commitment taken by the Instituto Valenciano de la Juventud (IVAJ), as a

The multicultural character of our society is day by day

member of the European project “International Youth

becoming more evident and so are the challenges it

Policies Co-operation”, the IVAJ is offering to the net

brings with it. In dealing with cultural diversity, European

members this European seminar.

societies are confronted with the need to develop a new coherent educational policy, both in formal and nonformal education, in order to guarantee an inclusive

General aim

society, having in mind the well being of its citizens and their right to civic participation and peaceful coexistence.

The seminar will deal with fundamental concepts related to

cultural

diversity

integration

and

non-formal

education, and will equip the participants with pragmatic tools that will support youth officers in their work of promoting

young

people

initiatives

addressed

encouraging ethnic, religious and cultural integration, based on the peer learning pedagogical approach. The target group of the seminar is the net of regional youth officers and its main purpose is to offer them a set of tools which will allow them to elaborate a common approach for the integration of cultural diversity and intercultural dialogue into the regional youth policies. This seminar is intended to offer youth officers the Both the Council of Europe and the Commission of the

opportunity to get accounted with pedagogical concepts

European Union recognize the urgent need to develop

the full understanding of which is essential for the

tools to promote intercultural dialogue among European

debate about cultural diversity, non-formal education

citizens, taking the perspective of cultural diversity as an

and social cohesion.

enriching feature of society, where the prevailing values to be pursued are tolerance, human rights, and peaceful

Once these fundamental concepts and the underlying

coexistence.

educational philosophy are clarified, the seminar will take

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

the form of a workshop where participants will actively

Good practices in the field of ‘peer learning’ and

participate and focus on the design and development of

intercultural non-formal education.

strategies and pragmatic tools which could then be incorporated into the content of the regional youth policies.

Proposals and debate with participants The Council of Europe educational tools for the integration of minorities through youth policies.

Structure of the seminar

Elaboration

working

paper

with

practical

recommendations and a strategy to enhance youth 1. Introduction: theoretical background (first day)

initiatives in the field of peer learning and intercultural

A. Education, community and cultural diversity: the pillars

dialogue in the context of non-formal education.

of intercultural education philosophy and practice. B. The role of ‘cooperative learning’ and the ‘peer learning’ approach in youth non-formal education. C. Intercultural competences and social cohesion.

2. Workshop (second and third day)

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Youthpass Introduction

In December 2006 the European Parliament and the Council

adopted for

recommendation

Lifelong

Learning.

on With

Key

Every person who has taken part in a Youth in Action

Competences

the

project under Action 1.1, Action 2, and Action 4.3

recommendation the Parliament and the Council aimed to

(Training Courses) is entitled to receive a Youthpass

facilitate national debates and reforms of curricula and to

certificate, which describes and validates the non-formal

develop lifelong learning strategies.

and informal learning experience acquired during the project. All Youthpass certificates have a common structure, a coherent layout, and contain the following information:

•

personal details about the participant

•

general description of the relevant Action of the Programme

•

key information concerning the project and the activities realised by the participant

•

1. Communication in the mother tongue

description and assessment of the participant's learning outcome during the

Communication in the mother tongue is the ability to

project.

understand and express concepts in both oral and written form (listening, speaking, reading and writing), and to

Each beneficiary of a Youth in Action grant under the Actions concerned is responsible for: •

interact linguistically in an appropriate way in a full range of contexts; in education and training, work, home and leisure.

informing all participants involved in the project that they are entitled to receive a

•

Youthpass certificate

2. Communication in foreign languages

issuing such certificates to all participants

Communication in foreign languages broadly shares the

who request one.

main skill dimensions of communication in the mother tongue: it is based on the ability to understand and by

express concepts in both oral and written form (listening,

accessing www.youthpass.eu which is an integral part of

speaking, reading and writing) in an appropriate range of

the Commission's website on the recognition of non-formal

contexts (in education and training, work, home and

learning in the youth field (www.youthandrecognition.eu).

leisure) according to one's needs. Communication in

Beneficiaries

can

issue

Youthpass

certificates

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

foreign

languages

also

calls

for

skills

such

intercultural understanding.

