Toolkit "Let it Grow!"

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This toolkit is a result of follow up of the project "Let It Grow", financed by KA1, Erasmus+ Programme, coordinated by YAP - Youth Action for Peace, held in Poggio Mirteto (RI), Italy from 19th to 25th of July 2018.

BY-NC: 2019, YAP – Youth Action for Peace

CONTENT INTRODUCTION: THE TRAINING • • • • • •

"Let it Grow": topics and objectives About the organizers: YAP – Youth Action for Peace About the Partners About the Team of Trainers The Timetable About the toolkit and how to use it

THE SCENARIO THE HELLO DAY • Welcome Session

THE INTRO DAY. Who am I? • • • •

Roots and Stories Where do we begin?

Sailing to a New Land Invisible corridors

THE CONTEXT DAY. Who are we?

• • • • •

Break in to the museum of HRs In my country Social Inclusion Propaganda Nationalistic evening

THE OPINIONS DAY. How do I feel about this?

• Discriminative Breakfast • Controversial issues

THE OPINIONS DAY 2. How do I feel about this?

• Magic Road

• • • •

Potato race Rites of passages It was just a joke!

Intercultural evening

THE HOW DAY. Tools and examples • • • •

Volunteerism debate Matrix of Activism Open Space - WHAT DOES REALLY BOTHER YOU? Get ready for the action!

THE ACTION DAY. Participants in action • Production • Acting Up!

THE WRAP UP DAY. And now what?

• About IVS movement, YAP and Next steps • Final evaluation • Youth Pass

INTRODUCTION: THE TRAINING Let it Grow: topics and objectives "Let it grow – young activists for freedom, tolerance and respect of human rights” is a training course, 7 days long, held from 19 to 25 of July at Tenuta Sant'Antonio in Poggio Mirterto (Italy). The training involved 25 youth leaders, peer educators and group leaders active at local and international level, with past experiences in youth exchanges, EVS projects, active citizenship, voluntary service and human rights. The involved countries were: Italy, Estonia, Greece, Finland, France, Germany, Slovakia, Czech Republic, Spain, Hungary.

The project aimed to create a strong value base of human rights for actions in the local community by training and empowering participants with some experience in youth work to become more active within their NGOs, within the International Voluntary Service movement and at large to take an active role in their society.

Gathering youngsters from different background to discuss recent political issues, threats for our society - such as radicalization – helped to create a stronger network of likeminded activists from a diverse background working together for a more inclusive and tolerant society.

At the same time aiming for a younger target, millennials mostly, ensured the involvement of a new generation of youth workers offering an alternative value set and world view next to radicalization and discrimination that we increasingly notice in today's Europe.

Focused on the main thematic areas such as human rights, migration, active citizenship, community leadership and voluntary service, the project activities were designed to motivate, enable and empower participants to become active citizens and community leaders, with the special focus on human rights and inclusion of migrants and the role, responsibility and visibility of the voluntary sector.

While working with youth leaders a set of concrete objectives was established: ● Discuss and observe our responsibility in our communities/society – to think critically about our own roles and behaviour; cultural and political citizenship/identity; ● Get familiar with Human Rights (HR) as a guiding principle and think about the main issues (HR violations) around us ● Sensitise and attract interest of pax towards minorities and vulnerable groups – toward each other and the meaning of social inclusion ● Build capacities of the participants about the topic providing them with new interactive tools and methods for being community leaders, for social inclusion and intercultural dialogue, especially towards migrants ● Provide opportunities to follow it up concretely after the training (apply for their SO national trainings for camp leaders, organising a workshop during a workcamp, Global HR Week, NGOs, the campaign Raising Peace) ● To introduce new tools to recognise the personal learning process and achievements

About the organizers: YAP – Youth Action for Peace The project is realized by voluntary service organisation YAP (Youth Action for Peace), founded in 1970. Nowadays it works with international short-term voluntary activities (workcamps), seminars, training courses for intercultural youth animators, hosts and sends young volunteers, realises campaigns, information projects and thematic communication.

Its structure is based on a network of local groups and partner associations.

YAP is involved in the local voluntary actions and it implements activities of centralised and decentralised information, communication and education on peace, active citizenship, intercultural dialogue focused on youth.

YAP also involves socially, culturally and economically disadvantaged young people in non formal education activities and voluntary service projects, stimulating their personal growth capacities inside the community.

YAP (Youth Action for Peace) is member of the two biggest and most important networks of IVS movement CCIVS - Coordinating Committee for International Voluntary Service and of ALLIANCE of European Voluntary Service Organisations.

About the partners The training involved 9 European non profit organisations with long-time experience in volunteering, youth work and non formal education. Within the Alliance of European Voluntary Service Organisations network these partners are committed to promote human rights, migrants’ rights and freedom of movement through youth projects and IVS. You can find more information about partners’ activities in their websites: ALLIANSSI (Finland) ESTYES (Estonia) INEX Slovakia (Slovakia) UTILAPU (Hungary) INEX - SDA (Czech Republic) IJGD (Germany) SOLIDARITES JEUNESSES (France) ELIX (Greece) COCAT (Catalunya, Spain)

About the Team of Trainers The team was composed by 3 senior trainers: Luca Elek (UTILAPU), Stefano Varlese (YAP Italy), Jelena Ristic (YAP Italy, senior trainer of ALLIANCE) and 2 junior trainers: Sara Giacopello (YAP Italy), Mario Mormile (YAP Italy, junior trainer of ALLIANCE Pool of Trainers)

The timetable

Cross-cutting elements: ● PASSPORTS: Participants received a printed booklet in the form of a passport; it is a selfreflection tool that invites marking the learning outcomes of each day, later to be used for the compilation of the YouthPass. ● SOCIAL COMMITTEE: The group of participants in charge of organising evening activities ● BREAKFAST TEAM: Each day there was a group of 3 available to prepare breakfast and clean after meals, keep the working space tidy

About the toolkit and how to use it This toolkit is a result of collective work of the participants and facilitators that was produced as an educational material at the end of the project. The brochure is composed by a number of various activities based on non formal education and follows the development of the training course held in Poggio Mirteto. So, the toolkit contains the tools that may be used in different trainings as well as being a manual on how develop entire sessions and thematic workshops.

More pictures and materials are available online: https://letitgrow2018.tumblr.com/

THE SCENARIO THE HELLO DAY Scenario Session 0.1 Duration

Name of the session Evening welcome session Name of the activity / Method

Objectives of the session

Method:

Getting to know the names of the getting to know each other exercises, games participants and trainers ● Having the first contact with the group. ● Giving practical information to participants.

Description of the method material/equipment ●

Basic introduction of trainers and participants with the basic info they wish to share: name, age, country, association Name + fruit + 30' The participants and trainers stand in a circle. The repetition trainer says a fruit that starts by the first letter of her/his name and his/her name. The person next to him/her repeats what the first person said and did and adds her/his fruit and name.

We all have 20' The participants are asked to go around the room, Papers and pens something in talk to the other participants and find something they common have in common. They are asked to write down the name of the person and what they have in common.

