participation, identity, integration, remebrance:european puzzle ii

Participation Identity Integration Remebrance European Puzzle II

Participation Identity Integration Rememberance ‐ European Puzzle II Teaching Material for Adult Educators

2

Materiaacutel je finančne podporenyacute z projektu Euroacutepskej uacutenie Grundtvig čiacuteslo 94100334 Participation Identity Integration Remebrance European Puzzle II Za obsah zodpovedajuacute vyacutelučne autori a Euroacutepska komisia ani naacuterodnaacute agentuacutera nenesuacute zodpovednosť za použitie tyacutechto informaacuteciiacute This project has been funded with support from the European Commission This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein

copy Anna Kuliberda Tatiana Matulayovaacute Michaela Tureckiovaacute Rhonda Wynne 2011 copy Prešovskaacute univerzita v Prešove 2011 Všetky praacuteva vyhradeneacute Toto dielo ani žiadnu jeho časť nemožno reprodukovať bez suacutehlasu majiteľa praacutev ISBN 978‐80‐555‐0408‐7


3

CONTENTS Section A Introduction Project Team 5 Background to the Project Context for the Guidelines 6 Project Participants 9 Section B Theory Identity 18 Rememberance 21 Integration 27 Participation 33 Section C Practice Part I Methodologies Mind Mapping 36 Open Space Thechnologie 45 Part II Activities Ice‐breakers 47 Group Tasks 49 Ativities created during workshops 54 Section D Testimonials 68 Useful Websites 71


5

SECTION A INTRODUCTION

Project Team

Anna Kuliberda Association of Leaders of Local Civic Groups (Warsaw) (Project Co‐ordinator) annakuliberdalgopl

Rhonda Wynne University College Dublin Adult Education Centre (Dublin) rhondawynneucdie

Tatiana Matulayovaacute Filozofickaacute fakulta Prešovskaacute univerzita v Prešove (Prešov) tmatulaygmailcom

Michaela Tureckiovaacute The Czech Andragogy Society Prague tureckivolnycz

Filozofickaacute fakulta Prešovskaacute univerzita v Prešove (Slovakia) The University of Prešov is located in the region of Eastern Slovakia which is a less developed region with relatively high unemployment From the demographic point of view there is a high rate of Romani population belonging to socially excluded groups A Life‐long Learning University with more than 200 graduates in senior age is an integral part of the University of Prešov The University of Prešov creates adequate conditions for all graduates even for those with special needs who mainly study at the Faculty of Arts The Association of Leaders of Local Civic Group (SLLGO) (Poland) SLLGO is a watchdog organization that acts at the local level through the Local Civic Groups The idea of Local Civic Groups was developed to name the local initiatives of citizens who pose questions to the local authorities on their decision making processes monitor the efficiency of public spending and enforce execution of the freedom of information In other words they are a civic watch over the authoritiesrsquo performance The core values for the Local Civic Groups are transparency integrity and public benefit We express our judgments on the basis of the thorough monitoring of a chosen problem and we aim at improving the situation and correcting failures identified The Czech Andragogy Society (Czech Republic) The Czech Andragogy Society is an association of professionals and volunteers in the area of adult education The activities of this


6

organisation concentrate on the further development of professionals It also supports the development of the theory and practice of adult education namely development of forms and methods effectively used in non‐formal and informal activities and helps prevent the social exclusion of specific target group such as mothers with small or handicapped children learners with disabilities minorities etc The University College Dublin (UCD) Adult Education Centre (Ireland) UCD Adult Education Centre provides a range of accredited interest and access programmes aimed at encouraging adult learners to return to education Mature students (23+) have been designated a specific target group for access initiatives in Irish higher education as a result of their low participation rates The work of the centre focuses on recruiting and supporting adult learners who wish to study on certificate and diploma programmes or on access courses designed to prepare the student for participation at degree level The centre also runs a substantial range of lsquointerestrsquo courses which promote the wider benefits of learning and fulfil part of the universityrsquos civic role in engaging with the community and sharing the knowledge of the university with adult learners The centre also works in partnership with a number of community organisations and outreach centres to attract those who have been excluded from formal education in designated disadvantaged areas The centre has a large number of part‐time teaching staff approx 120‐140 annually and runs professional development courses for tutors and develops teaching resources Background to the Project Context for the Guidelines The project is a continuation of the partnership that worked together during the previous Grundtvig Learning Partnership European Puzzle From local and national towards European Citizenship During this Project the themes participation identity integration and remembrance emerged as central concerns This project aims to work with adult educators to build their capacity to facilitate learning around these potentially emotive themes


7

Project Aims To explore the themes of identity participation integration and remembrance which emerged as key topics Bring adult educators together to two workshops to discuss these topics and explore the relevance to their work Build capacity of adult educators in relation to active teachinglearning methodologies Work with adult educators to build confidence in raising and dealing with controversial matters and to build capacity to facilitate learning around potentially emotive themes Develop collaboratively a set of teaching materials on each theme ‐ all of these materials will then be collated to form a companion set to the Introductory Guidelines on European Active Citizenship for Adult Educators developed during the first project1 Project Methodology The core of the work took place over four Project Team (representatives from each of the Partnership organisations) meetings in Warsaw Prague (twice) and Kosice and two Workshops in Dublin and Krakow The purpose of the Project Team meetings was workshop planning sharing of information related to additional activities carried out by partners and allocation of tasks Outside of these meetings preparatory work for workshops and additional activities related to four topics of the partnership were carried out Workshop participants included the Project Team and an additional four adult educators from each organisation or sister organisation These were professionals involved in adult education in their organisations Learning methodologies used during the project included presentations of best practice in member organisations case studies group discussion expert inputs on citizenship related topics and theory as well as relevant guided walking tours in Dublin and Krakoacutew All sessions were participatory in nature involving group work discussion and plenary and individual feedback Each partner organisation has been involved at local and regional level in dissemination of information on this project through their own networks

1 httpwwwucdieadultedeuropean_projectsguidelinespdf


8

Project Activities This was a two‐year project divided according to the rythm of the two workshops followed by the production of guidelines for adult educators working in the field four highlighted topics The Project took place between September 2009 and July 2011 Partnership Workshop in Dublin (October 2010) ndash Identity and Rememberance The purpose of the workshop was to explore of themes of Identity and Rememberance by presenting interesting approches from each partnership country and to work in groups in order to develop teaching activities Partnership Workshop in Krakoacutew (April 2011) ndash Participation and Integration Similar to the previous workshop event in Krakoacutew concerned the Participation and Integration issues in adult education The group worked using active method on developing teaching materials on these two topics All of the material used and developed during the workshops was compiled into this publication The project worked using the professional expertise of participants in a participatory way as such was mainly concerned with process not product This publication is rather a starting point for an educator who wishes to introduce one of this four topics into hisher work


9

Participants in ldquoEuropean Puzzle II ‐ PARTICIPATION IDENTITY INTEGRATION REMEMBERANCErdquo Project

Country Name Short BioIRELAND Rhonda

Wynne ndash coordinator of Irish team

works in the Adult Education Centre at University College Dublin liaising with tutors and compiling the programme of courses I work with a wonderful team who are very committed to adult learners and to the wider benefits of learning not just the benefits to the economy My interests include the civic role of universities the professional development of adult educators and student support

Thomond Coogan

My role is to provide support and guidance to mature students on the access programme in the UCD Adult Education Centre As co‐ordinator I have wonderful opportunities to share in the challenges and the excitement of those adult learners who make incredible personal journeys of self‐fulfilment and discovery

Rosemarie McGill

is County Co‐ordinator of Research Development and Literacy Services with County Dublin Vocational Education Committee (VEC) The VEC is one of the biggest providers of second level and adult education in Ireland Its services include 2 new model primary schools a large number of second level schools and Further Education Colleges Youthreach Centres Youth Services Senior Traveller Training Centres Psychological Support Services Adult Guidance Services Adult and Community Education and the VEC also hosts national programmes such as the Adult Refugee Programme and work‐based learning


10

Bairbre

Fleming (PhD) is the Director of the UCD Adult Education Centre A former teacher she completed her doctoral research on mature students access to higher education in Ireland

Colum McCaffrey

lecturer UCD School of Politics

Mella Cusack Adult Education Centre at University College Dublin

POLAND Anna

Kuliberda ndash coordinator of the Polish team

I deal mostly with education of active citizens who wants to have greater impact on the local level member of the SLLGO Trainerʹs Team

Monika Koszyńska

graduated from The Warsaw University with a masterrsquos degree in pedagogy 12 years of experiences as a primary and civic education teacher and guidance counselor 10 years of experiences as a teacher trainer Since 2002 till 2006 teacher trainer in Center for Citizenship Education with experiences in quality assurance in schools working in programs Learning Schools Traces of the past Righteous Among the Nations Righteous Among Us Learning Schools Academy Since 2006 in The Institute for National Remembrance Office of Public Education ndash specialist in the department of historical education Specialist in intercultural and multicultural education founder and former chairman of the Encounters ndash Association for education and culture Coordinator of the educational project for students teachers and public servants bdquoMulticultural Europe ndash Challenges threads and Opportunities for Europe in XXI Century realized together with the British Council Poland


11

Marianna

Hajdukiewiczmaster of sociology specialization ‐animation of local activities studies in Institute of Applied Social Science Warsaw University teacher educator Contemporary project manager in Center for Civic Education ndash responsible for preparing strategy planning and organizing activities preparing training programs providing trainings Author of education programs handouts for teachers in topic connected with cultural and multicultural education civic actions Experienced in NGO work (SOS Social Assistance Foundation United Way Foundation Poland)

