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1.

Education through discussion exercise


Group size: can be from 20 do 50
Time: 90 minutes
Overview: This is a discussion exercise in small groups and plenary, working with the issues of:
- What education is and how it meets, or does not meet, peoples needs
- The right to education
- Freedom of opinion and expression
- To reflect on the education system and how it meets peoples needs
- To promote justice and inclusion
Materials: 4 large sheets of paper or flipchart paper and pens per small group of four people Extra
paper, sufficient for people to make notes on if they wish to
Instructions: This activity is in two parts: part 1 (35 minutes) is a discussion about what sort of
education people want, and part 2 (40 minutes) is a discussion about how to develop democratic
systems to ensure that people can have their say about the education that they get.
Part 1. What sort of education do we want? (35 minutes)
1. Start with a short general discussion about what people understand by the term education. They
should know that to receive an education is a human right.
2. Now brainstorm all the positive and negative sides of education and note the keywords on flipchart
paper.
3. Ask people to get into pairs. Give them fifteen minutes to assess the value of the right to education in
the context of who makes the decisions about what people are to learn and how.
4. Come back into plenary and ask people to give feedback.

Part 2. Developing democratic systems to ensure that people can have their say about the education that
they get. (40 minutes)
1. Ask people to go back into their pairs and to review how decisions are made in their school, college
or club. For instance, who decides what is taught or what activities will be arranged? How is the
school, college or club administrated? How are budgetary and spending decisions made? How are

policies developed and agreed? How much say do young people have?
2. Now ask the pairs to combine to make small groups of four people. Tell them to bear in mind that
they have a human right to education, and also that they have a right to be involved in the decisionmaking processes in matters which concern them.
3. Ask each group to consider the positive and negative aspects of having a democratically elected body
to make decisions about their education at the local level.
Debriefing and evaluation
Many points will already have been made at the various stages of the previous discussions. However,
take time to review the activity as a whole, to reflect on the general learning points and to plan what to
do next.
Did people enjoy the activity? Was it useful? Why? Why not? Why are the existing decision-making
structures as they are?

2. Responding to racism
Group size: can be from 20-50
Time 100-120 minutes
Overview This activity uses role-play and review of a critical incident to provoke
participants to review their understanding of cultural difference. It also involves
discussion and collective writing to address issues about: The difficulties of
stepping outside ones own cultural perspective Racism, stereotypes and cultural
differences How to deal with racism in a school or other educational organisation.
Related rights: equality in dignity and rights, the right not to be discriminated
against, the right to freedom of thought, conscience and religion.

Objectives: To stimulate interest in human rights and racism, to develop skills for democratic
participation, communication and cooperation, to promote responsibility, justice and solidarity.

Materials: Large sheets of paper or flipchart paper and markers, 4 volunteers to present a roleplay, the schools (or organisations) policy and guidelines on racial incident.
This activity is in two parts: part 1, a review: what do we understand by the term racism?
part 2, drafting a policy for dealing with racist incidents in school (or in a club or organisation).
Part 1. A review: what do we understand by the term racism?
1. Begin the activity with a brainstorm about racism. You may consider challenging participants to react
to racism by telling a racist joke and asking them what they think about it. Write their responses on the
large sheet of paper or flipchart paper.
2. Racist incidents and potential intercultural misunderstandings happen every day.. Go on to
brainstorm what kinds of everyday incidents and behaviour people identify as being racist.
3. Now work with the critical incident. Hand out paper and pens. Ask people to watch the role-play and
to write down a couple of key words which summarise their response at each of the breaks in the
presentation. Get the volunteers to act out the role-play.
4. Conduct a short debriefing of peoples comments: What did people write down in the first break?
What led participants to their conclusions? What did people write down in the second break? What led
them to those conclusions? What did people realise at the end?
Part 2. Drafting a policy for dealing with racist incidents in school (or in an organisation).
1. Introduce the next task, to draft a policy for the school, club or organisation.
2 Next, ask the participants to divide themselves into small groups of four or five people to consider the
duties and responsibilities of the different members of the school community with respect to racist
incidents. The objective is to draft guidelines on how these people should deal with such incidents.
Give the groups 30 minutes for their discussions and to prepare a report with key points on flipchart
paper. Ask participants to come back into plenary to report on their work.
Debriefing and evaluation
Begin with a review of the activity itself and then go on to talk about what people learned and what
they should do next. How prevalent is racism in the school or club, and in society at large? Which
groups suffer most? Why? Were the same groups targeted twenty or fifty years ago?
Whose responsibility is it to ensure that racist incidents do not happen in your school?
to se tie same igre izgledala bi ovako nekako: Dvije nastavnice sjede u zbornici, priaju i primjete

kako je nestao novac iz torbe jednoj od njih dvije. Nakon toga zakljue da je neko od uenika ukrao taj
novanik i bez ikakvog dokaza optuuju jednog momka samo zbog toga to je on Rom i zbog tog
razloga pretpostavljaju da je on siromaan, neodgojen i spreman da ukrade neto im mu se ukae
prilika. Nakon optube, pozivaju njegovog oca, koji dolazi u kolu, vraa novac koji se nalazio u
novaniku i izvinjava se jednoj od nastavnica zbog krivinog djela koje je njegovo dijete navodno
poinilo. Nekoliko dana kasnije ispostavi se da taj novanik uopte nije ukrao taj mladi Rom, ve neka
druga osoba iz razreda. Nakon svega ovoga krenula bi diskusija o tome ta ko misli bla bla. Za role
play su potrebna 4 volontera kao to sam ve napisao na poetku tj. osobe koje bi to sve glumile.

