INCLUSION / SOME PROBLEMS DISAPPEAR ONLY IF YOU BRING THEM CLOSER
BERLIN, GERMANY 29 NOVEMBER - 08 DECEMBER 2019
WHAT IS THE PROJECT ABOUT?
SLOVENIA
This project is created to bring together organisations which aim to increase their
NORTH MACEDONIA
capacities regarding conflict management and inclusion of youth from vulnerable
PALESTINE
groups. With the help of non-formal educational methods, this project is designed as a
EGYPT
platform for exchanging realities, exploring the roots of conflict on an individual level,
LATVIA
and for developing creative methods (including outdoor/ digital activities), which can
GEORGIA
help the youth workers to strengthen and develop competences and skills towards
GERMANY
reconciliation, effective inclusion and integrating processes of young people from
TURKEY
marginalised groups. Bringing together youth workers from different parts of the world
ITALY
will support the multicultural dimension, bring synergy effects and strengthen social dialogue. The objectives of this project are: - Exploring and clarifying the terms “conflict”, “conflict resolution”, “radicalisation”, “inclusion”, “roots of conflicts” through international dimension of the youth work; - Development of competences, creative tools and methods for youth workers in their work towards reconciliation and inclusion of youth with fewer opportunities; - Development of new initiatives in the field of conflict management and active participation within the framework of the Erasmus+ programme; - Promotion of EU democratic values and the importance of human rights education, tolerance and anti-discrimination.
CREATING THE TEAM A group of youth workers and trainers started the first day with the explanations and meaning of Loesje Berlin. The participants broke the ice and initial nervousness with energisers that were funny. An important part was when participants wrote down an expectations and fears for the course, which the organising team included in the learning process. Because the session is focused on team building and knowing each other, the people exchanged mugs, that represents their country and its meaning. Many were happy when they received a secret friend to make for their days more special. Every person is astonished by the chefs, who are making the best meals in Germany.
INTRODUCTION
WE
STARTED
THE
INTRODUCTION ITS
ABOUT
PERCEPTIONS
WAYS
HOW
TO
DIVIDED CONTINUED
DAY
WITH
THE
CONFLICTS,
AND
DEAL
DIFFERENT
WITH
THEM.
INTO
GROUPS
WE
TO
EXPLORE
OUR
PERSONAL ASPECTS AND DIFFERENT FEELINGS
AND
CONNECTED GETTING
TO
INTO
EXPERIENCES
CONFLICTS. TOPIC,
WE
WHILE ALSO
DEDICATED SOME TIME TO ANALYSE DIFFERENT SOLVE DYNAMIC THERE
APPROACHES
CONFLICTS. WAS WERE
ENERGISERS
HOW
THE
TO
GROUP
VERY
RELAXED.
MANY
AMAZING
DURING
THE
DAY
IN
ORDER TO KEEP US MOTIVATED AND IN MOVE.
CONFLICT AND PERCEPTION OF CONFLICT Today, we began the morning with the energiser. Later,the trainer told us to write down in our notebooks what are our personal conflicts, what kind of feelings they cause and which are connected with us. After that, we tried to create a symbol that reflects our conflict understanding. Several minutes later, the trainer prepared one method which was done on flipcharts and there was written English letters A-Z. We, participants, chose one or more words connected with meanings of conflict. Later we divided in several teams and our task was to send a letter to an alien and explain what is conflict generally. Finally we shared our letters with each other.
PERSONAL REFLECTION ON THE TERM "CONFLICT"
In the second session every participant had a opportunity to get closer to the concept of conflict. We started with funny winks and dynamic energisers. We had a presentation of different theory approaches of the concept of conflicts. Then we worked and reflected our ideas through five small groups. Each group, after taking a time for discussion, presented the idea of the conflict through a sketch of 5 minutes.
ATTITUDES AND BEHAVIOURS
RELATED TO CONFLICT First activity: energiser (blanket game) . The group was split in two teams, separated with a blanket. The main point was guessing the other participant's name while hiding behind the blanket. Main part: Walking around outside/ sharing personal conflicts in pairs. The pairs were made by participants who did not make much contact. The main topic was talking about personal conflicts, sharing experience and supporting. - Introducing “conflict management style": Dominate/Control, Avoid, Accommodate, Compromise, Collaborate - “Problem Tree” method. Digging in to the roots (what caused the conflict), detecting the topic (the main conflict), what are the effects and what are the suggestions to solution (using the five methods of “conflict management style”).