Marzena Czarnecka

Szklarska Poręba Poland Education Philosophy University of Wroclaw Member of Association of Leaders of Local Civic Groups (SLLGO) in Warszawa Partnership and Association of bdquoZdolna Dolnardquo (bdquoTalented Dolnardquo) in Szklarska Poręba Dolna and Local Partnership bdquoWspoacutelnie dla Szklarskiej Porębyrdquo (Together for Szklarska Poreba) Profesional experience Trainer (I am member of trainers team of SLLGO) journalist (Internet newspaper bdquoVoice of Szklarska Porebardquo) advisor (tu nie wiem jak będzie po angielsku doradztwo prawne i obywatelskie) I cooperate with the local community associations and local government institutions The house of Garhart and Carl Hauptmanns branch of Karkonoskie Museum Municipal Center of Social Support Office of Touristic Information in Szklarska Poreba Main place of my local activity is Szklarska Poreba Dolna the oldest part of Szklarska Poreba We work for people integration and promotion of this magic place


12

Barbara

Klimek since 2007 Iʹve been working in the Association of Leaders of Local Civic Groups watchdog organization that works with transparency and integrity of public life in Poland Main projects that Iʹm engaged in are Non‐governmental Center on Access to Public Information (activities connected to Freedom of Information) and Civic Money Participation in Budgeting on the Local Level (concentrated on mechanism that give inhabitants ways to participate in decision making process especially in budgeting) Personally Iʹm interested in the identity and remembrance subject in the context of two world wars and post‐partition inheritance that seems to be still very vital in Poland My favorite part of the the theme is post‐Austro‐Hungarian cultural in CEE countries

Krzysztof Izdebski

lawyer who has been working in the The Non‐Governmental Centre on Access to Public Information since its establishment in 2006 He is a graduate of the Law Faculty at Warsaw University He is writing his PhD at the same school He consults cases coming to the Centre and drafts opinions of the Association of Leaders of Local Civic Groups on the law connected to the right to information

Anna Skocz Member and employee of Semper Avanti Association who works in the field of increasing the participation of youth on the local level coordinator of the Youth City Council in the Lower Silesia region where she worked with youth teachers public officials and local communities Trainer and facilitator experienced in organizing and leading Open Space type conferences


13

CZECH REPUBLIC Michaela

Tureckiovaacute ‐ coordinator of Czech team

(assistant professor Department of Adult Education and Personnel Management Charles University in Prague tutor lecturer in continuing adult education) ndash areas of professional interest adult and continuing education in European context (curriculum reform approaches to) optimisation of human potential in working organisations (esp competency‐based approach) other possibilities of facilitation of learning of adults (participation and motivation action learning organisation learning) intercultural communication and understanding

Radek Šlangal

Tutor and lecturer school teacher and tutor of language schools and educational institutions for adults graduated from Jan Amos Komensky University Prague in adult education andragogy) ndash areas of professional interest roles of adult education in a changing society esp in processes of national emancipation and development of national identity Coordinator of international projects for Czech Andragogy Society

Jaroslav Veteška

Assistant professor Department of Adult Education Jan Amos Komensky University Prague and Department of Education University of Pardubice trainer and lecturer in continuing adult education ndash areas of professional interest adult and continuing education human resource development key competencies and curriculum change social and cultural andragogy (in the context of civil society and historical remembrance of the Czech‐Slovak nation) President of Czech Andragogy Society


14

Alena

Vališovaacute Professor Department of Education University of Pardubice tutor lecturer in continuing adult education ndash areas of professional interest alternative approaches to tutors training educational methods training in communicative skills (development of intercultural communications skills and in ethnic groups) problems of authority and manipulation in education social competences as the precondition of a successful professional life Board member of Czech Andragogy Society

Martin Svoboda

(general manager Verlag Dashoumlfer publishing and media company in Prague book‐keeping tax law and technical topics are subject of services ndash seminars workshops newsletters books and online products Education and professional lifelong learning is an important part of the activity of the company coach and lecturer) ndash areas of professional interest (in terms of adult education) optimisation of human development (esp human resource development) in multicultural environment socio‐cultural diversity

Lukaacuteš Zicha Tutor and trainer graduated from Jan Amos Komensky University Prague in adult education adragogy ndash areas of professional interest adult and continuing education personnel management and human resource development in European context social and cultural dimension in the context of adult education Coordinates the publishing of Czech and Slovak Andragogy edition published by Rozlet and Czech Andragogy Society


15

SLOVAKIA Tatiana

Matulayovaacute ‐ coordinator of Slovak team

Her current position is University Teacher at University of Presov in Presov (Slovakia) where she is teaching leading scientific research teams tutoring and mentoring PhDMasterBachelor students from Slovakia and abroad She is teaching also at other Slovak universities at University in Liberec (Czech Republic) and Rzeszow (Poland) Since 2002 she is also active as a Project Author Project Coordinator Lecturer Expert Advisor Project Manager in numerous local regional national and international projects She is an author of many expert articles and co‐author of 5 textbooks She is a co‐founder of Civil Association Spectrum‐East a Member of Executive Committee of European Centre for Community Education (wwwecce‐neteu) since 2005 a Member of Board of Directors in Association of Social Work Educators in Slovak Republic since 2008 a founder and a Chairperson of Presov Voluntary Centre since 2009

Michaela Lipčakovaacute

Her current position is internal doctoral student at the Department of Social Work in Presov university of Presov The main research interest is reflected in her dissertation theme ldquoThe bullying in school environment from the aspect of social workrdquo that is conducted under the supervision of doc PaedDr Tatiana Matulayovaacute PhD She provides seminars of courses Bachelors thesis seminar Introduction to Social Policy Ethics in Social Work Between her main responsibilities at the Department of Social Work belong medialization activities She is webmaster of both the Department of Social Work and Presov voluntary centre web sites Since 2011 she is a member of the Council of Presov voluntary centre


16

Lucia Gregovaacute

She graduated bachelor degree social work at University of Matej Bel in Banska Bystrica and masterʹs degree social work degree at the University of Presov She is very interested in the topic of battered abused and neglected children Currently she studies externally for doctoral studies at the University of Prešov Department of Social Work Her theme is volunteering She is also a member of the Volunteer Center of Presov in Presov

Nataša Matulayovaacute

Main area of experience Project Management incl Project Monitoring and Evaluation Social Services Social Work with special focus on Roma population issues in Slovakia RegionalRural Development Community Planning Cross‐Border Cooperation She is a founder of Civil Association Spectrum‐East acting as the Statutory Representative since 2008 Her current position is Project ManagerProject Author in Civil Association Spectrum‐East She is responsible for management of numerous regional national and international projects having worked for UNDP regional NGOs public organizations and universities

Beata Balogova

She is associated professor at University of Presov Areas of professional interest social work with elderly peoples and family

Zdenka Medoňovaacute

She is a project coordinator at International Relations office University of Presov coordinator for Erasmus mobilities and placements of students and teachers coordinator for Leonardo da Vinci projects and NIL projects Responsible for administrative agenda and budget of above mentioned projects

Brigita Tivadarova

She is an account manager at University of Presov She is responsible for a budget of Erasmus project NIL‐project scientific projects and European projects


17

Janka

Brziakova

She is a director of Department of Academy of Education in Spisska Nova Ves from 2001 She has been active in project designing and implementation since 1998 with main focus on issues of Roma communities education social affairs women empowerment etc She holds Master degree of Economy and Bachelor degree from Adult Education Currently she is a member of municipality parliament in Spisska Nova Ves


18

SECTION B THEORY This section provides information about four topics topics which were discussed and which were developed during meetings and workshops

IDENTITY

The Penguin Dictionary of Sociology explains that identity

hellipis the sense of self of personhood of what kind of person one is Identities always involve both sameness and differencehellipThere is a tendency to see identities as being fixed or given Sociologists however argue that identities are fluid and changeable and that we can acquire new ones2

Other definitions include

i∙den∙ti∙ty adnttidn‐[ahy‐den‐ti‐tee ih‐den‐] ndashnoun plural ‐ties 1 the state or fact of remaining the same one or ones as under varying aspects or conditions The identity of the fingerprints on the gun with those on file provided evidence that he was the killer 2 the condition of being oneself or itself and not another He doubted his own identity 3 condition or character as to who a person or what a thing is a case of mistaken identity 4 the state or fact of being the same one as described 5 the sense of self providing sameness and continuity in personality over timeand sometimes disturbed in mental illnesses as schizophrenia 6 exact likeness in nature or qualities an identity of interests 7 an instance or point of sameness or likeness to mistake resemblances for identities 8 Logic an assertion that two terms refer to the same thing 9 Mathematics a an equation that is valid for all values of its variables

2 ABERCROMBIE N HILL S amp TURNER B S (2006) The Penguin Dictionary of Sociology

5th ed London Penguin Books (p 190)


19

b Also called identity element unit element unity an element in a set such that the element operating on any other element of the set leaves the second element unchanged c the property of a function or map such that each element is mapped into itself d the function or map itself

10 Australian Informal an interesting famous or eccentric resident usually of long standing in a community3 Debates in Identity These definitions reflect some of the contemporary debates on identity Individual identity Some of the issues considered at an individualpersonal level include

Identity formation How is identity shaped What makes you who you are Who shapes our identity What influence to family heritage physical characteristics have on identity Does place have an impact on our identity Acquisition of identityidentity formation are key considerations of developmental psychology

Self‐concept or self‐identity is a personʹs knowledge and understanding of his or her self From this questions emerge about how people express their identity how they represent the self How do we define ourselves How do we present ourselves in public How do we influence the perception of others Is it possible to manage our identity or manage others impressions of our identity