25' Important info Give practical info that is need it: Agenda - Agenda introduction Passports - Breakfast time - Session's starting time - Passport - Special needs regarding food Conclusions from trainers and Learning outcomes / results: ● Learn the names of trainers and participants ● Get to know the rules of the hosting venue and the practical information 15'

Round of basic introduction

THE INTRO DAY. Who am I? DAY 1 OBJECTIVES: -

For the participants: to get to know each other and share some personal stories about familial/national migration histories, flow and origin To break the ice and energize To create an atmosphere of fun and trust and establish a common ground To introduce the hosting organisation and the venue To introduce the project LET IT GROW To explain the main house rules and create the group rules and team spirit To identify and share own expectations regarding oneself, the training, the rest of the team To reflect on own contributions that might be relevant to the rest of the team and with this to introduce selforganisation To facilitate a memorable and impactful introduction to the training To expose individual behaviours and tendencies To promote team bonding To inspire ownership and accountability for results in all team members To point out the importance of self-organisation

Scenario

Name of the session

Objectives of the session

Method:

Session 1.1

ROOTS AND STORIES

individual and group reflection; guided discussion through visual representation; input - video screening

Duration

Name of the activity / Method

getting to know each other by finding a common ground in familial/national migration histories ● introduction to the topics of migration and mobility ● getting in the right mood and becoming more comfortable with the others Description of the method

10’

Our map in the world - guided discussion, visual representation

Facilitator stands in the center and says that is where we are at the moment (Poggio Mirteto) and ask participants to position themselves based on: - Where do you come from?

- Where was the last project you participated in?

- Where would you like to travel - Can you actually go there?

- Where would you move to live?

40’

Roots and stories -guided discussion and small group sharing

Facilitator hang three maps of the world in the wall 3 maps: and ask participants to: 1. birth map FIRST ROUND OF QUESTIONS 2. places you call you own - Please put a dot at the place of your birth.

3. places you would like your - Please put a circle where your parents were children to grow up born.

Please put a triangle where your grandparents were born.

Let participants in a different trio to tell about where they are from, about their parents and a story about one of their grandparents.

SECOND ROUND OF QUESTIONS

●

material/equipment

20’

Input - video screening and plenary discussion

- Please put star at those places on the map that you can call "your own". Encourage participants to put more than one dot.Usually participants will need clarification: do you mean where we are now? Where we live? Born? Etc? Allow participants to put more than one dot.

Let people to share in groups of three.

THIRD ROUND OF QUESTIONS - Please put the last dot on the map, locating the place you'd like your children to grow up.

Let people to share in groups of three.

Video on how borders have changed over history https://www.youtube.com/watch?v=I ha3OS8ShYs Europe (3.23’) The world (4’) https://www.youtube.com/watch?v= ewd4l2rD2_U What impressed you from the discussions and the videos?

Have you seen any tendencies?

How much has your country changed through history?

Has it ever disappeared and reappeared?

Do you think it was mainly a conqueror country or conquered country?

10’ Personal map Write down your personal map Conclusions from trainers and Learning outcomes / Expected results: ● ● ● ●

A4 print of Europe maps

Realisation of borders being a human construct; Learning about the migration flow in Europe through centuries; Reflection on the position of own country, as a conqueror or conquered country, a sense of national pride or guilt being influenced by our education and familial background; Learning about other participants and having more topics to talk about

Scenario

Name of the session

Objectives of the session

Method:

Session 1.2

Where do we begin?

● ●

Where do we begin? - Adaptive leadership

Duration

Name of the activity / Method

To encourage self organization To reflect about authority and our own participation ● Understand expectations towards each others, towards authority and set up rules as a group ● Reflect on roles in the group Description of the method

25’

Where do we begin?

The group is sitting in a circle and the facilitator writes on the flipchart “Where do we begin?” and the time frame of the activity - for example 9.30-10.00 In the beginning write down a few things participants say randomly, than after a while sit down.

The facilitator is in silence during the whole activity.

Other facilitators are asked to take notes and observe.

flipchart, pen

material/equipment

40’

Debrief

25’

Turnations

How are you?

How did you feel during the activity?

What happened?

What did people do?

Who took leadership, who suggested things?

Did people initiate things by themselves or did they look for approval from the group?

How did we do as a group?

What would you need from the others so you could participate? (give your full potential) Have you ever been in a similar situation in life?

What do you want to take from this activity for the rest of the training?

Do you think you would do thing differently if we would do the activity again?

As a sum up to the previous activity and the debriefing about self organization, the facilitator explains why the place was chosen, that the training is more than just the sessions and that we are modeling a community here working together.

list of tasks that has to be done by the group

As such we have to make sure to take care of the place and each other.

The facilitator present the list of tasks that has to be done during the week by participants and leave the room for 20 minutes for the participants to manage.

Tasks: preparing breakfast and cleaning after the meals and keep the working space and common spaces tidy, including toilets; organise activities in informal time; any other task you see fit for the group Conclusions from trainers and Learning outcomes / Expected results: ● ●

The group felt uncomfortable in the silence, as facilitators didn’t show any sign that they will provide any guidance.

The first to rise to write something on the board were male participants, followed by at least half of the group who participated in a silent discussion on the board, adding keywords.

While debriefing the conclusions were made that a set tone of a meeting or a training , event or anything in life, can and should be questioned by those that participate and an authority should always be questioned, as well as that the responsibility for the process and the outcome should always be taken. A passive role is easier to take, but brings us as individuals in a position to be those who are impacted and not those who participate and/or lead.

Scenario

Name of the session

Objectives of the session

Session 1.3

SAILING TO A NEW LAND

● ● ● ●

Method:

To think about what is necessary for human Simulation, snowball beings.

To give the idea of the interdependence of human rights.

To reflect about the difference from wants and needs.

To create discussion and debate about priorities.

Duration

Name of the activity / Method

Description of the method

material/equipment

10'

Making the working groups Giving the cards Intro Playing the game

3 groups of 7 pax each.

The three teams are places in the room and get an envelope for the game. The trainers explains basic rules and make a short intro to the activity.

Papers.

Bowl to put the papers.

Envelopes with the cards.

The trainer becomes the narrator of the story: "You are about to sail to a new continent. There are no people living there now, so when you arrive, you will be pioneers establishing a new country. In your suitcases (envelopes) you have all what you will take with you to live in the new country. You can open the luggage, take it out from the suitcases and have a look on what you have.

As you see, you have three blank cards; on those ones you can decide if you would like to bring any additional things with you. Remember you are moving to the island to live not just as a temporary trip.’’

Pens to draw in the empty cards.

Glue.

Paper sheet

50'

They have 5 minutes to look at the cards and decide if they want to bring something extra.

"Okey, so now that every group has his luggage ready, the sailing trip starts.At first the trip is very pleasant. The sun is shining and the sea is peaceful. You are enjoying the trip and looking forward to discover the new island. Suddenly, some big clouds come out, everything gets darker and a big storm comes up. You have problems: the ship is rocking. In fact, it’s about to sink! You must throw three of your cards overboard to keep the boat afloat. ’’ Ask every group to decide what to give up.

Explain that they won’t be able to get these things back later. Collect the cards which have been ‘thrown overboard’, and put them together in one pile.

Return to the narrative: "At last the storm is over.

Everyone is very relieved.

However, a weather report comes that a Category 5 hurricane is heading straight to the ship. If you are going to survive the hurricane, you must throw overboard another three cards!

Remember: don’t throw away what you may need to survive in your new country. ’’As before, collect these cards and keep them in a separate pile. Return to the narrative: "That was a very close shave!

However, we are almost at the new continent. excited. But just as we sight land on the horizon, a giant whale crashes into the boat and makes a hole in the side. You must make the ship even lighter! Throw away three more cards. ’’ Collect and put these cards into a pile. “You now are close to the land but your boat is still too heavy to survive the dockage, you need to throw away others 7 cards."

Collect the 7 last cards. "Finally you have reached the new continent safely and are ready to build a new country. You can glue your remaining cards onto a piece of paper so that everyone can see what you brought to your new home.

Now you can hang your sheet at the front of the room and explain what you have brought from the new land” 30'

Debriefing

How did you feel about this activity?