6. Social and Civic competence Social competence covers all forms of behaviour that

3. Mathematical competence and basic competences in science and technology A. Mathematical competence is the ability to develop particular thinking in order to solve a range of problems in everyday situations. Mathematical competence involves, to different degrees, the ability to use specials modes of thought (logical and spatial thinking) and presentation

equip individuals to participate in an constructive way in social life, and to resolve conflict where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures. 7. Sense of Initiative and Entrepreneurship Sense of initiative and entrepreneurship refers to an

(formulas, models, graphs, charts). B. Competence in science refers to the ability to use the body of knowledge employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions.

individual's ability to turn ideas into action. It includes creativity, and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This should include awareness of ethical values and promote good governance.

Competence in technology is the application of that knowledge in response to perceived human needs.

8. Cultural awareness and expression Appreciation of the importance of the creative expression

4. Digital competence

of ideas and emotions in a range of media, literature, and

Digital competence involves the confident use of

the visual arts.

Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to produce and exchange information, and to participate in collaborative networks via the Internet. 5. Learning to learn â&#x20AC;&#x2DC;Learning to learnâ&#x20AC;&#x2122; is the ability to persist in learning individually and in groups. This competence includes the ability

overcome

obstacles

order

learn

successfully. This competence means assimilating new knowledge and skills as well as making use of guidance .

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Julia Day Centre The Centre

It has a two-tier structure: a first tier based on acquiring basic knowledge of social animation and workshop

The “JULIA” Centre for Environmental Education is

organisation, and a second tier aimed at gaining work

located in the Paterna huerta, very close to the

experience in different projects of the association, carried

underground station. It belongs to the association and it

out either inside or outside it.

was built by young people from the district. It has an opening licence from the Paterna Town Hall and is

Its funding is mixed: half of it comes from its own

accredited as a Labour and Social Integration Day Centre

resources, and the other half from public and private

by the Valencian Department of Welfare.

subsidies.

Political motivations This programme wants to be a political and educational answer to the situation of defenselessness, infringement of

rights

and

criminalisation

juveniles

from

impoverished districts. It is proposed as a space of mediation between the needs of boys and girls (money, education, occupation, legal The centre enables the practice of varied environmental activities

counselling...) and the collective capacity to provide an answer to them, in a concrete way, as tools that further the girls’ autonomy (grants, recognised Environmental Monitor Certificate, academic monitoring, etc.), concurrent with the development of community projects that are to the direct

Brief description of the programme

advantage of la Coma district, without any intermediaries.

The zatoichi programme is an Environmental Monitor Vocational

Training

Course

for

socially

excluded

teenagers. Zatoichi is a training programme organised as a course in which 12 female teenagers, aged 15 to 18, take part. They all come from la Coma district, characterised by lack of resources, marginalisation and institutional neglect.

These projects promote communication between the different social sectors, without hierarchies and avoiding the official models of social integration.

Managing entity This Project is promoted by the Col·lectiu de Joves de la Coma (Youth Collective of la Coma). The Col·lectiu is a

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

non-profit organisation born in the district in the late 80's in the midst of local riots. It gained legal status in 1995 and from there on it has been developing several community projects, especially self-employment and direct assistance to juveniles and children at risk, complementing the development of its own projects with the denunciation of the varied situations of social injustice that are still to be found in la Coma.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Casa Ă&#x20AC;frica (Art and Culture Center) Faty Dembel What is CasaAfrica?

as dancing, percussion, capoeira Angola and plastic arts. African rhythm and music are elements that promote

CasaAfrica is a project that promotes interculturality

sociability and individual interaction; the feeling of

through cross-discipline interaction and training related to

cohesion they bring about is experienced not just by the

African art and culture. The group of people who make up

dancers, but also by the listeners, who follow the base

CasaAfrica starts from the experience gained after more

rhythm

than ten years organising workshops, talks and cultural

theatre, physical theatre, group work and exercise, we

events for public institutions and bodies, educational

enjoy movement and dance as means of expression that

centres and other organisations.

transform music into feeling.

through

some

kinetic

perception.Combining

Aims: intercultural school Getting all pupils to take part in activities. Creating a space of coexistence where diversity and independence are respected, a new space. Promoting a discussion forum to further work on the issues.