Gender identity is a personal conception of oneself as male or female as distinguished from biological sex While for most people gender and biological characteristics are the same in some instances such as transsexualism they are not

Lifestyle identity relates to how an individualrsquos attitudes values and worldview are reflected in the way that person lives Social relations patterns of consumption culture tastes possessions and

3 Taken from httpdictionaryreferencecombrowseidentity


20

ways of behaving all determine how particular lifestyles are distinguished

Identity challenges vary from loss of sense of self due to stress or poor work‐life balance to a pressure to conform to fit in with social norms When a sense of identity is challenged this may cause difficulties at individual level such as feeling a lack of control over onersquos life but it can also cause problems at societal level if a group feel their identity is not respected (eg gay people) or is challenged by issues such as migration or religion

Identity fluidity is the ability to change onersquos identity over time This is sometimes referred to as lsquoreflexive identityrsquo where people reinvent or transfigure themselves in response to the changing world and society in which they live Globalisation medical and technological advances changing patterns of families migration etc all play a part in identity fluidity

Fragmented identities modern societies produce complex patterns of identity and belonging Globalisation mobility social diversity changing nature of families and breakdown of traditional loyalties mean people may have multiple and or divided loyalties or a sense of cultural hybridity

Identity as belonging An individual identity is associated with an attachment or belonging to a group Group affinity may involve cultural social ethnic group memberships that define the individual Belonging is about having a secure relationship with or a connection with a particular group of people

Some of the terms or issues which emerge with considering identity as belonging include

Social identity relates to how our identity is shaped by membership of particular social groups

National identity is sense of belonging to a nation or country Generally citizenship is granted on the basis of being a member of a particular nation National identity can unite people around shared


21

culture values language and understandings of history This can be a force for good but also has a potential dark side if it gives rise to a sense of superiority and oppressive treatment of some groups

Collective identity comes from a group having shared common interests experiences views or goals These interests which may have a cognitive moral or emotional basis may be used to mobilise for action or to make a collective claim for rights eg for gay marriage for legal inclusion

The other Identification with a group is a way of distinguishing ourselves from those that we perhaps do not identify with or feel different from This can give rise to lsquous and themrsquo mentalities sometimes referred to as lsquootheringrsquo This process can be used to delineate who is included and who excluded in a communitysociety

REMEMBERANCE remembrance (rmmbrəns)

mdash n 1 the act of remembering or state of being remembered 2 something that is remembered reminiscence 3 a memento or keepsake 4 the extent in time of oneʹs power of recollection 5 a the act of honouring some past event person etc b ( as modifier ) a remembrance service4 Remembrance is the act of remembering the ability to remember or a memorial It may refer to events film literature Remembrance as a term is similar to a term social memory

4 Taken from Collins English Dictionary ‐ Complete amp Unabridged 10th Edition 2009


22

The term remembrance is used in sociology anthropology and historiography Essential to the concept of remembrance are works of French social scientists Maurice Halbwachs and Pierre Nora In social sciences remembrance is defined as a phenomena related to the individuals Remembrance of an individual is determined by their social environment (family nationality ethnic religion ) Thus individuals living in particular social groups identify themselves with events or personalities which are considered to be important within these social groups Remembrance integrate social group members Social groups use their remembrance for different purposes Social groups hold their common concepts of history however while historiography is reflecting historical events and facts as truly as possible remembrance is strictly focused only on narrow selection of historical facts even deformed according to aims of particular social groups Social forgetting relates to remembrance this some historical events are not discussed in society or they are misinterpreted Rememberance Debates Under the European Citizenship Programme 2007‐2013 Active European Remembrance is one of the key actions This action notes that The European Union is built on fundamental values such as freedom democracy and respect for human rights In order to fully appreciate their meaning it is necessary to remember the breaches of those principles caused by Nazism and Stalinism in Europe By commemorating the victims by preserving the sites and archives associated with deportations Europeans will preserve the memory of the past including its dark sides It is particularly important to do so now as witnesses are progressively disappearing An awareness of the full dimensions and tragic consequences of the Second World War will thereby be maintained in particular through the involvement of the younger generations of Europeans Furthermore citizens will engage in a


23

reflection on the origins of the European Union fifty years ago on the history of European integration which preserved peace among its members and finally on todayrsquos Europe thereby moving beyond the past and building the future This action therefore will play an important role in nourishing the broad reflection on the future of Europe and in promoting active European citizenship The aims of this action in line with the objectives of the Programme are twofold lsquofostering action debate and reflection related to European citizenship and democracy shared values common history and culturersquo and lsquobringing Europe closer to its citizens by promoting Europersquos values and achievements while preserving the memory of its pastrsquo5 Events of the past shape our world today Our societies and cultures all reflect what has gone before and celebrate or commemorate aspects of our history Issues of citizenship tied as it is to matters of nationality and identity are also bound to matters of remembrance Remembrance Events and Commemoration

What events warrant a commemoration event Why Why are some events commemorated and others not How are particular events commemorated What does this say In remembering the dead of one side of a conflict are we ignoring or forgetting the dead of the other side

What are the symbols of remembrance Eg the poppy Can memorials be used as a way of defining a people What role do ceremonies and services play What is the value in communal remembering

Memory

Stories Whose story is told Whose story is forgotten Why Personal memory witnessing Public memory Cultural memory The politics of memory officialinstitutional history folk history Memory as an instrument of power and oppression

5 httpeaceaeceuropaeucitizenshipprogrammeaction4_enphp


24

The possibility of collective memory as a tool to fight oppression or resist power

Memory as a means of identity construction The pitfalls of memory reliability of memory fragility of memory Time and memory different versions of events memories passed through generations revision of accounts

The value of forgetting lsquoDigital memory denies us the capacity to forgiversquo (httpwwwguardiancouktechnology2011jun30remember‐delete‐forget‐digital‐age)

Collective memorycollective amnesiaselective memory Memory texts

Reconciliation How do we reconcile the past to the present and the future What is the legacy of past conflict and war How does such conflict manifest itself today What role do guilt embarrassment anger and shame play What conditions are necessary for healing Is forgiveness a question of religion or something broader How is it possible to establish a basis for future relationships that are not framed by past relations and actions

Controversies

bull Can remembrance perpetuate conflict Does a focus on remembrance prevent healing and reconciliation Do remembrance eventsmemorials create a dominant discourse that goes unchallenged

bull Glorification of war or conflict through acts of remembrance bull Symbols of remembrance as political statement bull Memorials in divided societies how is it possible to avoid making

judgments or being triumphant bull How long do we remember for Visiting the sins of the fathers

onto the sons


25

bull Escaping history or rewriting history for political purposes historical manipulation

bull lsquoMisery pornrsquo ndash people taking pleasure in some way from other peoplersquos misery

bull Miseryghoulish tourism bull How might aspects of memory be manipulated to serve political

agendas or ideological purposes bull Revisionist historians holocaust deniers

Rememberance in Adult Education Core themes related to Remembrance in Adult Education

Colonialism Holocaust during World War II Communism

Colonialism is the establishment maintenance acquisition and expansion of colonies in one territory by people from another territory Colonialism is a process whereby sovereignty over the colony is claimed by the metropole and the social structure government and economics of the colony are changed by colonists ‐ people from the metropole Colonialism is a set of unequal relationships between the metropole and the colony and between the colonists and the indigenous population

The colonial period normally refers to a period of history from the late 15th to the 20th century when European nation states established colonies on other continents In this period the justifications for colonialism included various factors such as the profits to be made the expansion of the power of the metropole and various religious and political beliefs

The Holocaust (from the Greek λόκαυστος holoacutekaustos hoacutelos ʺwholeʺ and kaustoacutes ʺburntʺ) also known as The Shoah (Hebrew השואהHaShoah ʺcalamityʺ jidish Churben or Hurban חורבן from the Hebrew for ʺdestructionʺ) was the genocide of approximately six million European Jews during World War II a programme of systematic state‐


26

sponsored extermination by Nazi Germany throughout Nazi‐occupied territory Some scholars maintain that the definition of the Holocaust should also include the Nazisʹ genocide of millions of people in other groups including Romani (more commonly known in English by the exonym ʺGypsiesʺ) Sinti Soviet prisoners Polish and Soviet civilians homosexuals people with disabilities political and religious opponents which occurred regardless of whether they were of German or non‐German ethnic origin

Communism is a sociopolitical movement that aims for a classless and stateless society structured upon common ownership of the means of production free access to articles of consumption and the end of wage labour and private property in the means of production and real estate

In Marxist theory communism is a specific stage of historical development that inevitably emerges from the development of the productive forces that leads to a superabundance of material wealth allowing for distribution based on need and social relations based on freely‐associated individuals

The exact definition of communism varies and it is often mistakenly in general political discourse used interchangeably with socialism however Marxist theory contends that socialism is just a transitional stage on the road to communism Leninists revised this theory by introducing the notion of a vanguard party to lead the proletarian revolution and to hold all political power after the revolution ʹin the name of the workersʹ and supposedly with worker participation in a transitional stage between capitalism and socialism

Aims of Education Get knowledge related to Remembrance in different European countries

Better understand the History Get information on national and international projects concerning Teaching Remembrance

Get familiar with various aspects of Remembrance in education


27

Institutions and organizations dealing with issue of Remembrance Associations of political prisoners Civil associations dealing with issues of human rights National institutions focused on remembrance hellip

INTEGRATION

The Penguin Dictionary of Sociology notes that hellipone of the abiding problems of classical sociological theory was how the various elements of society hold together how they integrate with each other6