NON-VIOLENT COMMUNICATION
IN THE FIRST SESSION OF THE DAY, NON VIOLENT COMMUNICATION WAS INTRODUCED
TO
US,
WHICH
GOES
THROUGH FOUR STATIONS: - OBSERVATION - FEELINGS - NEEDS - REQUESTS WE
EXPLORED
FEELINGS SPENT
OUR
THROUGH
SOME
NEEDS THEATRE.
TIME
ALSO
AND WE ON
THINKING ABOUT JUDGEMENTS- HOW DO THEY AFFECT OUR PERCEPTION ON PEOPLE AND SITUATIONS. WE ALSO HAD USEFUL ACTIVITY ON LISTENING TO THE OTHERS WHICH IS A
BASE
TO
MEET
AFTERNOON PURPOSE
THEIR
SESSION OF
NEEDS.
HAD
THE
INTRODUCING
THE
MASTER SUPPRESSION TECHNIQUES. DIVIDED INTO GROUPS WE ANALYSED EACH OF THOSE TECHNIQUES AND PRESENTED
OUR
SOLUTIONS
TO
PARTICIPANTS.
THOUGHTS THE
AND
OTHER
CONFLICT AND INCLUSION Today, we began morning with energiser which was done by Turkish team. Called by,, clap up touch''which was so energetic. Later we met a new trainer who suggested us new methods and tools. First of all it was connected with needs, because it was relative, as he mentioned everyone has special and different needs. He asked to us to divide in groups according to the needs. Every group members shared her/his needs. It looked like theatre. When we had another personal exercise, we tried to listen to each other, because one person was teller, second one was listener and last one was observer. From that exercise we learnt to listen carefully with empathy with silence. Finally, our trainer turned on very peaceful music and asked to make kind of eye connection between participants. We recognised communication by the different way.
NON-VIOLENT COMMUNICATION What is the conversation about? Egyptian & Turkish politics Results: Sharing information with each other, Recognising feelings and needs, making requests Strategy: The activity contains three people, one of them is observing while the others talk without any interruption by the observer
RULING TECHNIQUES In the third session of the day we discussed master suppression techniques, defend as strategies of social manipulation by which a dominant group maintains such a position in an unexposed hierarchy. There are seven domination techniques: Making invisible; Ridicule; Withhold information; Double bind “damned if you do, damned if you don’t”; Heap blame or put the shame; Objectification; Force or threat of force. With understanding of those strategies we could recognise them on a daily bases and understood the consequences on society. For the end we also learn about countermeasures and try to find good examples of strategies for counter action to fight suppression.
MEMORIAL WALK
WE
ALL
MET
IN
FRONT
OF
THE
HOSTEL AND WE BEGAN THE VISIT TO THE CITY. THE FIRST STOP WAS THE BRANDENBURG EXPLORED
GATE THE
AND
WE
HISTORICAL
MEANING BEHIND IT. THEN, WE BEGAN TO WALK TOWARDS THE MEMORIAL TO THE MURDERED JEWS
OF
REACHED TALKED
EUROPE. THERE,
ABOUT
WHEN
THE
THE
WE
TRAINER
HISTORY
OF
HOLOCAUST. WE WALKED AMONG THE MONUMENTS,
AND
TOOK
SOME
PHOTOS FOR OUR PROJECT TASK. WE BEGAN THE FOLLOWING DAY WITH ENERGISER
AND
THEN,
WE
PRESENTED THE CONFLICTS IN OUR COUNTRIES EXPERIENCE PARTICIPANTS.
AND WITH
SHARED THE
OTHER
NORTH MACEDONIA
CONFLICTS IN NORTH MACEDONIA: I. Conflicts: 1. National (between Macedonians and Albanians; Christians and Muslims) 2. International (North Macedonia and Greece about the name and some historical facts; North Macedonia and Bulgaria, about the language and some historical facts) II. Impacts: - Hate speech / - Discrimination / - Intolerance / - Living the country / Aggression - Fear III. Examples: 1. Smilkovsko lake 2. Attack on a Macedonian boy
IRAN
I. Conflicts: - National (New generation against government and and the government supporters II. Impacts: - Massive immigration - Violence (robbery, murder, hate speech) - Mental issues (depression, suicide) - Hopelessness and weaknesses (feeling that they can’t change anything) - Drug abuse and dangerous behaviour III. Example: - Massive protest of youth in the last month
PALESTINE I. Conflicts: - National (between political parties) - International ( between Palestine and Israel) II. Impacts: - Identity - Health and Life - Immigration - Refugees - Hate speech - No security - Discrimination and Lost of rights II. Example: - a Palestinian reporter shot by an Israeli soldier
EGYPT
So in the session we started to talk about the conflict in Egypt by showing the terrorism happens in the land from ISIS against the Egyptian military force and how was ISIS reflecting their ideas through social media or by interfere with the community and trying to drag some people to their ideas by fake videos or fake information to show violence of Egyptian army. Another way ISIS used to expand was by attracting disloyal Sinai Bedouins to work or help in their fight against army for financial reasons. Then we started to reflect the impact of these terrorism on how the Egyptian army uses it to keep in power as a political side and how they use ISIS war as an excuse for their massive ruling to economic or financial budgets in Egypt. Then we have talked about the youth conflict and how the violence was widespread between youth and we gave an example to a guy that was killed trying to defend for a girl who was exposed to some kind of harassment.