Interculturality What does CasaAfrica offer? It is a living process, a new space where new rules of CasaAfrica has developed a wide variety of enjoyable

coexistence are born.

educational activities and workshops addressed to people

New manifestations of culture.

of all groups and ages. Our aim is to spread knowledge about African culture

Conclusions

through the content and methodology of our workshops, giving interculturality and communication a new value.

There are no recipes: not a single reality, but many, coexisting, touching, sometimes mixing.

In the workshops organised by CasaAfrica we seek to work on interculturality through talks and art forms such

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Immigration is a living fact, a changing fact.We must become aware of our own stereotypes and prejudices to be able to address them. Reflection in the theoretical framework is necessary to reach working conclusions. “The changes that take place in a society always start with children. This is why children and young people are a country’s greatest treasure”

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Regional Youth Council of Pays de la Loire Presentation of the CRJ ( Regional Youth Council of

discussing with the national and regional youth bodies,

Pays de la Loire )

and promoting dialogue between generations.

In April 2006, the regional council decided to set up a new

This council discusses not only youth issues, but also the

space for participative democracy aimed at young people.

whole of the issues we consider necessary to address and go deeper in along with the regional representatives.

The regional youth council summons 108 Loire residents aged between 15 and 30 years old, in equal numbers of

One of the most representative examples of its activity is

men and women, from the five departments and all kinds

the Manifesto, resulting from the exchange of opinions

of background.

that took place between 2006 and 2008.

This council represents the diversity of young people in the Pays de la Loire region (there are 750.000 people

Main subjects of this Manifesto

from this age group). Citizenship learning and practice Educating for citizenship is a priority. Promoting sports for its pedagogic role in building the individual and for being a vector of commitment. A fairer access to culture. The promotion of European and international exchanges . Provide youngsters with the means to achieve autonomy Provide youngsters with the means to achieve autonomy before they start their working life. Facilitate access to housing. Promote and diversify all lifelong learning pathways. Guidance in question. Aims of the CRJ

Fighting all forms of discrimination in the work place.

Is one of the tools for participative democracy, which

Working towards a fair and sustainable future

gathers citizens, specially youngsters, for the analysis

Youngstersâ&#x20AC;&#x2122; health.

and transformation of their territory: the Regional Youth

The development of eco-citizen behaviours.

Council members should be able to express themselves

Promote sustainable town & country planning.

freely, referring matters to the Regional Assembly,

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

CRJ Work modalities

Five public forums will work on the precedent short meetings, from February to May 2009, and verify the

Five yearly assemblies.

pertinence of analysis of the young counsellors.

Four commissions (Culture and

Sport, Solidarity,

Sustainable Development, Education and Labour). Cross-disciplinary

working

groups

(always

In October 2009, a final meeting will establish conclusions and deliver specific policy proposals.

includes

members of official commissions with elected counsellors).

And another ways

Representation on official meetings.

Official opinions: Agenda 21 / cultural, politic, regional, transports...

How to associate as many young people as possible

“Auto-saisine”: make wishes or free contributions to the regional assembly .

The CRJ organises « regional Youth states » from October 2008 to October 2009: their aim is to allow the

Helping young counsellors: tres civil servants and five

expression of the opinions and proposals of all young

facilitators by area.

people in their diversity to construct public policies together. A hundred local youth meetings, either in the places where they live (social centres, schools, university, associations, cultural houses, vocational training centres) or with experts.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

District of San Lazzaro. Town hall of Loiano Cooperative “La Carovana” It is very important to remember that in Italy, the social prevention and assistance system is working like «spots of a leopard» District of San Lazzaro includes 6 town halls: Loiano Monghidoro Monterenzio Ozzano dell’Emilia Pianoro San Lazzaro di Savena

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Youth Services of district

Other ideas: •

Youth Centers

directly

linked

the

naturalistic

environment

Schools’ workshops •

Street Works

To experiment different situations of risk in a safe way (like climbing, speleology, rafting)

Cultural Center Listening desk

•

To live strong personal and group experiences in the presence of adult people (social workers)

•

Cooperative “La Carovana”

To reprocess the past experiences with the young participants

Since 1982, La Carovana takes on the field a way of thinking social projects wich combine psycologicalpedagogical competences with the social research and

•

To have an ecological approach

•

To use actions as an opportunity to stop and think about the past experiences, instead of

with an experimentation of new life’s “paths” using as

always talking

methodology the social animation. • More specifically, we think about the daily natural

To try new patterns of relationships, different than the usual daily ones

environment of life as another social dimension where the young people can live their leisure time, and where they can try to experiment new behaviors and new identities. In those two fields it is possible to use different environmental tools to reach different educational aims. This can happen in an urban scenary or in a naturalistic dimension.