The dictionary defines integration as

integration (in‐ti‐grey‐shuhn) mdash n 1 the act of combining or adding parts to make a unified whole 2 the act of amalgamating a racial or religious group with an existing

community 3 the combination of previously racially segregated social facilities

into a nonsegregated system 4 psychol organization into a unified pattern esp of different aspects

of the personality into a hierarchical system of functions 5 the assimilation of nutritive material by the body during the process

of anabolism 6 maths an operation used in calculus in which the integral of a

function or variable is determined the inverse of differentiation7

What is social integration It means searching for and finding onersquos place and position within a certain social group Such a process presupposes certain interactions 6 ABERCROMBIE N HILL S amp TURNER B S (2006) The Penguin Dictionary of Sociology

5th ed London Penguin Books (p 202) 7 Taken from httpdictionaryreferencecombrowseintegration


28

leading to mutual communication of attitudes and values knowledge and skills Social competences are the key factor here They show the extent to which an individual is able and willing to participate in such interactions and be open to their outputs What is system integration This does not primarily concern social relationships at the social‐psychological level as is the case in social integration Here the mutual relations of the parts of a system are considered at a general level An integrating individual is to enter various institutional engagements apart from social relations Why do people identify with individuals or groups Beside physical and social survival it also helps people ldquomake senserdquo of their environment and social world According to S Freud successful identification involves the gratification of both physical and social needs resulting in a sense of security and positive social identity How can integration be perceived Basically it is possible to distinguish between three reactions 1) integration may be viewed positively mainly thanks to opportunities to participate in social security and benefits as well as equity and rights that are open to an individual who gets engaged effectively in the socio‐economic whole of a given society 2) integration can be viewed negatively as an ldquoexternalrdquo effort to bring about uniformization indoctrination imposition of unwanted attitudes and values curbing freedom and individuality 3) integration can be viewed neutrally as a phenomenon to be objectively explored assessed and worked with Important Terms Regarding The Integration Social identification ndash according to Turner (1982) a process of locating oneself and another person within a system of social categorization It is considered to be fundamental to social integration being both sufficient and necessary for members of a group to act as a group


29

Cultural appropriation ‐ adoption of some specific elements of one culture by a different cultural group that can include eg forms of personal adornment language features or religion features Such elements taken from their original socio‐cultural contexts may thus take on different meanings Cultural assimilation ndash assimilation of an ethnical minority into a dominant culture also assimilation of and individual into a social group New knowledge skills as well as attitudes and values are learned by an integrating individual by means of contact and communication It is a process of cultural transformation through contacts between different cultures Indistinguishable integration is the ideal goal Assimilation implies that the ldquosubordinaterdquo group accepts the values and culture of the ldquodominantrdquo group Belonging uncertainty ndash doubts as to whether a new‐comer will be accepted or rejected by dominant individuals of a group into which heshe is going to integrate Collective threat ndash a threat to the image of a group especially based on negatively perceived performance of an individual A mere idea that a member of a group may create a bad image to the whole group may lead to lower self‐esteem Prejudice ndash an individual attitude of antipathy or active hostility toward another social group Prejudiced individuals may or may not engage in discriminatory activities Attitude ndash evaluative viewpoint consisting of beliefs concerning someone or something Expressed attitudes may not relate to deeper feelings (hellip) Similarly expressed attitudes have often been shown to be inconsistent with subsequent behaviour8

8 ABERCROMBIE N HILL S amp TURNER B S (2006) The Penguin Dictionary of Sociology 5th ed London Penguin Books (p 21)


30

Debates on Integration Definitions presented above reflect some of the contemporary debates on integration The impact of globalisation on the nation state and the consequence of migration movements both forced and voluntary have led to more pluralised diverse populations As a result it is no longer possible to assume shared values or identities Therefore how can all groups within a society have access to opportunities rights and services available to the dominant social groupethnic majority Questions emerge about the nature of policy responses to assist with integration processes and avert the challenges of marginalisation and social exclusion Any discussion of active citizenship must take into account who is included within a society and who is excluded Deficit Discourse Debates and discussion around social integration often result in a deficit discourse where certain groups are problematised and marked out in some way as deficient or deviant Rather than looking at aspects of societal structures and culture which may make integration challenging groups are labelled as a problem in need of fixing This risks further marginalising such groups as within public discourse they then tend to be talked about in negative terms When such notions become embedded in the public consciousness it becomes ever more difficult to amend this perception Looking at groups in terms of deficits shifts the emphasis away from larger questions about social structures and conditions and limits attention to what are seen as the failings of a particular group This matter of language and terminology and the labelling of groups needs to be considered and analysed when discussing matters of integration Migration Legal debates centre on naturalisation procedures and on how citizenship status is granted to migrants eg through residency marriage etc The ethnic model of citizenship occurs when citizenship is defined as a community of descent based on Jus Sanguinis where a


31

childrsquos nationality is determined by parentrsquos nationality irrespective of place of birth Alternatively with Jus Soli a childrsquos nationality is determined by place of birth European citizenship is tied to citizenship of a nation state rather than with residency thus leaving many third‐state nationals (people who are not nationals of a member state of the European Union) outside the political process A number of writers on this subject propose that European citizenship should be linked to residency rather than to a nation state These are just some of the considerations when looking at the legal and formal dimension of citizenship Civic Stratification occurs when there are different sets of rights for different groups so that some people can make more claims on the state than others For example children of migrants may have fewer rights than native born children in terms of accessing education What can be done to avoid such stratification Are there cases where state policy actually exasperates such stratification Social ExclusionInclusion are terms widely used in a variety of policy arenas particularly within Europe Combating social exclusion was a key objective of the Lisbon Strategy There are multiple definitions depending on the context and political perspective The European Union uses the following definitions

Social exclusion is a process whereby certain individuals are pushed to the edge of society and prevented from participating fully by virtue of their poverty or lack of basic competencies and lifelong learning opportunities or as a result of discrimination This distances them from job income and education and training opportunities as well as social and community networks and activities They have little access to power and decision‐making bodies and thus often feel powerless and unable to take control over the decisions that affect their day to day lives

Social inclusion is a process which ensures that those at risk of poverty and social exclusion gain the opportunities and resources


32

necessary to participate fully in economic social and cultural life and to enjoy a standard of living and well‐being that is considered normal in the society in which they live It ensures that they have a greater participation in decision making which affects their lives and access to their fundamental rights9

Hence social exclusion occurs when people do not have access to rights opportunities and resources that are normally available to members of society This may include access to housing employment healthcare education and to the democratic process An individual may be excluded in multiple ways leading to alienation from the society in which heshe is resident Lack of access to rights and resources may be multidimensional or multifaceted Social inclusion involves a set of policy responses to combat the risk of social exclusion This can include legislative and policy frameworks and or funding and activities Social Cohesion refers to the bondssocial relations that bring people together in society Issues of social cohesion operate at a number of levels

Social interactions Social networks social capital ndash bonding and bridging Sense of belonging identification with a place or a community sense of solidarity

Levels of trust in individuals and institutions Community and neighbourhood relations what makes a strong community How do matters of population turnover and intergenerational issues impact on community ties

Community conflict and tensions what are the causes and effects What initiatives might be taken

9 httpsiteresourcesworldbankorgINTECONEVALResourcesSocialExclusion ReviewDraftpdf


33

What may be some of the positive outcomes of social and system integration Among general targets are eg higher level of solidarity mutual identification (recognition of the identities of others) lower occurrence of aggressive attacks PARTICIPATION or CIVIC ENGAGEMENT

The American Psychological Association (APA) notes that

One useful definition of civic engagement is the following individual and collective actions designed to identify and address issues of public concern Civic engagement can take many forms from individual voluntarism to organizational involvement to electoral participation It can include efforts to directly address an issue work with others in a community to solve a problem or interact with the institutions of representative democracy10

The dictionary defines participation as

(par∙tic∙i∙pa∙tion) [pahr‐tis‐uh‐pey‐shuh n] ndashnoun 1 an act or instance of participating 2 the fact of taking part as in some action or attempt participation in a celebration

3 a sharing as i benefits or profits participation in a pension plan11 Debates in Participation CIRCLE the Center for Information and Research on Civic Learning and Engagement at Tufts divided civic engagement into 3 categories civic electoral and political voice12

Measures of Civic Engagement

10 httpwwwapaorgeducationundergradcivic‐engagementaspx 11 Taken from httpdictionaryreferencecombrowseparticipations 12 Ketter S Zukin C Andolina M and Jenkins K (2002) ʺThe Civic and Political Health of a Nation A Generational Portraitʺ CIRCLE and The Pew Charitable Trusts


34

Civic Electoral Political Voice

Community problem solving

Regular voting Contacting officials

Regular volunteering for a non‐electoral organization

Persuading others to vote Contacting the print media

Active membership in a group or association

Displaying buttons signs stickers

Contacting the broadcast media

Participation in fund‐raising runwalkride

Campaign contributions Protesting

Other fund‐raising for charity

Volunteering for candidate or political organizations

Email petitions

Written petitions

Boycotting

Buycotting

Canvassing

These forms of participation show the division in the participation civic engagement discussions Some prefers to find it only under the terms of political participation on different levels (local regional national EU) some separates civic and political activities from each other The complete picture of civic participation combine however three measures listed above and it incorporates all the possible forms of personal engagement in the public life Participation is strongly linked to social inclusion as it is connected to the idea of the concept of everyonersquos contribution to the society It also touches the identity dimension of functioning in public life since political demands often depend on the identity of a person or a group Civic participation is important value for contemporary democratic societies and structures as the Council of Europe and European Union The Council of Europe established the ldquoCode of Good Practice for Civil Participation in the Decision‐Making Processrdquo that analyses success