E sad u ti kopirati jednu od aktivnosti koju sam radio u sklopu jednog projekta sa
Romima. Zapisao sam to nekad prije, pa da ne piem ponovo, ovaj dio u ti samo
kopirati.
3. Drvo ljudskih prava ( ovo je kul bilo raditi, ali je predvieno za mladje
generacije, ne ba za starije e sad ne znam kakva je ciljna grupa to te nisam pitao )
Now I will split you in groups of four to five people. Each of you will memorize one
number and when I come to you and say a number, all of those who have number one
will form group one. Those with number two will form group number two, etc. The
groups will be formed that way. It doesn't matter where each person seats, what matters
is that each person goes to there particular group and work in that team. After you
formed the groups you can start with the activity. It's important that you all participate
equally as a team. One person will draw, another will write, and you will pick someone
to be a group leader. You have a free choice but it is important that you all work together
as a team. You will get all the necessery materials for work: Large format paper,
markers, pens and everything else you need. Now listen carrefully, this will be your
main task, and each group has the same task and the same goal. On the large paper you
will draw a three which should cover the whole paper. Each group has to draw one three
on that paper. When you draw a tree you also draw several branches. The goal is that
you put one human right on each branch. On each branch of the tree you will write the

basic and most important right for each individual. Afrer you draw the big branches,
draw smaller branches on those big branches. Then you will write in those smaller
branches human rights which are related to the right which you have writen on the big
branch. That' s all concerning this task. Now I hope you know what you have to do.
Each group will choose one person who will be the group leader and that person will be
speaking for the group. That means that that person will be presenting everything you
have writen and then briefly explain what it means and say what it was like to work in a
team, whether there was any problems and if everyone participated, whether someone
was not motivated, etc. You can also arrange that someone else from the group, except
the group leader, talks or reads before everyone, but the group leader can do that as well,
what ever you decide, but it's important that you cooperate and that you work in a team.
After you are finished, I will ask each group to start their presentation. When i call the
first group, the whole group will come as a team. After the group leader has finished the
presentation, each of you, from all other groups, can ask question which is related to this
topic of human rights. That means you can not talk off topic. If someone asks a question
which has nothing to do with human rights, you don't have to answer that question.
Questions that you can ask, for example are what it was like to work in a team, was there
any problems, did you all participate, was someone uninterested or not motivated, etc.
After you finish with the activity, in the lower part of the paper write your names, so we
can know who participated in the team. Thanks to first group. Are there any questions?
Time: maximum 90 minutes

4. Roma Exclusion
The main goal of this workshop is to understand and analyse the conditions of housing
exclusion in which a large number of Roma people live. This workshop also aims to
explain the links between discrimination and inadequate living conditions focusing on
the obstacles that Roma people face when they try to access the labour market as well as
the housing market.
* Ovo moe povezati sa onim to ve zna o tome da Romi ive u loim uslovima i da
se moe neka diskusija napravit o tome tipa kako bi se to moglo promjenit, ta to oni
predlau, na koji im nain mi moemo pomoi u tome, i naravno opet se vraamo na
diskriminaciju i lou brigu od strane lokalne vlasti itd. Moe se dosta lupetat o ovome da
se izgura sat i po sa pauzom za kafu. :D

5. Video: Famous Roma people:

https://www.youtube.com/watch?v=vKuE8hbZMX0
* Ovo moe isto ubacit da gledaju ovaj kratki klip, isto da vide da postoje mnogi
poznati ljudi u svijetu koji su Romi i to im moe biti kao motivacioni video da
dobiju to vie samopouzdanja. Ovdje moemo dodati jos nekoliko ovakvih klipova
da dobijemo na vremenu da prodje makar pola sata. :D
6. Dinner ( Roma evening )
Roma people will present a short presentation about the culture, tradiotional
dances, Romani musicians and whatever they want to share with other
participants.
7. Dinner ( Italian evening )
E ovo sam ti napisao onako lupio sam dravu, moe biti bilo koja druga nebitno, a
s obzirom na to da planiramo da napravimo razmjenu sa nekom stranom zemljom,
napraviemo ovu specijalnu aktivnost gdje bi oni napravili prezentaciju u power