The proposal of our social work: To get in touch with the young people and their world,

Why the youth projects? •

To prevent some social troubles and microcriminality

and building actions together • To try to widen their experiences and their points of view

To prevent early scolastica drop out, and working drop out.

•

To prevent drugs risks and abuse

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

•

To promote intercultural communications and

Team of work:

exchanges

The National Health Service: Professional Educator

•

To promote intra-generational communication

•

To support adults to become more aware of their

•

La Caravana: Pedagogical coordinator, Male social worker and Female social worker

role of responsibility in society towards young

Beneficiaries of project

generations

Direct beneficiaries of project: The whole Loiano’s youth

To support the integration of families of external immigration

people Undirect beneficiaries of project: The whole Loiano’s comunity

Youth Center of Loiano. Some questions Can the youth center be “the place for everybody”? Must it only take care of the youngs with social

Methodology

problems?

The Specialized Prevention

Can it be a place where it is possible to promote cultural and intercultural aspects for the society? How much the work done in the youth centers can be a support for developing active citizenship of youngs?

Active listening Social Empowerment. The Specialized Prevention It is a Pedagogical tool of social animation linked to the field of social hiking like tree

climbing, rock climbing

speleology, rafting. Involved actors Az. USL Bologna Comune di Loiano La Carovana Soc. Coop Consorzio EPTA

All this represents a way to experiment the new competences and the new identity in the leisure time, to foster the socialisation and the resources, to work deeply inside the dynamics of the groups, of the comunity of the local context and the territory.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

The 6 Specialized Prevention’s axiomes: 1. Free willing participation

The Loiano’s youth project network Big Apple (listening desk for young and the parents)

2. Anonymity of participants and their family

School’s Listening desk (for the students and the parents of the students)

3. Absence of nominal outputting

NaturAvventura (an activity in the leisure time for young

4. Intra-institutional work

people) Eurodesk

5. Associative support

In Sostanza (Drug Abuse Prevention Project)

6. Promotion of non formal activities

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Dr. Make Love. A peer education project The Structure

3. Key Aspects

1. What is Dr. Make Love?

3.1 Aids: Aquired, Immune, Deficiency and Syndrome

2. The way of working 3. Key aspects

3.2 Contraceptives: Condoms, Birth control pill, Loop

4. The course

and Nuva ring

5. Lovezone 3.3 Sexually transmissible disease: Gonorreha, Syphilis, Hepatitis B and C and HIV

The course In grade 9 we had the chance to participate in the Dr. Make Love project. We had different parts of education. We learned things about sexuality, love, friendship and how to present.

1. What is Dr. Make Love? A youth project between a school from Wiesbaden and the youthwork departement. The idea is that young people tell other young people facts about love, sexuality and friendship.

2. The way of working The â&#x20AC;&#x17E;peersâ&#x20AC;&#x153; get all materials and information they need from the youthwork department in Wiesbaden. The content is taught in a playful way.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Lovezone A co-project with Dr. Make Love. The stations of the Lovezone are used by Dr. Make Love for presentation.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Flintshire Youth and Community Service Main Areas of Work

Develops good working relationships between the Youth Service and Schools;

Drug and Alcohol Education Project uses a Peer Education approach;

Sessions are planned and delivered by the young people; Young people are trained to become Peer Educators (4

Sex and Relationships Education uses Peer Education;

daysâ&#x20AC;&#x2122; training);

Peer Education is mainly used in school settings;

Young people develop new skills, increased confidence and gain qualifications; Skills transferable into employment. Variety of approaches used by the Peer Educators, including drama, activities, using educational resources (e.g. quizzes, beer goggles etc), DVDâ&#x20AC;&#x2122;s and talks to students.