35

factors for good public civic participation in the framework of non‐governmental organizations To ensure that the essential contributions of NGOs are enshrined in the political decision making process without discrimination an enabling environment is required Conditions of an enabling environment include the rule of law adherence to fundamental democratic principles political will favourable legislation clear procedures long‐term support and resources for a sustainable civil society and shared spaces for dialogue and cooperation These conditions allow for a constructive relationship between NGOs and public authorities built on reciprocal trust and mutual understanding for participatory democracy13 The European Union sees the greatest potential in in enhancing volunteerism in the terms of active citizenship There is a strong link between volunteering and active citizenship as the involvement in voluntary activities is a tangible expression of participatory democracy The important role of volunteering in strengthening active citizenship has been recognised by EU institutions as well as by other stakeholders and civil society representatives (hellip) Volunteering leads to the direct involvement of citizens in local development and therefore plays an important role in the fostering of civil society and democracy The importance of youth volunteering for social inclusion and active citizenship has been evidenced in many Member States For a majority of volunteers in sport donating their time to a club is an opportunity to actively contribute to their community14

13 The Code of Good Practice for Civil Participation in the Decision‐Making Process Adopted by the Conference of INGOs at its meeting on 1st October 2009 (p 6) taken from httpwwwcoeinttngoSourceCode_English_finalpdf 14 Volunteering in the European Union Educational Audiovisual amp Culture Executive Agency (EAC‐EA) Directorate General Education and Culture (DG EAC) Final Report submitted by GHK on 17 February 2010 (ps 12 28) taken from httpeceuropaeucitizenshipeyv2011docVolunteering20in20the20EU20Final20Reportpdf


36

SECTION C PRACTICE This section proposes some ideas for introducing the concepts of Remememberance Identity Integration and participation to a group of adult learners This section consist of two parts 1 presentation two examples of the methodology helpful in working

with adult learners that was exercised during the two workshops 2 Proposition of the activities on one (or more) of topics the

partnership worked on during the Project Part I ndash Methodologies 1 MIND MAPPING A mind map is a diagram of ideas Tony Buzan who is credited with popularising the use of mind maps describes a mind map as a lsquophotograph of your thoughtsrsquo Tony Buzan Mind map developer15

15 Taken from httpwwwstockpicksexpertcomtony‐buzanaspx


37

A mind map is used as a visual representation of ideas theories topics and tasks A central ideatheme is placed in the centre and related ideas words images are then linked to and arranged around this central key word Colours lines symbols are used to distinguish words and ideas Mind mapping is a compact way of organising your thoughts and improves the way you record information while enhancing creativity Mind maps present information in a format that is quick to review Why mind map Mind maps are used to bull Generate ideas bull Record ideas bull Plan and organise ideas bull Summarise information bull Consolidate information from different sources bull Structure and classify ideas and concepts bull Develop links and relationships between ideas bull Connect facts bull Organise information in a visual presentation bull Create a summary visual map of complex ideas and concepts

Mind Maps can help bull Tap into your creativity bull Clarify and organise your thoughts bull Identify the structure of a subject bull Show how information fits together and how ideas link bull Aid recall and memory bull Focus a brainstorming task bull Associate words and images with relationships between ideas and

concepts bull Create a hierarchy of ideas bull Simplify large amounts of dataconcepts bull Solve problems bull Structure writing tasks


38

How to mind map bull Write your main idea in centre or start with an image in the centre bull Leave yourself plenty of space on the page to expand ideas bull Then write all ideas down no matter how silly you might think bull Donrsquot worry about being neat or tidy bull Use colours and images to distinguish ideas bull Link related ideas with lines

Depending on how you organise your thoughts a mind‐map might include lots of branches colour and images or it might be more structured with ideas in circlesboxes The key is to find a personal style of mind mapping that works for you There are lots of examples of mind‐maps online with guides how to mind map The samples below illustrate the variety of formats

1 Mind map template16

16 Taken from httpwwwmymindmapnet


39

2 Health mind map17

Using Mind Maps in Education Mind maps help creativity and learning They provide a framework and structure to organise ideas and assist memory Mind maps can be used at an individual level to assist with note taking or to summarise ideas for a writing task Mind maps can also be used for group tasks Students can work in small groups to brain storm on a topic They can then present their mind map to the larger class In this way the task involves collaborative work negotiation of ideas and concepts organisation and presentation Using mind maps allows learners a chance to explore their creativity as often group tasks are biased towards those who have particular verbal and linguistic talents

17 Taken from httplearningfundamentalscomauresources


40

Examples During this project a workshop based on mind mapping was used to learn the key ideaschallenges on active citizenship and participation The task was set as follows TASK Themes of Participation and Integration

1 Draw your own individual Mind‐map 2 Work in your group ndash discuss your Mind‐maps 3 Select the most common elements 4 Draw a new mind‐map that represents the work of the group 5 Post your mind‐map on the wall 6 Explain your ideas to the group


41

RESOULTS ‐ Participation Group 1

Group 3


42

Group 4 Group 5

Participation


43

RESOULTS ‐ Integration Group 1 Group 2


44

Group 3 Resources httpwwwthinkbuzancomde BUZAN Tony BUZAN Barry(2010) The Mind Map Book Unlock Your

Creativity Boost Your Memory Change Your Life Edinburgh Pearson Education Ltd


45

2 OPEN SPACE TECHNOLOGY Open Space Technology is a method developed in middle 80rsquos in United States by Harison Owen ndash a man who after many months of hard and complex preparation to a conference at the evaluation heard that the most fruitful and interesting parts of the event were coffee breaks Inspired by that he developed and specified a method which is today called Open Space Technology The biggest advantage of this method is that itrsquos simple and manages to involve maximum attention energy and potential of participating people Itrsquos basis is on self ndash organization and true passion on the topic They are the participants who propose the topics to be discussed during such conference who decide when and where they will be discussed and its them who moderate the groups and them who make a report of the flow and the result of discussion To present the method in short but in more detailed way it is important to say that it is open but not without certain regulations behind Its philosophy is based on four principles the one law and two models of its usage The 4 principles help to get the group in the mood they introduce and prepare participants to what will be happening next They are

1 Whoever comes is the right people ‐ opening participants to take the best of those who come to join their discussion and be satisifed about it

2 Whenever it starts is the right time ‐ which basically says that spirit and creativity need time to occur and we should give ourselves this time

3 Whatever happens is the only thing that could have ‐ which prepares the participants to be open and satisfied with the results they can get out of discussion

4 When itrsquos over itrsquos over ‐ which basically says that when the job is done we can go on with other things


46

The one law ndash the law of two feet ndash gives permition to all the participants ndash to go and change the group they are in freely if thatrsquos their wish The results of an Open Space conference are usually complex and have a form of brainstorming They are gathered in a report consisting of individual reports from all the discussion which took place during the meeting What will happen then with the conclusions ideas and recommendations depend on sponsor and the participants themselves However it is recommended that a good Open Space conference shall take from 1 to 25 days and shall be organized for 5 to 2000 people ndash those are the limits which have been tested but nobody says it cannot be more than that Open Space is a method stimulating creativity and involvement of participants but a sponsor should always consider if it is a proper method towards hisher expectations and regarding goals to be achieved as people once they know it they start to use it as a golden tool for every issue Itrsquos good to remember that there needs to be a real business issue for participants about which they care and about which they feel passionate That this issue should be pretty complex without a direct answer to it and it shall be used when in this conditions we might have lots of diversity of people and points of view Example During this project a workshop based on Open Space Technology was used to create groups working on different activities concerning particular issues of participation and integration


47

Part II ndash Acitvities In this section you can find examples of activities for different groups useful in different moments of the group process The third part contains of described in detail activitiescreated during the workshops by the participants ICE BREAKERS These exercises are intended for working with groups of teachers tutors facilitators 1 THREE THINGS ABOUT ME Participants complete 3 simple sentences about themselves and share these with one other person (particularly suitable for groups of professionals)

bull My name ishellip bull I work forcome fromhellip bull I am here today becausehellip

2 CONNECTIONS Participants pick a word from a pot The words have a connection with the theme of the session Each participant has to explain to one other person what that word means to them (useful as a lsquowarm‐uprsquo to the workshop itself) 3 DATELINE Participants stand on an imaginary line down the centre of the room depending on the month in which their birthday falls people born in January are at one end of the line and so on (a nice lsquolightrsquo ice‐breaker that involves participants moving and negotiating)


48

4 TEN QUESTIONS Participants wear a sticky label on their back that contains a fact or name of a famous place or person The information on the label may be relevant to the theme of the session or may be general Each participant has to work out what the label says by asking other people in the group up to 10 lsquoyesnorsquo questions (useful for getting participants to move around and interact with a number of others in the group can generate a bit of healthy competition as to who can guess their label first) 5 BADGE Each participant is given a badgesticker and asked to write their name and draw an image of something that represents them In pairs participants then discuss why that image is important to that personrsquos identity This can be used as an entry point into a group discussion around notions of identity and also around labelling and how labelsbadges are formed and how they might be damaging Finish task by asking participants to remove the badgesticker and note how some labels are easier to remove than others