How did you decide what you could live without? ● What was essential? ● What do you think about your final choices? ● Were some decisions difficult? Which ones? ● Were there any disagreements as a group on what to keep and what to throw? ● How did you agree at the end? ● If you had to do this activity a second time, would you throw away any different things? ● Will you be able to survive in the new country? ● Will you be able to grow and develop well? ● Which things did you want to have but decide were not essentially need it? ● Which cards represent things we have to have for physical survival? ● Which cards represent things we might need to grow and develop well? ● What would happen in this new country if you didn’t have _____? (Choose several different examples from the cards.) ● How do you connect this activity with human rights and their violation?

Conclusions from trainers and Learning outcomes / Expected results: ● ●

● ●

How to make group agreements To get deeper on the topic of HR

Scenario

Name of the session

Session 1.4

Invisible corridors

Objectives of the session ● ● ● ● ●

Method:

Making participants more aware of their simulation behaviour in the team.

Reflecting on ours own intolerance, individual and group reflection impatience.

The reflect on the difference on how we think intellectually about values and how we behave.

Open the topic of violence, migration, inclusion and intercultural communication.

Set the tone of the training with a strong, self-reflective activity.

Duration

Name of the activity / Method

Description of the method

material/equipment

20’

Corridors step 1

After a short intro create a circle of equal number of participants standing very close to each other. Ask them to face the person across them (with this creating pairs) and explain that they are standing on the two ends of a very narrow corridor. When the facilitator counts to 3 participants has to exchange places with the person in front of them making sure not to exit their corridor. Let the group try a few times.

A piece of paper, a person to stand in the middle – a secret word can be agreed before with the facilitator if the person in the middle doesn’t notice the others try to communicate.

20’

Corridors step 2

Other facilitators should observe and make notes for the debrief.

No matter if they have found the solution to exchange place a person in the middle or the circle standing on a paper. Participants has the same task to exchange places without leaving their corridors. The person in the middle doesn’t speak, only uses non-verbal communication if the group approaches. The person’s only belonging is the paper, so the person tries to protect it and gets angry when feels the paper is in danger.

The group should understand without verbal communication with the person in the middle that the paper has to be saved and if that is safely moved the person would move as well, hence they can complete the task of exchanging places.

30’ Debrief 1. De-roll participants before the debrief.

2. The debrief focuses on what has happened, who was the person in the middle (why was he there, what happened?), communication within the group, leadership, who did we do as a group?

Questions for debrief: ● What happened? ● How did you decide what to do? Did you communicate? How? ● Was there someone leading that process? ● Did everyone agree with the strategy? Were there different ideas how to complete the task? ● Who was the person in the middle? ● What was the aim of the person in the middle? ● Did you try to communicate? How did you feel when the person did not answer? ● What do you think, how was the experience for the person in the middle? ● Did the group succeed? ● How did we do as a group?

Conclusions from trainers and Learning outcomes / Expected results: ● ● ●

Reflect on our own behavior in a team, on leadership – roles we take.

Differentiate means and goals in an activity.

Become more attentive with our behavior towards others in the team – also reflecting on cultural and communication differences.

THE CONTEXT DAY. Who are we?

DAY 2 OBJECTIVES: -

Open the topic of HRs and link it to the objectives of the training; Reflect on what are our connection to Human Rights; Start discussing and mapping the issues regarding HR the group feel strong about; Learn to recognize how cultural differences and similarities, stereotypes based on generalisation and cultural boxes can affect our lives even when we are not aware it is happening; Identify both obstacles and benefits experienced in our life based on the groups we have been identifying ourselves with or others have been putting us in; Introduce different concepts of social inclusion and the Acculturation model.

Scenario

Name of the session

Objectives of the session

Session 2.1

Break in to the museum of HRs

●

Duration

Name of the activity / Method

10’

Intro

15’

First visit to the gallery

20’

Small group reflection

15’

Plenary

Method:

Open the topic of HRs and link it to Role play experiencing fewer opportunities ● Reflect on what are our connections to Human Rights. ● Discuss access to Human Rights Description of the method material/equipment

Give participants roles - from characters of different social situation and minorities. Most of the roles should face issues accessing their rights, but some of the roles should be as well privileged.

Give time to participants to get into their roles asking guiding questions about the life of the character.

When setting the space before the activity put flipcharts behind the art pieces and create a line from scotch tape to respect the distance between visitors and the art pieces.

Let participants into the Gallery of Human Rights one by one. On the walls the art pieces are articles from the UDHRs, provoking quotes and statements related to how they can access certain rights. (statements and characters can be borrowed and adapted from the Compass activity Take a step forward.)

Give participants time to visit the gallery, read and reflect based on their character.

De-role participants and ask them to sit in groups of 4 and reflect on their experience, the rights of their characters based on the following questions: 1. What resonated with you?

2. What surprised you?

3. Which articles do you see/feel in your everyday life?

4. Did you ever experience that your rights were not respected?

Groups are self-facilitated.

Plenary focusing shortly on how do participants feel and mostly on the connection to reality.

roles for each participants

Gallery printed and put on the wall (find attached in the google drive)

How are you? How were you during the activity?

What did you learn?

10’ Break in Tell participants that there will be a four minutes break when guards are changing in the gallery that would allow us to break in and leave our graphity, our messages and opinion on the art.

Give a few minutes to prepare messages and then break in together for a final catharsis. This part shouldn’t be too long and can be finished by the arrival of the police or an alarm.

Conclusions from trainers and Learning outcomes / Expected results: ● ● ●

post-its and markers

Got familiar with HRs and the different articles of the Universal Declaration of Human Rights.

Made a link between the abstract document, rights and our life.

Reflect on our privilege and experience other people’s difficulties to access their rights.

Scenario

Name of the session

Objectives of the session

Session 2.2

In my country

Duration

Name of the activity / Method

Share opinions about Human rights from a World cafe country and community level ● Share examples of violation or protection of Human rights ● Put in focus 4 topics: migration and mobility, gender equality, culture and religion, sustainability ● Analyse the actors involved and responsibilities ● Have a general reflection on problems and possible strategies to face them Description of the method material/equipment

5’

Intro

40’

Group discussion

●

Show the 4 groups and choose a volunteer secretary among the participants. Division in groups, explaining the tasks and how the WC works, set the objectives, the 4 topics are: ● migration/mobility ● culture/religion ● gender equality ● Sustainability (education, access to welfare state, preserve the environment of a community) In every table there are 3 questions to inspire the discussion: ● Are you able to talk about positive or negative case of protection or violation of HR in your country or community? ● Can you identify clearly the actors involved and their responsibilities? ● Do you have any possible strategy to face challenges or HR violation?

Every group is formed by 5-6 people and discuss for 20min.

All the most important violation or protection

Method:

examples are written on a flipchart by the secretary of the table.

After every 20min a time keeper advice the participants to change the group, as they want.

5’ Conclusion The secretaries show the flipcharts and read them, and results then they stick on the wall Conclusions from trainers and Learning outcomes / Expected results: ● ● ●

Participants got aware of the contexts in the countries of others related to HR They created confidence in the group expressing personal opinions They triggered better understanding of actors involved and their responsibilities

Scenario

Name of the session

Objectives of the session

Session 2.3

Social inclusion

●

Duration

Name of the activity / Method

15’

Dots on foreheads, intro and action

30’

Debrief

Method:

and to learn to recognize how cultural differences simulation and similarities, stereotypes based on discussion; inputs generalisation and cultural boxes can affect our lives even when we are not aware it is happening ● to identify both obstacles and benefits experienced in our life based on the groups we have been identifying ourselves with or others have been putting us in ● to introduce the definition of young people with fewer opportunities as seen through the Erasmus+ Programme of the European Commission ● to introduce different concepts of social exclusion Description of the method material/equipment

Participants are asked to close their eyes while the trainers put a peace of a paper tape on their horseheads. All the papers have different forms on them. They are ether square, triangle or round and each form has variations in 4 different colors. Just a few (2 or 3) are completely different, e.g. a house created from a square and a triangle with a little chimney or a flower with round petals but a triangle in the middle.