Sex & Relationships Education Peers are a more trusted and credible source of information; Strong emphasis on personal development. helps to engage low achievers; Peer Drug and Alcohol Education Skills in communication, listening, asking for advice, Delivered in 6 High Schools; Compliments

existing

drug

making informed choices and decision-making. and

alcohol

education

Subjects covered include Puberty, Relationships, Healthy

programmes;

Sexuality, Safer Sex and Contraception;

Empowers young people to plan and deliver sessions in

Backed up by a Sex and Relationships Education Policy

an informative and fun way;

agreed by Flintshire County Council.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

So, Why Does Peer Education Work? Young people are able to relate to their peers, and are more likely to listen to them; The Peer Educators and the participants in the sessions all get something from it; The Schools love it! The Youth Work approach underpins it all.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Funky Dragon What is Funky Dragon? School council representative Funky Dragon – The Children and Young People’s Assembly for Wales – is a peer led organisation Funky Dragon

provides

–

year

olds

Equality representative with

Co-options

opportunities to participate in decision making. Our Rights, Our Story As an organisation, Funky Dragon tries to represent as many young people as possible.

“To what extent are young people in Wales able to access their rights?”

The Structure of Funky Dragon

6 researchers. Over 14,000 children and young people. Education, Health, Information and Participation. Results presented

Grand Council Membership Local authority wide forum Statutory representative Voluntary representative

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Young Peopleâ&#x20AC;&#x2122;s Participation Young people led the project Staff recruitment Overseeing data collection Analysis of data

www.funkydragon.org www.draigffynci.org

Wrote the report

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Peace School Monte Sole “If only it were that simple.“

The history of Monte Sole

The Peace School Foundation of Monte Sole and its

29. September – 5. Oktober 1944

educational approach. 770 civilians – mostly women and children What is the Peace School?

SS troops and Fascist elements

Founded in 2002.

„Terror domination“

Historical Park of Monte Sole. Promote peace education. Non-violent conflict transformation. Respect of human rights. For a society without xenophobia, racism and any other kind of violence against human beings and their environment.

What does the Peace School? Workshops with young people of all ages. Workshops with teachers. Peace in 4 voices. Historical Research.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Projects DVD: „What We Went Through“ Memory On Air

Memory On Air Weekly radio show: October 08 – June 09. 37 episodes – 37 topics. Connect memory with today‘s topics. Alternative, international perspective. The educational approach Interviews, comments, music: Human and emotional experience.



www.radiocittafujiko.it



www.myspace.com/memoryonair

Socratic-Method (educaters are facilitators). “If only it were that simple. If only there were evil people,s

Topics:

omewhere insidiously committing evil deeds and it were 

Individual vs. Collective memory.



Mechanisms of violence.



Individual choices and responsibility.



Education and propaganda.



The role of stereotypes and prejudices.



…

necessary only to separate them from the rest of us and destroy them. But the line dividing good and evil cuts through the heart of every human being. It is after all only because of the way things worked out that they were the executioners and we weren’t.” Aleksandr Solzhenitsyn, The Gulag Archipelago

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Informal Education in Wielkopolska Region Patrycja Kuncman Damian Wasiak Sara Elinska Informal education

Ideas

A way to create a modern, intelligent and conscious

Internet courses

human. Confrontation of opinions, cultures, behaviours and views. Better preparation for future life. Chance to develop important skills. Ability to get essential experience.

•

Lessons connected with interests

•

No waste of time (home education)

•

Availability, facility, speed

Simulations •

Try to make decisions like adults.

•

Responsible, mature choices.

•

A way to confront knowledge with practical skills.

•

Difficult roles in society.

Knowledge about this way of education isn’t enough. Multicultural group

Not all propositions are used.

•

People from different countries.

Young people have a lot of ideas, but they don’t know

•

Journey around the world.

how to bring them into life.

•

Presentation connected with individual state, language, tradition, customs.

•

Different ways to show values (songs, poems, theatre, short films, dance).

Developing non typical hobbies. Advisor – contemporary.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Young people from Wielkopolska (one of the region of Poland) decided to create musical that calls „Beauty and the Beast. A song about three-colours of the love”. That musical is only connected with Walt Disney's film by the name. Lyrics and music were made anew. The aim of this undertaking was a money gathering for a orphanage.