6 SOLIDARITY WEB GAME The group is seated in a wide circle The presenter outlines the aims and objectives of session and gives a brief personal bio disclosing interest in the area and hopes for the dayrsquos proceedings The presenter the establishes some simple ground rules re dignity and respect eg no one in the group would speak twice unless everyone had had the opportunity to speak at least once participants would be asked to commit to the group and refrain from use of mobile phones laptops etc Presenter might ask if the group wished to offer any other lsquoground rulersquo Presenter has a ball of wool The presenter asks everyone to stand in a circle she holds the wool and announces to the group I am Anna I work on a housing project with Roma women I am here becausehellip The presenter holds onto the opening thread but throws the ball across the room to a random participant The participant is invited to make 3 clear statements I am hellip I work hellip hellip I am here because hellip that participant


49

keeps a hold of some thread but throws the ball to another random participant who again makes 3 clear statements I am hellip I work hellip hellip I am here because hellip That participant keeps hold of the thread and throws the ball on for another participant to follow suit By the end of the game there should be a web of wool connecting each of the participants 7 THE MYSTERY BAG The presenter introduces The Mystery Bag which contains all sorts of small objects images toys etc it is passed from one to the other When each person has an object each participant is invited to share what the image or object brings to mind GROUP TASKS

Once a group has been introduced and is working together there are a variety of tasks that can be set to get people engaged 1 COMFORT SPECTRUM bull In small groups participants draw up a list of topics that are controversial and sensitive in their workplace

bull Each group prioritises their list and a summary of the most controversial topics is then presented to the group at large

bull Clear a space in the centre of the room and lay a number of large flip‐chart pages on the floor ndash one end represents Comfortable to Teach and the other Uncomfortable to Teach

bull Participants are given post‐its (all the same colour) on which they write down 23 topics (drawn from all the topics presented by the groups) they would be comfortable teaching 23 topics they would be OK with teaching and 23 topics they would be uncomfortable teaching


50

bull The participants then place their post‐its on the spectrum

bull Once all post‐its are placed the group walk around the spectrum and discuss what they see Which topics cause tutors most discomfort Do the same topics feature at either end of the spectrum

bull By naming the topics that cause problems and reflecting on why this is teachers can then start to examine possible strategies to confront their discomfort about or unwillingness to tackle certain topics

bull Tutors then discuss possible ways to move one step up the spectrum so that they become a little more comfortable or at ease approaching topics that they previously did not feel happy to teach

2 TAKING A STANCE ROLE OF FACILITATOR This is an exercise to encourage tutorsteachers to think about how they are positioned in class discussions particularly when dealing with controversial or sensitive topics Five options are set out

bull Neutral Facilitator bull Ally bull Devilrsquos Advocate bull Official Line (RulesLaw) bull Declared Interest

Each option is detailed on a piece of flip chart paper with use of graphic or image and the five sheets are spread around the room In small groups participants go around to each piece of paper and discuss when they think it is appropriate or necessary to take a particular stance When might some stances be more appropriate than others Why might it be necessary at times to declare a personal interest or viewpoint Is it possible to be a neutral facilitator How might playing devilrsquos advocate contribute to building argumentation and critical thinking skills When might each role be problematic This can then be followed by a broader group discussion to see when tutors take particular positions and why they do this


51

3 CAROUSEL This exercise is useful for discussing topics that people may not feel comfortable talking about in a larger group It gets people up and moving and talking in twos

1 Form two circles ndash one inner and one outer 2 Present a topic for discussion 3 Ask each person to discuss the topic with the person opposite 4 After a couple of minutes ask the outer group to move to the right

while the inner group stays standing 5 Continue with this exercise until everyone has had a chance to

talk to three or four people 6 Draw the group back together 7 Ask them what they thought of the exercise and to summarise

some of the ideas presented This activity could also be set up as a debate with one circle asked to argue for one point of view and the other circle arguing for an alternative understanding

4 ADVOCATES AND OBSERVERS Participants are divided into small groups Each group discusses their view of the issue and arrives at some kind of consensus They appoint an advocate to represent their view to the larger group The participants form a circle with the advocates in the centre A small number of participants are appointed as observers of the advocates and given a set of criteria for evaluating the advocatesrsquo speaking listening and negotiating skills Each advocate presents their case to the other advocates and a discussion follows After a set amount of time the observers report their observations to the whole group This approach needs to be carefully managed by the facilitator but can provide a structure for discussions and a way of encouraging participants to develop awareness of their behaviour in groups


52

5 CUBING Participants are asked to consider an issue from 6 angles

bull Describe (eg What is it) bull Compare (eg What is it similar to) bull Associate (eg What does it make you think of) bull Analyse (eg How does it happen) bull Apply (eg How is it usedwhat effect does it have) bull Argue (eg What can you say lsquoforrsquo and lsquoagainstrsquo it)

This approach can help to de‐personalise an issue and encourage participants to consider various points of view 6 SIX THINKING HATS (EDWARD DE BONO) Similar to cubing but a little more complex participants are asked to think about an issue using different approaches The sample below shows how each hat might be applied to making meetings more effective


53

7 SOLIDARITY SCRABBLE The presenter checks with the group to see how everyone feels at the end of the ice‐breaker exercise before moving on to explore how the group experiences solidarity in everyday life in their community Then the group may be divided into smaller groups to play Solidarity Scrabble The smaller groups use the word SOLIDARITY (this could be any other word) to create words linked to the theme of solidarity in their community Each group has post‐its on which they write the words The presenter places 3 large posters on the wall Examples of Solidarity which are viewed as positive are placed on one problematic terms on another and contentious terms if there are any on the third The object is to define problems and move on to discuss them first in small groups and then in the larger one The small groups should be asked to define some ways forward and bring them to the larger group Following this discussion the group moves to build a Solidarity House The presenter prepares a poster size house and each participant sticks a brick image or post‐it with a way forward written on it onto the house


54

OTHER ndash activities created during workshops on the topics of participation and integration 1 LETʹ S WORK TOGETHER 1 Name of the activity LETS WORK TOGETHER

2 Purpose of the activity To enhance inter‐generation cooperation between elderly and youngsters

3 For whom (what kind of a group eg youngsters adults immigrants etc)

1 elderly ndash who can offer their life experience

2 youngsters ndash who can offer their IT skills

4 For how many people Activity is originally planned for 20 people who are supposed to work in pairs ndash 1 elderly+1 youngsters

5 How much time do we need

Activity is planned for 6 hours where work will be split into 3 phases Phase 1 2 hours Phase 2 2 hours Phase 3 2 hours

6 Props markers flipchart post it papers pens dictaphone camera PC with wi‐fi


55

7 Description of the

activity During this activity participants shall propose interesting activity for citizens in their town focused on local participation ndash to get people involved into their community life Phase 1 FACE‐TO‐FACE Participants are working in pairs ndash their main task is generate proposal of an interesting activity for citizens in their town focused on local participation incl planning motivation tools ndash how to get people involved Participants will use PC with wifi youngsters will show to elderly how to use IT effectively how to search for the sources elderly will offer their life experience together they will discuss about the task Phase 2 FOCUS GROUP The main method of this phase is interactive facilitated discussion where all pairs present their ideas (10 proposals) at the beginning Everybody has an opportunity to make comments participants then discuss about needs barriers sources etc Finally participants are voting for the best idea Phase 3 FINAL PRODUCT During this phase participants will be asked to offer their skills contacts sources in order to develop chosen best idea into some final product ndash small scheme project proposal for municipality council community activity etc Aim is to create small sub‐teams which will be identified with the idea and thus motivated to continue to develop it At the end of phase small working plan shall be drafted


56

8 Where to find more information

wwwngopl wwwwworgpl wwwpofwpl websites on grant schemes available at the time in each country

9 List of appendixes (eg hand‐outs)

manual brochure of best practices internet forum

2 BE ACTIVE ndash HAVE A FUN 1 Name of the activity BE ACTIVE ndash HAVE A FUN

2 Purpose of the activity ‐ To eliminate barriers stereotypes and prejudices in society ‐ To engage local people with disabilities into community life ‐ To improve social skills of the participants ‐ To support social cohesion


‐ people with disabilities ‐ citizens

4 For how many people 40 people with disabilities We count on active participation of other 60 people within the planned activities


Preparation phase 1 month The activity 5 hours

6 Props pencils cards clay flowers colours painting tools sport equipment music instruments etc


57

7 Description of the activity

Activity is offering an opportunity to citizens to experience cooperation with people with disabilities by doing particular art activity At the beginning an organizer of whole activity will try to involve various stakeholders engaged in workactivities with people with disabilities ndash eg centres of social services municipality media informal supportive groups NGOs etc Their potential and interest will be identified cooperation will be established and working plan will be drafted and agreed mutually During preparation phase small groups of max 4 persons will be established particular art activities will be chosen leaders of sub‐teams will be chosen material will be purchased place for activity will pre‐negotiated with owner promotion will be organized and all other steps will be done in order to manage smooth running of the final activity Products produced in this activity will be later sold and received money will be shared by all stakeholders involved ndash money will be used to support further activities for people with disabilities


website of Council for Social Work Consulting (SVK)


contact list promotional leaflets posters etc


58

3 RETURNING TO LEARNING ndash PLAYING THE GAME 1 Name of the activity RETURNING TO LEARNING ndash

PLAYING THE GAME

2 Purpose of the activity Generating a safe learning space for adult learners particularly hard to reach groups


Returners ndash reengaging with education following a significant gap

4 For how many people 20 ‐ 24


30 minutes to set up the room 90 minutes for session

6 Props Neutral image of a safe spaceplace Clock Calendar Aromatherapy kit Flip‐chart and paper markers Post‐its Pack of playing cards or matching picture cards with Happy to meet you questions affixed 18 Statement cards