Once all the participants have the papers stuck, they can open their eyes and, without talking, find their group. They can help each other.

After 10 minutes of the action, the trainer asks the group if they are fully satisfied with how they formed the group. This triggers another round of mix&match among the participants.

The debrief is based on the following questions: ● how do you feel now, in one word? Exhausted, frustrated, accepted, safe, unsecure about my own identity, asshamed ● What happened? Who helped whom, how did you find a way to find your group? Participants report on different strategies employed by some

guided

Prepared flipchart for input, paper tape, markers

people.

How did you feel when you were pushed from one group or invited into another? Did you feel that you belong anywhere? Did you expel someone yourself? Was there a leader, someone to take charge and put others into groups? Why did you believe they had the right to do that? Especially those with “strange” signs report they have been feeling left out, like nobody wanted them, then taken in like a charity, and eventually that they formed a group of “uniques”; they report being put in groups they didn’t know the characteristics; they someone else was deciding about their own identity. ● Could we find examples in real life where this dynamics can apply? examples are made about people with fewer opportunities and how they are treated in schools, companies; minority and ethnic groups; how we can be put in a box when we are young, like giving us a religion without us being conscious about it, or being born in a certain place can affect how others interact with us, etc.

30’ Input Input was given about the Acculturation model: about ways of interaction between societies of majority and minority and related terms were explained: Segregation, Separation, Exclusion, Marginalisation, Assimilation, Integration and Inclusion. Also, it was introduced as a food for thought how these concepts can be placed on a line with a direct correlation between the sense of identity and how this identity is being communicated to others and self. Examples were given for all types, e.g.

American melting pot for Assimilation, homeless and poor for Marginalisation, Apartheid for Segregation 15’ Input Input was given about the definition of young people with fewer opportunities as seen through the Erasmus+ and ways of inclusion/exclusion of some out of 8 main groups.

Conclusions from trainers and Learning outcomes / Expected results: ●

● ● ● ● ●

awareness of own access to choices and own obstacles empathy and understanding to other people’s obstacles and recognition of own role in changing their status knowledge about the Acculturation model knowledge about the set 8 groups of young people with fewer opportunities as seen by E+ sensitivity towards self-reflection of one’s own exclusive or inclusive behaviour

Scenario

Name of the session

Objectives of the session

Session 2.4

Propaganda

● ● ● ● ●

Method:

Rise awareness about the power of the media Role play Stimulate critical thinking Experiment different sensation and feelings related to the topic of media communication Understanding the role of media in building stereotypes and prejudices Promote a different vision of an event according to the media and his owner

Duration

Name of the activity / Method

Description of the method

15’

Intro and get in to the role

40’

Performing

Create 3 groups and assign them a role of an editorial Flipcharts, markers. staff: ● A public television ● A newspaper of a private company ● The social media profile of the Human Rights Watch Ask them to identify in these three actors and to create a title, a logo, and a slogan/motto Start giving commissions: An advertisement of a big company and after 5min a breaking news about two migrants that raped a girl during the night after a party.

Then they perform the advertisement and the news.

Suddenly another news arrive two policemen raped a girl after coming out from a bar. Then they perform.

Some people among the facilitators have a role of owners/lobby or similar in order to put some pressure on them during the activities.

** Example of advertisement: “The Coca Cola Company arriving to you with a very good economical offert, they are going to present a new product called “Coca Cola Life” and will pay you a lot of money for a good advertisement. Keep in mind that they started a new campaign to reduce alcohol consumption and they are investing money in environmental projects, they want stress this out specially using the green color.” (a way to speak about “greenwashing or pinkwashing”) 35’ Debriefing Derole.

Asking some questions: ● Which was the identity that they choose ● What happened? Which part was harder and which easier? ● There were significant omissions in the report? ● How your owner influenced the news? ● What do you expect from news in general (just a news or a comment) and according to the media? ● Have you ever heard before the expression “greenwashing or pinkwashing”? ● Do you think news in your country are generally reliable? Can you recognize a fake news or a distorted one? ● If yes what you do? Do you try to inform the other or do you report?

Conclusions from trainers and Learning outcomes / Expected results: ● ● ● ●

Experience to report an event Be more aware of how our perceptions can be distorted by the media Understanding the difference of languages of the media Be more able to recognise where a news coming from

material/equipment

Scenario

Name of the session

Objectives of the session

Session 2.5

Nationalistic evening

●

Duration

Name of the activity / Method Preparation in advance

Understand the differences between Theatre, presentation. nationalistic and intercultural ● Recognize stereotypes in order not to use them as a sort of discriminative joke ● Sharing basic informations and tradition of the countries.

Description of the method material/equipment

Dividing themselves into group divided by countries the group prepares a presentation focusing on the most common prejudices of their own country.

With the usage of the computer someone can add to the presentation a video showing some interesting/fun part of their culture.

Before starting the group organizes a table with the food/beverages they brought and prepare a brief presentation of it.

90’

Presentation of countries and food

The groups presents their work in a teathrical way and show the videos if they prepared any. The others can actively participate to the activity if asked by who is presenting.

Then the countries present their food and beverages.

Finally, they share typical danceable music to dance all together.

Conclusions from trainers and Learning outcomes / Expected results: ● ● ●

Method:

Experience in a presentation.

Awareness of some new information about others’ countries.

Learning how to laugh together about something controversial.

flipcharts, pens, paper, computer, projector

THE OPINIONS DAY. How do I feel about this?

DAY 3 OBJECTIVES: -

Sensitize participants toward migration; Experience a situation of difficulty and inability to change it; Reflect and become more opinionated on controversial issues related to human rights; Encourage participants to take a stand based on their values; Work on how to form an argument

Scenario

Name of the session

Objectives of the session

Session 3.1

Discriminative breakfast

â—? â—? â—?

Duration

Name of the activity / Method Simulation

Method:

simulation Experience unequality; Reflect on social (in)justice; Sensitize participants toward migration and human rights Description of the method material/equipment ***Preparation stage*** Within the pool of trainers divide the participants into 3 categories: - Citizens with green passport: can get breakfast normally and have whatever they want for the breakfast - Citizens with yellow passport: cannot have breakfast in the beginning , after having done some procedures (medical control, visa request, passport control) they can get breakfast, but less than the ones with green passport - they start to get a green pass - breakfast randomly after 20 mins - Citizens with red passport: could never get in the kitchen nor have their breakfast Participants get their passport (or the green/yellow/red stamp) once they come to have breakfast and they are not explained anything.

Each facilitator assumes one of the following roles: - The passport officer: issues passports/colours one by one to participants once they arrive based on the roles assigned previously. The officer has a stamp also to give access to citizens with yellow passport to breakfast.

- The Doctor: makes obligatory medical controls of visa seekers. The doctor supposed to make participants feel a bit uncomfortable - but not too much. The doctor ideally speaks a language people don't understand (like only in numbers). Can create a carnitine, make people wait in long lines.

- Two Bureaucrats: issues different papers and documents that the visa seekers may need to request a visa. Documents should be confusing, in different languages.

- The Cook: guard the kitchen and gives breakfast for participants.

- The Police (ideally two or three): controls

passports for every participant, printed visa and other documents in different languages, clothes for facilitators, scotch tape, markers

everybody and everything, can check everybody’s documents in any moment, send the people from the queue to the other office, etc.