pointu o svojoj dravi, o gradu moda iz kojeg dolaze, moda bi pjevali plesali ko
zna i na kraju bi imali zadatak da skuhaju neko tradicionalno jelo npr. da probamo
njihove uvene pagete, a to u sluaju kad bi doli recimo Italijani i uglavnom sve
bi to trajalo nekih 2 sata ukupno i vie ukljuujui pripremu tih jela i ta ve.
8.Guided city tour
to se ovog tie nafatali bi nekog turistikog vodia da ih provede malo kroz ovu
nau vukojebinu od grada i da ih smara o istoriji grada i bijednoj arhikteturi, a
moemo ih odvesti i u neki drugi grad u okolini isto da se malo upoznaju sa naom
kulturom, da neto vide i uju o tome, jer ako su ve doli u BiH na neki projekat
red je da neto i vide da ne bude da su samo bili u hotelu i sluali predavanja. Eto
razmisli i o ovome posebno i o svemu to sam ti napisao na naem jeziku pa
pokuaj neto ukratko napisat o tome ako ti se svidi ideja.
9. Spending the evening in the city of Brko
Moemo ih odvesti npr. u kino da pogledaju neki film ili bilo gdje isto da svi budu
na nekoj aktivnosti zajedno.
10. Free time ( depending on status of work )
( football, volleyball, or paintball )
11. Icebreakers ( ili ti Warm-up games )
1. Paper Airplane
Everyone makes a paper airplane and writes their name and two questions to ask
someone else.On cue, everyone throws their airplane around the room, picks up others
airplanes, and keeps throwing them. The leader says stop after one or two minutes.
Everyone must have one paper airplane. They must find the owner of the airplane they
have and answer the questions on the airplane. Each person then introduces the owner of
the airplane they have to the group.

2. Body Part Musical Chairs


Have everyone form a big circle of chairs with the chairs facing outward. Remove one
chair. Have music ready. When the music starts everyone must walk around the chairs
(again it's fun if you make them jog). When the music stops, a caller yells out a body part.
Then everyone races to touch that body part to a chair, one person per chair only. If they
touch a chair before the body part is called, they are out. The one person who doesn't get
a chair is also out. To speed it up, you can remove more chairs. We usually start out
simple - nose, hair, left elbow, etc. but towards the end we get more complicated, your
bare feet, someone else's left hand (they must grab one of the people who are already out).
The object is to be the last one left.
3. Pass the Carrot
Have everyone form a circle. Place a carrot between the knees of the tallest person; he or
she must pass the carrot to the knees of the person to the left without using their hands.
This continues until the carrot goes entirely around the circle. Then break off a piece of
the carrot and pass it around again. If a person drops the carrot, he or she is out of the
game. The last person left is the winner. Give him or her a fresh carrot to take home.

12. Icebreakers ( second day )


1. Something New
On the second day of an activity, ask each person to share one thing they learned about
someone in the group during the previous session/day. Have the rest of the group try and
guess the person described.
2. End the Sentence
Write the start of a question on the board (for example my Hobby is ) and go around the
room with each person finishing the sentence. When the group is finished, post another
question and start again.
3. Two Truths and a Lie
Everyone in the group has to think of three things to share about themselves 2 must be
true but one must be a lie.
When a person has shared their three things, the rest of the group group must decide
which of the 3 is a lie. The person then indicates which one was the "lie"
It's amazing some of the things you learn about people when playing this game. People
will be keen to trick the group, so it encourages people to share some of the more
outrageous things they've done in their lives.

13. Evaluation of the project


* to se evaluacije tie moemo im napravit neki test na kraju da ga popunjavaju i
da na osnovu toga vidimo koliko su toga nauili na ovim radionicama i zapamtili sa
prezentacija.
14. Fighting against Discrimination ( Presentation of the situation and debate )
15. Coffee break

16. Team-Building activity


Name of the activity: This Is My Life
Time: 60 minutes
Purpose: Learn personal backgrounds in a fun setting
Participants: All
Materials needed: Decks of cards, picture cards only
Instructions: Cards represent different stages of life; for example: Jack is
childhood, Queen is teen years, King is young adult, Ace is now. As each person
draws a card, they must tell one story about the period of their life that
corresponds to the card. Desired outcome: Team uncovers common interests and
opens dialogue.

* Ovaj dijalog bi trebao krenuti u smjeru kao neke ispovjesti, da uesnici krenu
priati o periodu svog ivota kada su bili diskriminisani zbog neega, zbog boje
koe, nacije, vjeroispovjesti itd. Svako je od nas to nekada doivio, ukljuujui i
Rome kao ljude koji se svaki dan skoro susreu sa tim problemom. Kroz ovu
aktivnost bi ljudi trebali da otvore duu i da se posle ako treba napiju od muke ili
isplau da im bude lake. :D
Nadam se da si uivao itajui moje remek djelo i vjerujem da jedva eka da
ukrade moje ideje :P

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