18 You can find out more on this ice‐breaker in the European Active Citizenship

Introductory Guidelines for Adult Educators p 26


59


1 Preparing the space

The aim is to anticipate anxiety and to alleviate it as much as possible A neutral object or image which symbolises lsquosafe spacersquo should be in a prominent position An atmosphere of calm may be induced with the use of appropriate aromatherapy The preferred arrangement is for uncluttered flexible seating arranged in a circle An identifiable resource space is situated offside A comfort station ought to be readily accessible and a clock and calendar should be clearly visible The Statement cards are fixed on the back wall Preparing the props 1) Happy to meet you cards facilitator attaches19 a variety of non‐threatening questions to the back of playing cardsmatching picture cards ‐ eg what is your name What is your favourite food Do you have a pet Do you have a favourite sport Have you ever been on an island Statement cards these cards are prepared with likely rules of the game in mind Phrases such as lsquo It is important that my voice is heardrsquo lsquoMy privacy is important to mersquo lsquoI would like to explore my learning stylersquo lsquo I cannot concentrate if phones are ringingrsquo lsquoI need to leave on timersquo

19 This is easily done by printing the questions on address labels


60

2 Introductions Facilitator welcomes the group and invites participants to be seated as they wish She would then introduce herself and make reference to the pictureobject stating why it is of personal significance and how it symbolises safe space The facilitator would acknowledge that it can be difficult to meet new people especially in new and challenging situations Therefore she or he explains to the group that they are moving into an Icebreaker exercise where they will meet and greet one another Each individual is dealt one card from a matching number of cards 20 The object is to find the person who has the matching card eg Ace of Hearts to say lsquoMy name is hellip I am happy to meet yoursquo and to ask one another the questions on the cards When the exchange appears to be complete the facilitor invites the group back to the circle and each person introduces the person with whom they had the converstaion recounting the answers to some of the questions posed

20 The number of matching pairs must correspond to the number of pairs in the group


61

3 Learning context The facilitator would then acknowlegde that people now know a little more about the other people in the room and verify that people may now feel less anxious The presenter then outlines the learning context of the group situation refer to course materials etc and explains how people tend to participate comfortably and productively when they know what to expect and know what is expected from them in return 4 Statement poll The facilitor introduces another game where partipants name expectations define and later agree the rules of the game for the group At this point the Statement cards are introduced and Post‐its and pens are made available Participants are invited to consider the statements and to vote for the statements which hold the greatest meaning for them by sticking Post‐it below the statements They are encouraged to write down any further statements which they feel should be included and to stick them to the wall where they too may be included in the poll21

21 Examples of Statements for the Statement Poll include It is important that my voice is heard I would like to explore my learning style My privacy is important to me Attendance and Punctuality are important


62

5 Rules of the game are established The group reconvenes and the outcome and themes from the poll are transferred to the flip chart There is discussion and further exploration of what emerged as important to the group It is then possible to further investigate what has emerged agree a contract and suggest consequences for breaking rules The rules are not permanently fixed and the group may review and revisit at a later date 6 Recap and planning The facilitator engages the group in reviewing the session The group is invited to nominate or a volunteer offers to bring along an image or object with which to kick‐start the next session


Bourdieu P and Passeron J 1997 Reproduction in Education Society and Culture London Sage Publications22


Course materials

We all learn differently 22 This activity is based on the academic concept of lsquofieldrsquo popularised by Bourdieu and characterises education as a game and one that some groups play with more ease and familiarity than others


63


64

4 RULES OF ENGAGEMENT 1 Name of the activity RULES OF ENGAGEMENT

2 Purpose of the activity To establish ground rules and rules of

engagementparticipation for a group

a contract for how the group will proceed

conditions and understandings about what is required to create a safe environment for people to learn


This task can be used with a group that is meeting for a short amount of time eg for a one‐day event

4 For how many people 20‐30 but could work with smaller numbers


15 minute introductory activity

6 Props Flip chart paper pens


65


activity The trainertutor presents a list of ground rules for example Use of mobiles or other electronic devices Suggestions for participation ndash no one speaks twice before everyone has spoken once Respecting others opinions ndash rational argument What happens in the room stays in the room etc

The tutor then discusses the rules with the group seeking explanations as to why the rules might be necessary

Together the group determine which rules they want to keep and why or the group decides which rules should be prioritised

Through this the students should come to an understanding of how the group will proceed


66

5 HAT AND PAIRS 1 Name of the activity HAT AND PAIRS

2 Purpose of the activity To establish ground rules and rules of engagementparticipation for a group




This task can be used with any group that is meeting over a sustained amount of time



Half hour introductory activity

6 Props Hat card paper makers line pegs


67


activity The tutor writes a number of themes which relate to group workgroup dynamics on a card (respect conflict time‐keeping listening discussion interaction phones computers etc) The cards are placed in a hat The group is divided into pairs Each pair takes a theme out of the hat Working together each pair proposes a ground rule based on the theme they have selected Each pair writes their rule on a piece of paper and pins it on a line that is spread across the room The group then walks around the line looking at all the rules Each pair explains the thinking behind their rule and states why they believe it is important Together the group prioritise the rules and arrange them in order from most important to least important The group sits down and reflects on this task and the outcome The final set of rules are agreed and accepted as the framework for how the group will work


68

SECTION D TESTIMONIALS In this section you will find opinions and testimonials of several people involved in the project ‐ adult educators who participated in the workshops Project Team hopes that tit will be useful for people who are planning a similar project in the future as these testimonials are an important part of the evaluation workshops and the entire project Rosemarie McGill Through my participation in the project I have gained

A deeper understanding of the 4 key themes of identity remembrance participation and integration in relation to adult education in general and in relation to my own country and culture

An insight into the culture of each project partner and the historical influences at work in each partner country on the 4 project themes

Greater appreciation of the heritage of two of the host partners including the experience of the Jewish community over the centuries and in particular during the Second World War

Experiential learning from working with adult education colleagues from other European countries

Specific skills and information from the workshops which I will apply to my own professional practice including approaches to exploring controversial issues the Open Space Technology method and ideas for successful ice‐breakers when working with adults

Thomond Coogan My involvement with the European project gave me the opportunity to reflect and become better informed on what it means for me to be an EU citizen

The project was an opportunity for to meet peers in other areas of adult education and gain insights into how inequality and challenges are addressed elsewhere


69

The exchange of ideas and practice with diverse groups from across Europe enthused and motivated me to take a more energetic approach to promoting active citizenship both personally and professionally

Without the benefit of such a project the prospect of considering the topics Identity Participation Integration and Remembrance would have been remote

The participative nature of the workshops and the mix of methodologies employed opened new possibilities for teaching and learning and gave me new skills and the confidence to use them

The materials and resources produced during the project are invaluable and transferable resources


70

Bairbre Fleming I found the element of the project I participated in to be challenging and interesting in equal measure The themes of the project and the particular emphasis on participation were of interest to me The various cultural and institutional assumptions we make on matters such as participation were challenged and developed in the last workshop We were given an opportunity to rethink how we work with adults and given some new resources and frameworks for rethinking our practice ndash it was a worthwhile and fruitful experience Many thanks Marianna Hajdukiewicz Participation in the project enabled me to meet with representatives of institutions dealing with the broader issue of identity I had a chance to see what problems are important from the perspective of different European countries and see the detailed issues associated with this topic as well as questions and problems to solve and what kind of actions have been taken so far It was important that the meeting was attended by academics non‐governmental activists and teachers This ability to compare different perspectives is by far the most important asset of the meeting Very importatnt are also international contacts we managed to establish I hope that one day they will result in new projects ideas in the area related to the subject program or other issues


71

USEFUL WEBSITES You can find out more interesting links and literature in the European Active Citizenship Introductory Guidelines for Adult Educators23 Education for Reconciliation Securing the future through active citizenship httpwwwreconciliationie Guide to Citizenship Terms httpwwwreconciliationiedownloadsPlainEnglishGuidetoCitizenshipTermspdf Taskforce on Active Citizenship Ireland httpwwwactivecitizenshipie Education for Democratic Citizenship and Human Rights httpwwwcoeinttdg4educationedc Institute of National Remembrance httpwwwipngovplportalen European Youth Portal httpeuropaeuyouthactive_citizenshipindex_eu_enhtml European Commission The European Citizenrsquos Initiative httpeceuropaeudgssecretariat_generalcitizens_initiativeindex_enhtm Involveorg httpwwwinvolveorguk Social Actions httpwwwsocialactionscom ParticipateDB a collaborative catalogue for online tools for participation httpparticipatedbcom 23 httpwwwucdieadultedeuropean_projectsguidelinespdf


72

Portal about Polish NGO sector httpwwwngopl httpwwwkpvssk httpwwwnovember89euobcianske‐zdruzenie‐nenapadni‐hrdinoviaobcianske‐zdruzenie‐nenapadni‐hrdinovia‐stanovy httpwwwupngovsk httpwwwustrcrczcsen httpwwwheritageirelandieenDublinGardenofRemembrance httpeaceaeceuropaeucitizenshipprogrammeaction4_enphp