Prepare the breakfast, block the kitchen and arrange the space with different “offices” – for visa officer, doctor, bureaucrat etc. before the participants wake up. ***Performing stage*** Once the pool of trainers is on its positions, the police starts to wake up the participants, knocking the doors and shouting: “Passports! Passports!

Passport control!”

The participants starts to enter the room. They are disoriented and confused and don’t know what’s going on until they approach the visa officer who takes their passports and puts the signs on it. Step by step the people with green passports start to have their breakfast and the others try to find the solution to get breakfast. They are sent from one office to the other, many time in circles.

Facilitators should speak different languages, and can create different roles - like being corrupt, help in some cases. They can also close the office and make breaks in random time. ***The end of the simulation*** You can stop the game whenever you see that the participants are tired or there is any potential conflict inside the group.

Derole with the participants, tell them that the simulation is over, we all go back to who we were before. Ask them to take of their roles and to prepare and have breakfast all together.

30’ Breakfast Breakfast and time to breath and process after the together activity and before the debriefing Debrief How are you?

What happened?

What were the different tactics during the game?

How did you feel about the others?

Did you learn anything about yourself?

How realistic was the activity?

What does it remind you? - also apart of migration and borders Conclusions from trainers and Learning outcomes / Expected results: ● ●

Experience unequality and reflect when we face it and how we deal with it;

Reflect and become more opinionated on controversial issues related to human rights;

Scenario

Name of the session

Objectives of the session

Session 3.2

CONTRAVERSIAL ISSUES

●

●

Method:

To bring the concept of HR to a personal Canadian box, debate level and into the participants’ lives, contrast it with their personal beliefs, values and priorities To trigger self-reflection and evaluation of own attitudes and values, personal

change and growth To facilitate deeper understanding of the HR concept and areas it refers to ● To inspire action among participants in their own communities, families and circles material/equipment Name of the activity Description of the method / Method ●

Duration 5’ 60’

Intro to the method fishbowl

The trainer explains the method.

There are 4 chairs in the middle of the room and 4 volunteers are invited to join. There is a bowl in the middle, with the statements on the paper.

They take one statement, read it out loud and discuss. At any moment someone from the audience can come and by touch on the sholder take the place of any of the 4 actors and resume the conversation. When the topic is exhausted, they take another statement.

There are 20 statements. After 60 minutes the trainer stops the conversation no matter how many statements were taken by that time.

20’ Silent debate The participants are invited to read al the statements on flippcharts on the walls and add key words and HR they reffer to and their thoughts or opinions.

IF THE FISHBOWL IS LIVELY AND PAX LIKE TO DISCUSS, THERE IS NO SILENT DEBATE AND THE FISHBOWL CONTINUES FOR 80’ 5’ Wrap-up The trainer summs up the excersise by concluding on the topic, putting emphasis on the objective of the excersise.

Conclusions from trainers and Learning outcomes / Expected results: ● ● ● ●

Notes with written statements, bawl

Change of personal attitudes through self-reflection and contrasted opinions Concrete examples of implication of human rights violation in everyday life Exercising skill of forming and clearly presenting arguments Practicing standing up for one’s beliefs

STATEMENTS: 1

Privacy

Governments should be allowed to follow our personal movements and actions in order to fight terrorism, even if that means invading our privacy

2

Migrants

In my country I should have a priority to get a job compared to a foreigner with the same qualifications.

3

Gender – lgbti rights

I don’t have a problem with gay people but they should not be hugging and kissing in public

4

Gender – lgbti rights

I don’t have a problem with gay people as long as my son/daughter is not one

5

Gender – lgbti rights

Gay Pride is an impactful way to fight for equality.

6

Freedom of speech and access to

Having internet should be a basic human right.

information 7

Migrants

We need qualified migrants because we are not able to sustain our welfare system as the European population is getting too old (less work labour).

8

Reproductive health / right of life

Decision about abortion belong to the pregnant woman only, without the interference by the state or family

9

Religion

Baptizing a baby and so deciding a person’s religion is a violation of religious rights of that person

10

Religion

In school children should not wear any religious symbols or cloths because this is the way to promote equality

11

Gender – equal pay and job opportunities

Women are better leaders than men but they still don’t have the same opportunities

12

Disability

People with disabilities should not volunteer because they are easy to be taken advantage of

13

Gender – education and recognition

Housewives should have a salary and a health insurance provided by the state because it is a real job as much as being a lawyer is.

14

Children’s rights and sustainable living

Adopting a kid is the most sustainable way of having a family as there are too many people on the planet anyway.

15

Relativisation of human rights

Sometimes a war is inevitable.

16

Human rights during a war have different interpretation.

My vote in national elections doesn’t make any difference.

17

Justice

Rape victims in some part brought it on themselves by dressing provocatively or with flirting

18

Torture

Death penalty should exist for the worst of crimes

19

Torture

Torture in the name of counter-terrorism is ok if one is a known terrorist or is suspected to be one Military intervention is justified against terrorism.

20

Environment, poverty, hunger

Supermarkets should destroy food past its expiration date.

21

My rights vs. your rights

My country is too poor to accept refugees.

22

Gender, safety, violence, permission

Sexist jokes are a form of violence.

23

Migrants

It is better to help migrants/refugees at home than having them here.

24

Love and positive attitude can change the world.

THE OPINIONS DAY 2. How do I feel about this?

DAY 4 OBJECTIVES: -

Provoke self-reflection on sustainable practices of the participants and how environmentally responsible they live their lives; Present environmentally sustainable practices that can be implemented in their activities; Trigger interest in researching about sustainable practices; Link environmental sustainability to social issues; Let to know different traditions of rite of the passage from around the world and reflect on how is it viewed according to our own culture; Reflect on our own culture, rite of passage; Think about how are our rituals compared to our parents and the rest of our country; Reflect about trends and changes in the social norm; Understand the place of humour and its use; Become able to describe how humour can be used in relation to racism; Become able to show the role that humour plays in oppression.

Scenario

Name of the session

Objectives of the session

Session 4.1

Magic road

●

Duration

Name of the activity / Method

60’

silent reflection

Method:

to provoke self-reflection on sustainable silent reflection practices of the participants and how environmentally responsible they live their lives ● to present environmentally sustainable practices that can be implemented in their activities ● to trigger interest in researching about sustainable practice Description of the method material/equipment

Posters with the questions below are hang along the road to Tenuta Sant’Antonio. The participants are invited to have a walk and reflect in silence. Bring their passports and write down their thoughts. After 60 minutes, they are invited to come back and sit in the circle, wait in silence while everybody comes back.

The facilitators invite them to share how they feel and if they want, to share some of their thoughts.

1. Do I really need all the things I buy?

2. How often do I consume fast food? Why? 3. Did I waste food in past 2 weeks? How much?

Why? 4. How much water do I spend each day? Could I spend less?

5. Do I know/care about living conditions of animals whose products I consume?

6. How much money do I spend each month? On what? Whose money do I spend?

7. How long and often do you bath? Do you take a shower or have a bath?

printed questions on A4 papers

8. What cleaning products I use and how often I buy them? Do I/could I make them on my own with safe ingredients?

9. Where was the clothes I`m wearing made? Check the labels.

10. How much trash do I produce each day? Could I live trash-free?

11. How does the society I come from treat women?

And how does it treat animals? Any similarities?

12. When something breaks, do I try to fix it or buy it new?

13. How many pairs of shoes do I have? How many of them do I actually wear?

14. Would I consider becoming vegetarian or vegan?

Why (not)?

15. Do I prefer to get buried or cremated, when I die?

16. When I pass next to a person who begs on the street, what do I do?

17. When I buy, what do I pay attention to: Price, Brand, Producing country, working conditions of those selling it, Something else?