TURKEY
Turkey’s most current conflict is refugee crisis. Turkey is the hosting the enormous part of refugees. Also it can say that the Syrians are not refugees, they are temporary protection law persons. Refugee rights are more wider than the position what they belong to now. It is clear to say that there is a tension between Turkish people and Syrian migrants. Syrians are getting lower salaries from Turkish employers because of they are cheap hands and they have to get a job. Because of this, Turkish youth are unemployed. Unemployment rate among Turkish youth is 30% approximately. So, Turkish youth blaming Syrians about this issue. The solution of Refugee Crisis is the integration of them into society. Integration contains the topics that housing, health, education and employment. NGOs are the only institutions that are trying to handle that situation. Also government using them as political weapons.
GEORGIA
Georgia’s most recent conflict is with Russia. Actually it began mostly from 1921, when Georgia became member of USSR by first. So after that when Georgia became independent 1991 Russia is still going on to occupy. When 25% occupied by Russia approximately Abkhazia and Gori region.Most important impacts are none trade relationships, refugees, lost territories etc. Despite of many conversations by diplomatic way and European Union regulations, there is no option. Mostly Georgians have friendly relationships with Russian by cultural and tradition way, also artistic way too. And the people are real nice to each others, and they think that this is case of time.
SLOVENIA Slovenian team represented three conflicts: -Slovene home guards vs. Partisans -Slovenian independence -Family law dispute In 1945 there was a division between those who collaborating with occupators (Slovene home guards) and guerrilla fighters (Partisans). The division between what was / is wrong and right it is still going on issue for Slovenians and political parties. The ten days war was a international conflict that was finished in 1991, but we can still see the consequences now, as in hate speech against ex-Yugoslavian countries. Family law dispute is a proposition that homosexuals can adopt children, but was refused by the majority of the citizens on the referendum. Hate speech and violence against LGBTQ people is still going on.
ITALY Presentation from Italy has shown a big intranational conflict where the leader of Lega Party, Salvini is demonstrating violent kind of communication ,racism, hate and hate speech. Participants of Italian group stressed out a big issue where italian youth is influenced by governmental agressive communication that close their minds and increase xenophobia , violence, racism and anti-semitism. For instance, immigrants attacked by groups of youth and increased visits of Mussolini tomb.
LATVIA
Latvia was occupied in 1940 by the Soviet Army, in conformity with the terms of the 23 August 1939 Molotov–Ribbentrop Pact.Got independent in 1991That conflict has 3 impact : 1. Hate speech between Latvians-Russians citizens . 2. Media content of fake news 3. Fake historical facts which declared by politicians Examples of conflict: 1- in 2000 latvia closed Russian schools 2- in 2012 Latvia rejects making Russian an official language , results from a referendum indicate.
LOESJE CREATIVE TEXT WRITING
TODAY WE WERE INTRODUCED TO LOESJE WRITING. THE POINT WAS IN A CREATIVE WAY, GROUP OF 6-7 PARTICIPANTS MAKE A LOESJE POSTER. AT THE BEGINNING WE WERE DOING WARMING UP EXERCISE WITH WRITING WORDS RANDOMLY ON A PIECE A PAPER, AND WITH THOSE WE CREATED A LETTER. AFTER THAT EVERY PARTICIPANT CHOOSE A TOPIC FOR CREATING LOESJE POSTER. THE NEXT TASK WAS TO PUT OUR THOUGHTS ON THE PAPER OF EVERY PARTICIPANT SO WE CAN CHOOSE THE BEST ONES LATER. THE NEXT DAY WE WERE DOING FINAL EDITING ON THE CHOSEN THOUGHTS AND WE PUT THEM IN A FORM OF LOESJE QUOTES.TOGETHER WE MADE A DECISION WHICH OF THE QUOTES ARE THE BEST ONES BY SELECTING AND VOTING.