73

Filozofickaacute fakulta Prešovskej univerzity je druhaacute najstaršia filozofickaacute fakulta na Slovensku Spolu s košickou lekaacuterskou fakultou vytvorila v roku 1959 zaacuteklad Univerzity Pavla Jozefa Šafaacuterika v Košiciach Filozofickaacute fakulta bola suacutečasťou Univerzity Pavla Jozefa Šafaacuterika až do 1 januaacutera 1997 keď prešovskeacute fakulty Univerzity Pavla Jozefa Šafaacuterika v Košiciach založili v Prešove Prešovskuacute univerzitu Fakulta sa stala i napriek regionaacutelnemu zakotveniu uacutespešne sa rozviacutejajuacutecou pedagogickou a vyacuteskumnou inštituacuteciou a vyacuteznamnou suacutečasťou celoslovenskeacuteho a nadnaacuterodneacuteho spoločenstva ustanovizniacute humanitneacuteho vzdelaacutevania Za paumlťdesiat rokov existencie pripravila do praxe viacero generaacuteciiacute špecialistov pedagoacutegov často uznaacutevanyacutech vedcov pracovniacutekov v spoločenskej praxi Mnohiacute z nich dnes pocircsobia ako špičkoviacute odborniacuteci na vyacuteznamnyacutech postoch doma ale aj v zahraničiacute Filozofickaacute fakulta zabezpečuje vysokoškolskeacute vzdelaacutevanie v odbore učiteľstvo akademickyacutech a vyacutechovnyacutech predmetov v rocircznych kombinaacuteciaacutech ako aj v študijnyacutech programoch neučiteľskeacuteho štuacutedia zameranyacutech na humanitneacute discipliacuteny v dennej a často aj v externej forme štuacutedia Každoročne prichaacutedza s ponukou širokej palety akreditovanyacutech študijnyacutech programov a študijnyacutech odborov z ktoryacutech niektoreacute suacute unikaacutetne a to nielen v regioacutene Fakulta poskytuje vysokoškolskeacute vzdelaacutevanie v troch stupňoch bakalaacuterskom magisterskom doktorandskom maacute praacutevo udeľovať na zaacuteklade vykonania rigoroacuteznych skuacutešok titul PhDr a vo viaceryacutech odboroch uskutočňovať habilitačneacute konania a konania na vymenovanie profesorov Fakulta vytvaacutera podmienky aj na medziodboroveacute štuacutedium Verejnosti ponuacuteka aj ineacute formy vzdelaacutevania napriacuteklad rozširujuacutece štuacutedium pre absolventov vysokyacutech škocircl doplnkoveacute pedagogickeacute vzdelaacutevanie rocirczne špecializovaneacute kurzy


74

Prešovskeacute dobrovoľniacutecke centrum je otvorenyacutem združeniacutem občanov skupiacuten a organizaacuteciiacute (fyzickyacutech a praacutevnickyacutech osocircb) založeneacute v zaacuteujme vytvaacuterania podmienok aktiacutevnej uacutečasti mladyacutech ľudiacute ale aj širokej verejnosti na zlepšeniacute života obyvateľstva v regioacutene Prešovskeacuteho kraja Ako občianske združenie bolo registrovaneacute na Ministerstva vnuacutetra SR až v maacuteji 2008 jeho činnosť začala oveľa skocircr minimaacutelne od roku 2005 kedy sme zorganizovali s podporou Filozofickej fakulty Prešovskej univerzitybdquoTrh dobrovoľniacuteckych priacuteležitostiacuteldquo Cieľom trhu bola spoločnaacute propagaacutecia mimovlaacutednych organizaacuteciiacute (MVO) z Prešovskeacuteho kraja ale aj snaha realizovať naacutebor novyacutech dobrovoľniacutekov z radov študentov Prešovskej univerzity v Prešove V nasledujuacutecich rokoch sa spolupraacuteca prehlbovala a rozviacutejala a to aj predovšetkyacutem vďaka personaacutelnemu prepojeniu OZ PDC s Katedrou sociaacutelnej praacutece Filozofickej fakulty Prešovskej univerzity Medzi hlavneacute aktivity patriacute organizovanie najstaršieho regionaacutelneho oceňovania dobrovoľniacutekov v Prešovskom kraji bdquoKrajskeacute srdce na dlanildquo a vzdelaacutevacia osvetovaacute konzultačnaacute a poradenskaacute činnosť v oblasti manažmentu dobrovoľniacutectva

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2

Materiaacutel je finančne podporenyacute z projektu Euroacutepskej uacutenie Grundtvig čiacuteslo 94100334 Participation Identity Integration Remebrance European Puzzle II Za obsah zodpovedajuacute vyacutelučne autori a Euroacutepska komisia ani naacuterodnaacute agentuacutera nenesuacute zodpovednosť za použitie tyacutechto informaacuteciiacute This project has been funded with support from the European Commission This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein

copy Anna Kuliberda Tatiana Matulayovaacute Michaela Tureckiovaacute Rhonda Wynne 2011 copy Prešovskaacute univerzita v Prešove 2011 Všetky praacuteva vyhradeneacute Toto dielo ani žiadnu jeho časť nemožno reprodukovať bez suacutehlasu majiteľa praacutev ISBN 978‐80‐555‐0408‐7


3



5


Project Team







6



7




8



9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








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Memory




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Controversies




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Email petitions

Written petitions

Boycotting

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Canvassing



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2 Health mind map17




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StartPage 1 SubsetFonts true TransferFunctionInfo Apply UCRandBGInfo Preserve UsePrologue false ColorSettingsFile () AlwaysEmbed [ true ] NeverEmbed [ true ] AntiAliasColorImages false CropColorImages false ColorImageMinResolution 300 ColorImageMinResolutionPolicy OK DownsampleColorImages true ColorImageDownsampleType Bicubic ColorImageResolution 300 ColorImageDepth -1 ColorImageMinDownsampleDepth 1 ColorImageDownsampleThreshold 150000 EncodeColorImages true ColorImageFilter DCTEncode AutoFilterColorImages true ColorImageAutoFilterStrategy JPEG ColorACSImageDict ltlt QFactor 015 HSamples [1 1 1 1] VSamples [1 1 1 1] gtgt ColorImageDict ltlt QFactor 015 HSamples [1 1 1 1] VSamples [1 1 1 1] gtgt JPEG2000ColorACSImageDict ltlt TileWidth 256 TileHeight 256 Quality 30 gtgt JPEG2000ColorImageDict ltlt TileWidth 256 TileHeight 256 Quality 30 gtgt AntiAliasGrayImages false CropGrayImages false GrayImageMinResolution 300 GrayImageMinResolutionPolicy OK DownsampleGrayImages true 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true PDFXTrimBoxToMediaBoxOffset [ 000000 000000 000000 000000 ] PDFXSetBleedBoxToMediaBox true PDFXBleedBoxToTrimBoxOffset [ 000000 000000 000000 000000 ] PDFXOutputIntentProfile () PDFXOutputConditionIdentifier () PDFXOutputCondition () PDFXRegistryName () PDFXTrapped False CreateJDFFile false Description ltlt CZE 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true UntaggedCMYKHandling LeaveUntagged UntaggedRGBHandling UseDocumentProfile UseDocumentBleed false gtgt ltlt AllowImageBreaks true AllowTableBreaks true ExpandPage false HonorBaseURL true HonorRolloverEffect false IgnoreHTMLPageBreaks false IncludeHeaderFooter false MarginOffset [ 0 0 0 0 ] MetadataAuthor () MetadataKeywords () MetadataSubject () MetadataTitle () MetricPageSize [ 0 0 ] MetricUnit inch MobileCompatible 0 Namespace [ (Adobe) (GoLive) (80) ] OpenZoomToHTMLFontSize false PageOrientation Portrait RemoveBackground false ShrinkContent true TreatColorsAs MainMonitorColors UseEmbeddedProfiles false UseHTMLTitleAsMetadata true gtgt ]gtgt setdistillerparamsltlt HWResolution [2400 2400] PageSize [612000 792000]gtgt setpagedevice


3



5


Project Team







6



7




8



9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












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29




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33










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Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






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2 Health mind map17




40




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Group 3


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Group 4 Group 5

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5


Project Team







6



7




8



9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



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49







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PLAYING THE GAME











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6



7




8



9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




7




8



9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




8



9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




9





Thomond Coogan


Rosemarie McGill



10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




10

Bairbre


Colum McCaffrey



POLAND Anna



Monika Koszyńska



11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




11

Marianna


Marzena Czarnecka



12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




12

Barbara


Krzysztof Izdebski




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




13




Radek Šlangal


Jaroslav Veteška



14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




14

Alena


Martin Svoboda




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




15

SLOVAKIA Tatiana






16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




16

Lucia Gregovaacute




Beata Balogova




Brigita Tivadarova



17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




17

Janka

Brziakova



18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




18


IDENTITY








19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




19









20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




20










21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




21








22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




22



23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




23




Memory




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




24






Controversies




onto the sons


25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




25











26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




26









27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




27


INTEGRATION












28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




28



29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




29




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




30



31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




31





32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




32








33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




33










34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


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65







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67




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69






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74




34













Email petitions

Written petitions

Boycotting

Buycotting

Canvassing



35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






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61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




35




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




36






37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




37





38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




38






39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




39

2 Health mind map17




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




40




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




41


Group 3


42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




42

Group 4 Group 5

Participation


43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




43



44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




44




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




45







46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




46



47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




47





48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




48




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




49







50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




50









51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




51








52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




52





53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




53



54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




54











55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




55




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




56














57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




57








58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




58


PLAYING THE GAME











59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




59






60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




60




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




61




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




62





Course materials



63


64













65







66












67




68










69






70



71



72



73



74




63


64













65







66












67




68










69






70



71



72



73



74




64













65







66












67




68










69






70



71



72



73



74




65







66












67




68










69






70



71



72



73



74




66












67




68










69






70



71



72



73



74




67




68










69






70



71



72



73



74




68










69






70



71



72



73



74




69






70



71



72



73



74




70



71



72



73



74




71



72



73



74




72



73



74




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participation, identity, integration, remebrance:european puzzle ii

Documents