18. When I travel, what am I concerned the most about: price, shortest route, transportation mean, miles for frequent flyer program, impact on environment?

19. Who prepares the food I eat: me, someone I am related to, man, woman?

20. Would I buy bananas with brown spots? Why (not)?

21. How often do I hold a diet? Why? 22. When I travel, do I eat the local food or do I go with familiar cuisines?

23. Are you an organ donor? Why (not)?

30’ Discussion Discussion in plenary: After one hour the participants gather in the plenary and share their impressions, what particularily surprised them and made them think.

Conclusions from trainers and Learning outcomes / Expected results: ● ● ●

change of attitudes towards more sustainable living practicing critical thinking and self-criticism learning about ways to make a workcamp more sustainable

Scenario

Name of the session

Objectives of the session

Method:

Session 4.2

Potato race

Duration

Name of the activity /

working in small groups ● Raising awareness about the products that we use and how are they produced ● Have a focus on production of clothes ● Looking for human rights violation in the process of producing ● Stimulate critical thinking about the goods that we use ● Looking for some strategies to face the problems of the production in this system Description of the method material/equipment

Method 5’

Intro

15’

Work in groups

10’

Present the results in plenary Intro, form groups Explain the tasks

5’ 15’

5’

Organize 3 groups with materials (small flipcharts and markers) Ask to each group to look at labels of their clothes and make a list of: ● countries of origin (made in…) ● price (aproximately) ● materials ● (optional) where they bought When they are finalizing, add the “handout” and ask them to read it and share in the group.

Present the outcome in plenary, make a short debriefing and connect to the next activity

The handouts (from Compass 2012, pag 114 Activity “Beware we are watching”)

Organize 3 groups with only one runner Present the stakes, asking them to discuss briefly and choose one to do.

Potato race

Put for each runner a spoon with a potato on it, establish a track to run, from a point to another with a finish line, explain some basic rules like the potato can not fall down otherwise you have to start again from the beginning and let's start the race.

25’ Debriefing Let's make some questions for the debriefing: 1.how are you?

2.what was difficult on the stakes?

3.did you know about the impact of the actions/stakes?

4.coming back to the clothes game, how do you feel about clothes?

5.which elements do you check when you buy it?

6.which human rights are violated?

7.which action would be useful to take(boycott, campaign, etc.)

Conclusions from trainers and Learning outcomes / Expected results: ●

Small flipcharts and markers

a paper with a list of stakes (from “Toolkit to work on sustainability with trainers and volunteers_Vision 2 Action” pag 23) 3 potatoes, 3 spoons

Have an idea about the cost of the work related to clothes

Scenario

Name of the session

Objectives of the session

Method:

Session 4.3

Rites of passage

●

game to get to know different cultural traditions; group discussion

Duration

Name of the activity / Method

To get to know different traditions of rite of the passage from around the world and reflect on how is it viewed according to our own culture ● To reflect on our own culture, rite of passage ● To think about how are our rituals compared to our parents and the rest of our country Description of the method

20’

Rite of the passage

Intro explaining what is a rite of passage and how is it linked to our culture.

printed pictures and description of

material/equipment

30’

Our on rite of passage and culture

25’

Debrief

Divide participants in three groups.

Groups receive the pictures of different traditions and has to gather all the information they can about the rituals.

As a second step the groups receive the descriptions and has to pair it with the picture and compare the information with their discussions.

Groups are asked to share about their own culture and rituals and create their pictures and descriptions of the rites of passage in their community.

Groups share their own pictures and rite of passages.

How are you?

How much you knew about the different rituals?

What did you think of the rituals?

Do you know anyone personally who participate in such rituals?

How are these rituals seen in your country?

Was it hard to think about your own rituals, culture?

Are your rituals the same as your parents, grandparents rituals?

Who create them? How can they change?

Do you identify with the rituals of your country? If no, why?

Is it important to have such rituals in life? Why? Do you think us as a group has our ritual?

What are you taking away from this activity?

rites of the passage

paper, pens, markers

REMARKS: ●

The activity is an adaptation of the activity created by Luc Vande Walle, Sandra Carmel and Robin Sclafani from CEJI. www.ceji.org

Scenario

Name of the session

Objectives of the session

Session 4.4

It was just a joke!

●

Duration

Name of the activity / Method

10’ 30’

Preparation Work in groups

Method:

To understand the place of humour and its work in groups, discussion in plenary use ● Participants will be able to describe how humour can be used in relation to racism ● Participants will be able to show the role that humour plays in oppression Description of the method material/equipment

Participants were asked to think of three jokes.

In groups of four to five, participants share the jokes and compare and contrast them using the following criteria: Who was the joke aimed at?

Who was the joke about?

What is the joke about? Does it rely on history, myths or stereotypes?

What is the purpose of the joke?

What do all the jokes have in common?

Each group has 30 minutes before feeding back its conclusions

to plenary The general discussion in plenary should be lead according to the following concepts: Humour can be used: ● As a coping strategy, ● To reduce discomfort, ● To reinforce stereotypes, ● Often in a cruel way Racist humour should not be underestimated: ● Racist expression is invisibly reinforced, ● It rapidly spreads, ● Myth becomes fact by repetition, ● It becomes acceptable when being passed person-toperson.

Besides, the following questions can be addressed if time allows: ● How are jokes used in oppressive thinking? ● How do they operate in terms of attitudes and opinions? ● Where do young people hear these jokes?

20’ Video The danger of a single story: screening https://www.ted.com/talks/chimamanda_adichie_the_ danger_of_a_single_story Conclusions from trainers and Learning outcomes / Expected results: 30’

Debrief

●

Source: Sharon Holder - www.salto-youth.net

●

This exercise is a very difficult one to lead. Humour is considered funny because it is recognisable or it touches people. It can become dangerous to speak about humour if people do not continue to recognise the fun in a joke and start to take a joke as an offence.

●

If you think that the participants and you understand each other’s sense of humour and possible offensive jokes can be coped with and found funny by everyone, this exercise can be enlightening. If you are not sure about this, do not do this exercise.

●

With this exercise, the participants can find out what jokes are used for. It can get clear to them that they are sometimes used as differentiating mechanisms, changing for instance a person into an ‘other’.

Scenario

Name of the session

Objectives of the session

Session 4.5

Intercultural evening

● ●

Duration

Name of the activity / Method

30 mins

Musical Chairs

Method:

Self Organization Identifying what’s really intercultural.

Recognize a mutual learning instead of a presentation of a country ● Learn how to self organize in a large group, taking care of everyone and being sure to have listened to everyone. ● Learn how to organize a well done activity Description of the method material/equipment

The groups stands around a circle of chair where it miss one from the number of participants. When the music starts playing all start dancing around until the music stops, when the music stops the one that can’t

Chairs, computer, speaker

find a chair is out of the game and it has to guess where the song that is playing is from. One chair is taken away.

The game keeps going until it stays just one chair and two left participants. The one that sit first wins.

90 mins Werewolves In a circle, all the participants sit being guided by a master. The master tells a story and gives instructions the participants follow.

Conclusions from trainers and Learning outcomes / Expected results: â—?

paper, pens

The group is ready to take part to the organizational part of the training. Most of them tried to give their contribute to the plan for the activity.

THE HOW DAY. Tools and examples DAY 5 OBJECTIVES: -

Provide theoretical inputs on volunteerism; Input on ways of activism and sharing examples and experiences; Choose a topic to focus on based on sharing realities; Analyse the chosen topics; Define the actions to do about the chosen issues; Design the products.