Main parts Rehearsals were long and tiring, but it was necessary to stage best the project . The premiere was a big success, because „Beauty and the Beast” was watched by many people.

Accelerator of Technical Knowledge (AWT)

Summarizing

•

Vocational Guidance System.

•

Promotion of technical science as well as

•

Help in life.

constant and vocational education in formal and

•

Experience for future.

•

Connection of entertainment and education.

•

Responsibility, consistency, loyalty.

•

Emotions, activity, inferring.

•

Motivation to get aims.

•

Intercultural discussions.

non-formal way. •

Monitoring the efficiency of education as well as forecasting the adaptation system of education in the field of knowledge and technical skills according to job market needs (social and economic).

Realisation of dreams Students in Poland realise their dreams, also in the art domain.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Hall of residence La Coma From 1994, the residents of the Hall of residence La

Thus, one offers the opportunity to students of:

Coma, combine their university education with the participation in the different existing initiatives of social

•To take part in a project that endows the

and community development in the neighbourhood la

university young men of tools and capacities for

Coma and promoted by their associations.

their

future

projection

solidarity

and

international cooperation to development topics. •To create the conditions for a good university education and academic progress. •To come closer to the social reality as a determinant of a integral human training. •To stir into action the living together and the social fabric of the neighbourhood by means of the daily interrelationship of the students. The Hall of residence La Coma is also a place of young people exchange of more than 18 nationalities, specially of Africa, Latin America and Middle East.

•To connect the university to the popular spaces and to promote the interculturalism and the exchange among students and neighbours of diverse origin.

The intercultural dialogue and the richness of the diversity suppose

personal

and

collective

development

experience.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

Conclusions YOUTH GROUP

•

Better use of the ERY web page + forum for online discussion

Mission for the network

•

We should not be divided into set groups like youth, technical experts, etc.

•

To exchange information

•

Network

•

Coordinated action around the realities we share

•

Agree on different concepts to create action plans and achieve desired changes

Aims + objectives

•

To create mutual aid

•

Exchange best practice

•

Provide an educational experience for all, to

Project proposition

increase partnership working SEMINAR Propositions for the next 2 years

•

Every European country

•

1 week

•

Learn more about activities

•

Venue not important

•

Identify room for improvement

•

To create an intercultural dialogue + to find out

•

Implement change

•

Want to bring our ideas to life

•

To discuss minority participation in European life

•

Get to know each other better

•

To split the days into 3 parts:

•

Get to know new points of view, new

Discussion about participation

methodologies, solve problems

Present different countries + their

about minority issues

•

We are prepared to work to make changes

•

Different working groups:

cultures •

+ their cultures

- Policy changes - Share best practice - Increase publicity + consultation between seminars

Knowledge of other countries

• 3.

Differences + similarities

Evaluation: to asses the frequency + quality of intercultural dialogue

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue

EXPERTS GROUP

TECHNICAL GROUP

Propositions:

1. What is the overall purpose / mission for the network / its raison d’etre? What are the aims of the

1. Human rights education

•

network / objectives ?

Traditional games as an instrument to create intercultural dialogue

•

Promotion of the uncrc (united nation convention on the rights of the child) and how to enable young people´s participation (article 12 uncrc)

•

A support Network for European Youth Work

•

Exchange of practices / good practices

•

A space to explore COMMON issues, and to understand differences

•

A framework for planning activities / co-operation

•

To increase democracy at European level, to lobby Europe on youth policy issues

•

More than the sum of its parts

•

To promote European citizenship

2. What do we need the network to do ? 1.

An annual conference

Opportunities for exchanges

To develop European citizenship tools

To bring together each region’s priorities from

2. Youth participation and democratic citizenship

•

Create youth council and exchange this practice

•

How to engage, how to reach young people in

young people

the participation agenda (meeting) •

Use this network to collect the views of young people

3. Social cohesion and inclusion of young people All youth project regardless of context / topic should have outcomes linked to personal + social skills development

3. Youth Policy Development Exchange of youth strategy documents / policies of member regions in the network. These could be discussed at a conference / e-mail, video-conference, website.

PEER LEARNING IN YOUTH LEISURE TIME: Competence for intercultural dialogue