WORKSHOP (A) "Relationship between Power and Conflict"
"PREPARATION:- Research about definition of connection between power and conflicts. - We worked with: "Power is most efficient way to secure basic needs.Gaining power often creates a conflict, because everyone is seeking for power."You can use another one for your workshop. - Facilitator prepares in advance four flipcharts: 1. Blank / 2. One with definition of power and conflicts written on it / 3. One blank and smaller papers with words: power, conflict and values/basic needs written on it / 4. Flipchart with two questions;"What was the most difficult or easy part in the session? "What was the most challenging part?" GOALS of the workshop:To make participants feel and understand relationship between power and conflict. EXECUTION: - INTRODUCTION (4 min.): facilitators explains the topic/title of the workshop and invites participants to think about word "power", which he writes in the centre of the blank paper. He invites them to explain it in one or two words, which are written on the paper. - MAIN PART (30 min.);1. Mafia game (20 min.);Participants are invited to sit in a circle. They need to close their eyes and facilitator chooses 3 mafia members by tapping them on the head.Afterwards he chooses 2 policemen/women. Others have a role of a citizens.Mafia members are invited to open their eyes and chose one victim. They close their eyes and policemen/women can open their eyes to pick up the saved person. If they choose same person as mafia mafia, that person would stop being a victim.After this all participants open their eyes and facilitator announces who was killed/victim. All other players needs to decide trough argument, discussion and voting who are the members of mafia. If they succeed, that person is out of a game. The game should repeat until everyone is out but you adjust it according to time limits of the workshop.2. Facilitator explains the definition of connection between power and conflict (as written on a flipchart) and encourages participants to think about it and make their own definition. Open discussion follows (5 min.).3. Facilitator puts smaller papers with words: power, conflict and values on a empty flipchart and encourages participants to draw a diagram and connections between them. Open discussion follows (5 min.). - CLOSURE: Facilitator reads two questions that are written on flipchart and distribute posted notes. Participants are invited to answer the questions and stick them on a flipchart. The answers are left there for participants to read afterwards and for fascilitators to analize.
WORKSHOP (B) Team members started with description of bullying. Their specific topic was bullying at school. After that they introduced us types of bullying such as physical, verbal, social and cyber. Then they asked the audience of which of these types has the most high percentage and it was verbal bullying. After that they made a comparison between the bully and the victim. Then they made statements such as “ victim is always alone� and they asked if it was true or false. We made a comparison between bullies and victims. The bullies were powerful, well-connected to peers, avoid adults to interfere, enjoying pleasure of having power and aggressive or easily frustrated, while the victims were easy to pick, isolated or have a small company, lack of social skills, look or act scared, and irritates others. As a result they informed us about effects of bullying. Finally it was obvious that they have mutual approaches on depression, anxiety and many other ideas. This workshop helped us empathising the others and seeing conflicts from their point of view.
WORKSHOP (C) In this session we had an issue about integration.
Our team decided to suggest different tool and method to express our main topic with it. First we had introduction what we were gonna to do and later we ask audience to take a part in our game. We gave them papers where was written the role who or what they should be or express and play. It was going on about twenty minutes. Briefly, it was game one side were sitting aliens and another side famous persons or representatives of institutions. They were discussing about some topics which was connected with many essential things. It was free with questions from audience too, switching between two sides. The result was to discuss what's like problems can have diversity, conflicts, radicalisation. The debriefing was about personal feelings during the discussion, how we defend our points of view, how we present the arguments, then, what should or should not be topic of conversation etc.
WORKSHOP (D)
We started the session with an energiser.
Then the instructors made a short introduction about radicalisation in general. After that all participants divided into three group and they chose two paper that contains concepts about radicalisation like anger, hatred, strictness etc. Then all groups made brief explanations about radicalisation with using these words or concepts. Then the instructors gave three paper to these groups that contained the three main concept about radicalisation like terrorism, racism and class struggle. Then the instructors asked groups to explain these concepts with visual materials like posters or a theatre. After this, instructors made a brief explanation about Nazism and Zionism that is the shame of last two century. AftIn the debriefing, all groups shared their ideas and experiments about this session and our Palestinian participants informed us about Palestine-Israel conflict that is happening even currently.
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