Scenario

Name of the session

Objectives of the session

Method:

Session 5.1

Volunteerism

â—?

moving debate

Duration

Name of the activity / Method

Description of the method

material/equipment

90’

Moving debate

The trainer gives 10 statements and asks the participants to position themselves between I AGREE and I DISAGREE ends, based on how they feel about the statement. After positioning, they comment and are allowed to change places if they get convinced by others’ arguments.

The trainer makes final conclusions drawing from the types, forms and principles of volunteering.

big space to move, 2 A4 sheets with written I AGREE and I DISAGREE

provide theoretical inputs on volunteerism

Arguments: principles of volunteering (non for profit, public interest, on voluntary basis), motivation for volunteering (personal gain vs. helping) 1. Voluntary work doesn't cost.

2. Milan works at a commercial music festival selling beer.

He doesn't get paid but he has a free entrance to all the concerts, a place to sleep in the camp and a sandwich during his shift. Is he volunteering?

3. Milan works at a non commercial music festival selling beer, organised by a non-for-profit organisation. He doesn't get paid but he has a free entrance to all the concerts. All the money from the tickets and beer is used for organising other cultural events in the area. Is he volunteering?

4. Dusan went to Spain and for 2 weeks stayed at a local organic farm. He stayed there for free and had his meals with the family and in exchange he helped working in the field. Is he volunteering? (wwoofing) 5. Neighbours have gathered to clean snow in the yard of the building.

6. Dr Morgen went to practice for one year in a little village in Uganda. He gets paid the same amount as he would be paid in Germany. In Germany he has a wife and two chilldren.

Arguments: volunteering vs. internship, motivation for volunteering

7. Julio has just graduated in economics and works in a bank for 6 months for free. He is not promised a job after, bt he does it to learn the trade and improve his CV. Is he volunteering?

8. Maria has just graduated in social work. Two times a week she goes to a non-for-profit and organises activities with children without parental care. She is not promised a job after, but she does it to learn the trade, improve her CV so to have better chances of getting a job as a social worker. Is she volunteering?

9. Maria has just graduated in economics and works in a non-for-profit organisation for 6 months for free as an accountant. She is not promised a job after, but she does it to learn the trade, improve her CV and help the organisation. Is she volunteering?

Arguments: basics of volunteering definition - for a third party or for the environment, not for your family; rights & responsibilities 10. John gives private lessons in mathematics to his cousin for free. Is he volunteering?

11. John gives private lessons in mathematics in the school of his son for free, to children who can't afford them and have problems in the subject. Is he volunteering?

12. Helping an old lady to cross the street or bring groceries home is also volunteering 13. Volunteer has less rights and responsibilities than a professional worker 14. Volunteering is accessible for everyone, but blind people and people in wheelchair shouldn’t, as they could easily get hurt and/or be taken advantage of Arguments: types of volunteering (self-help, philanthropy, activistic volunteering) and forms of volunteering (organised/non organised; topics, geographical scope, age, online, professional) 15. Anonimous alcoholics is volunteering.

16. Buying a postcard when knowing the money goes to children without parental care is volunteering.

17. If you anonimously leave money in envelops on doorsteps of people you think need support, are you volunteering?

18.Filip realised that bicycle paths in the city needed repairing, so he organised his friends and they created a map of paths with marked places where the path needs reparation. They sent it to municipality, which moved the subject to the right service provider and the paths were repaired shortly after. Were they volunteering?

19. Filip did a research and found out that there are 2000 stickers about information on night busses arrivals missing on Belgrade bus stops, so he printed them and put them on one day.

20. Maria has just graduated in economics and works in a non-for-profit organisation for 6 months for free as an accountant. She is not promised a job after, but she does it to learn the trade, improve her CV. Is she volunteering?

Conclusions from trainers and Learning outcomes / Expected results:

The participants get aknowledged about: ● basic concepts of volunteering; ● examples of types and forms of volunteering, motivation for volunteering, volunteering principles.

The participants develop the following skills: ● ability to recognize volunteer abuse; ● capacity of forming meaningful arguments.

Moreover the participants develop the attitude towards civic engagement and critical thinking.

Scenario

Name of the session

Objectives of the session

Method:

Session 5.2

Matrix of activism

●

Input - presentation of the matrix with movies and examples; Sharing in small groups

Duration

Name of the activity / Method

Give a framework to think about ways of activism and different tools ● Get to know and share different projects, experiences with activism; inspire participants ● Reflect about participants experience before the project and start to think about themselves as activists Description of the method

45’

The grid of activism

Into with a brainstorming on what is activism and who is an activist

presentation

Presentation of the grid and asking participants of actions they know Asking what are the differences between the different rows in the grid.

Also ask about what they think of the different actions, examples. If they have ever participated in something similar.

30’

Sharing in small groups

The grid is also created on the floor with scotch tape and participants are asked to position themselves based on their experience to visualize the kind of experiences in the group and to show what are the type of actions people have experience with and what are the areas that we do not cover.

People are asked to gather in small group to based on their experience and asked to share. Specially thinking about strengths and weaknesses of each kind of actions.

15’

Closing

In plenary each group is asked to share briefly the strengths and weaknesses they found.

Close with the same reflection as in the beginning of what is activism, what they discovered, are they considering themselves as activists.

And two quotes that can be used:

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead “To be is to stand for” Abraham Joshua Heschel Conclusions from trainers and Learning outcomes / Expected results:

material/equipment

https://prezi.com/ospcs4jqt7 4t/let-it-grow/

• • • •

Sharing of some experiences that participants have and showing ways of becoming more active; Knowledge of existing projects, different tools to be active; Realization of the skills and experiences participants have; Showing that being active is not impossible, can create changes to changes attitudes to become more active.

Scenario

Name of the session

Objectives of the session

Session 5.3

WHAT IS IT THAT REALLY BOTHERS YOU?

● ● ●

Duration

Name of the activity / Method

Description of the method

10’

Communication and cooperation

to inspire the participants for action to become aware of one’s own competences to identify the spheres of interests for activism

The activity aims to remind participants about cooperation and communication and how to work in a team before starting the process of creating their own products.

There is a stick (something like a broomstick) that all of the participants has to hold with one finger. Everyone has to touch the stick during the whole activity, otherwise they have to start from the beginning.

The goal is to put the stick on the ground and keep it horizontal all the time.

The debrief is about how they did as a group, if they included everyone, who took leadership. At the same time the experience of the intercultural night was used for the debriefing as another reminder on teamwork and checking how much they worked as a group and how much attention they give to the others.

5’ Getting back on Facilitators reming about the responsibility to act and track about the right and opportunity (not obligation) for selforganisation. As well explaining the next 24 hours that focuses on the production.

10’ Individual Participants are asked to reflect individually on what reflection really bothers them on their: - personal level - community level - globally 20+15 Participants are asked to share in groups of 3 and choose to two topics /issues that they all want to work on.

Each group is asked to share in plenary and together the group decides what are the 5 topics they want to work on.

45 Analyzing the They start to work in the five groups analyzing the topic issues they have chosen with the following guiding questions: What are the causes?

What are the consequences?

Who are the actors and what is their interest?

Which human rights are at stake?

What possible actions could you imagine to tackle the issue?

Conclusions from trainers and Learning outcomes / Expected results: The groups brought the following topics into the discussion:

Method: Working in small groups; Sharing in planery material/equipment broom

paper, pens

• • • • • •

Gender equality White supremacy Stigmatization of depression Active citizenship - taking action - Choosing the easy way Bad consumer habits The others: nationalism, corruption, lack of integration in the EU, xenophobia, apathy.

Scenario

Name of the session

Objectives of the session

Session 5.4

Get ready for the ● action!

sharing in plenary; brainstorming; working in small groups

Duration

Name of the activity / Method

material/equipment

30’

Sharing

10’

Brainstorming

To share the work of each group and give space for others to give input, guide the group to narrow down their topic and to link it with human rights ● To think together on the different possible actions and products that can be done ● To choose the product and finalize the idea Description of the method

Method:

The session starts with the sharing of the small group and their analysis of the issues they work with. The rest of the group is asked to give feedback and tips on how to proceed.

Group brainstorming on the possible actions/products that could be done in here in the next day.

They ideas that came up are: video, game, workshop, poster, online campaign, creating an online group/platform, blog, collecting and sharing personal stories, campaign, photo collection 50’ Preparing the Participants has to choose the product they will create product and answer the guiding questions to specify the goal of their action.

What is the message you want to pass on?

What is your desired outcome?

What materials, tools, resources you need?

Who is your action directed to? Who does it affect?

How you plan to reach your target group?

How could you measure the success of the action?

Conclusions from trainers and Learning outcomes / Expected results:

flipchart with the questions

The groups has decided to produce: • A role play for teenagers to sensibilize toward gender inequality.

• A T-shirt campaign to raise awareness on white privilege.

• A role play to motivate participants (teens) to become active in society and act if they see a human rights violation.

• A video to raise awareness about depression and its stigmatization.

• A poster with tips on how to consume less.

THE ACTION DAY. Participants in action DAY 6 OBJECTIVES: -

Design and finetune the products; Experience the process of creating an action, tool of activism; Think systematically about an issue and how to address it; Trigger the sense of initiative, teamwork through experiential learning and under time pressure; Practice skills of facilitation; Nurture the motivation for activism; Trigger intercultural learning with a group of workcamp volunteers.

Scenario

Name of the session

Objectives of the session

Method:

Session 6.1

Production

●

self-organised work in small groups, monitored by facilitators

Duration

Name of the activity / Method

half a day

Production

Experience the process of creating an action, tool of activism ● Thinking systematically about an issue and how to address it ● triggering the sense of initiative, teamwork through experiential learning and under time pressure Description of the method

material/equipment

The teams are working on the production and selfarrange their time and their materials, work.

The trainers go around and are available to support the teams in the creation and also in the preparation for realizing their activity campain.

Conclusions from trainers and Learning outcomes / Expected results: Canva.com, Compass, spreadshirt.de was used by the participants during the production.

The participants gathered about 5 different topic from the previous day. They organised their own time, task division, production of material. At the end of the morning, they presented to each other and gave feedback so to improve the final outcome. It was decided that the 2 workshops are left for the following day and the 3 remaining activities get presented to the guests: • A T-shirt campaign to raise awareness on white privilege.

• A video to raise awareness about depression and its stigmatization.

• A poster with tips on how to consume less.

Scenario

Name of the session

Objectives of the session

Method:

Session 6.2

ACTING UP

●

participants’ lead activities, monitored and supported by facilitators

Duration

Name of the activity / Method

30’

A poster with tips on The group presented the poster and invited others to how to consume comment and to pledge they will try to change their less. habits and share the poster.

triggering the sense of initiative, teamwork through experiential learning and under time pressure ● practicing skills of facilitation ● nurturing the motivation for activism Description of the method

material/equipment

30’

60’

A video to raise awareness about depression and its stigmatization.

A T-shirt campaign to raise awareness on white privilege.

The group screened the video and then explained to the others their motives to do so and invited them to share their thoughts.

The T-shirt campaign consists of anybody interested in it to choose among the statements created by the participants and write it on their T-shirts and then wear it in public places. The idea is to count the number of hours the T-shirts are worn in public and exposed to people of different profile.

The statements prepared were: ● I didn’t choose where I was born. Did you? ● I can fall in love with anyone I choose. But I have friends who can’t.

After presenting the campaign, the guest were given T-shirts of YAP and a workshop was organised to write the statements and discuss about them.

Conclusions from trainers and Learning outcomes / Expected results: SEE MORE ABOUT THE PRODUCTIONS AND ACTION DAY HERE: https://letitgrow2018.tumblr.com/post/182471678887/theactionday

THE WRAP UP DAY. And now what?

DAY 7 OBJECTIVES: - Practice skills of facilitation; - Nurturing the motivation for activism; - Reflect on the topics of gender equality and about white privileges in relation to human rights; - Provide space for evaluation of the training; - Provide space for self-evaluation and realisation of own learning; - Provide space for closure of the training as a group activity.

7.1 and 7.2 - PARTICIPANTS’ WORKSHOPS – SEE MORE ON OUR BLOG: https://letitgrow2018.tumblr.com/ Scenario

Name of the session

Objectives of the session

Session 7.3

About IVS movement

●

Duration

Name of the activity / Method

45’

Intro to IVS

20’ 15’

About YAP Next steps

Scenario

Name of the session

Objectives of the session

Session 7.4

Final evaluation

• •

Act it out

Participants are put in small groups of 5 (not with the same people they have worked with) and each group receive a day of the program. They have to discuss how was the day for them and create a small screen

Duration 25’

Method:

Explore IVS world in its different dimensions Interactive presentations and actions ● YAP presentation Description of the method material/equipment • History of the IVS movement • Different dimensions of IVS: touristic, educational, work-related/productive, social-emotional, political, financial YAP movement and YAP Italy.

Ways to get involved on different level: ● Workcamps in their sending organisations during summer 2018 ● ALLIANCE and CCIVS Campaigns ● Raising Peace campaign ● Working groups of Alliance ● Participants’ organisations: apply for their SO national trainings for camp leaders next spring, organising a workcamp, the campaign Raising Peace ● activism (run small workshops in the framework of the Global HRs week) Method:

Work in small groups and Create a closing experience of the training Give space to self-reflect and share with discussion others and with the group of the experience through different methods • Self-reflection and listening to others • Accepting that others might live the same situation in a very different way than us material/equipment Name of the activity Description of the method / Method Printed day sessions

to act out from the most important moments of the day.

Participants are asked to take proper time to fill out the evaluation form both for themselves to reflect and for the team to learn and improve from their feedback.

Participants are asked to sit in a ciricle and everyone is asked to share what have they learned from themselves, what will they use after the seminar and how and a message to the group

25’

Written evaluation

Printed evaluation forms

25’

Closing circle

Scenario

Name of the session

Objectives of the session

Session 7.5

Final evaluation Youth Pass

•

Duration

Name of the activity / Method

Description of the method

material/equipment

20’

Intro to Youth Pass

A4 papers with Competencies

60’

self-reflection

Trainers introduced the YouthPass competences and explained each competence. Participants asked related questions until all was clear.

Participants are invited to use what they wrote in their Passports and create their YouthPass competencies.

They all got an invitation to edit their YouthPasses online and a deadline to do it, so that the complete YP could be sent to them electronically after the training.

Method:

to introduce Youth pass as a certificate and as Input and self-reflection, an evaluation tool individual work

online invitation to Youth Pass

This pubblication was realised thanks to the contribution of the following people: FILIPPIDOU Effrosyni PANITSA Anastasia AITTO-OJA Ville KONECNA Johana KAVKOVA Eva VILUMAA Loone KATTAGO Alice HORN Franziska KOERITZ Judith STIFTEROVA Rozalia VIRDZEKOVA Alzbeta MARBAIX Yse JUIN Mathilde ANTTONEN Gita NUMMI Mikael DUENAS PELAEZ Adriรกn FERRER GIL Julia RODRIGUEZ CRESPO Lara UDVARI Orsolya GELENCSER Kata ROTA Laura ELEK Luca MORMILE Mario RISTIC Jelena GIACOPELLO Sara VARLESE Stefano

The pubblication was edited by Lisa Zaytseva