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

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

. to promote responsibility. 3. take time to review the activity as a whole. Related rights: equality in dignity and rights. and also that they have a right to be involved in the decisionmaking processes in matters which concern them. Responding to racism Group size: can be from 20-50 Time 100-120 minutes Overview This activity uses role-play and review of a critical incident to provoke participants to review their understanding of cultural difference. Did people enjoy the activity? Was it useful? Why? Why not? Why are the existing decision-making structures as they are? 2. stereotypes and cultural differences How to deal with racism in a school or other educational organisation. Objectives: To stimulate interest in human rights and racism. conscience and religion. Ask each group to consider the positive and negative aspects of having a democratically elected body to make decisions about their education at the local level. the right not to be discriminated against. Debriefing and evaluation Many points will already have been made at the various stages of the previous discussions. However. to reflect on the general learning points and to plan what to do next. communication and cooperation. Tell them to bear in mind that they have a human right to education. It also involves discussion and collective writing to address issues about: The difficulties of stepping outside one’s own cultural perspective Racism. to develop skills for democratic participation. the right to freedom of thought. justice and solidarity. Now ask the pairs to combine to make small groups of four people.policies developed and agreed? How much say do young people have? 2.

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

pozivaju njegovog oca. After you formed the groups you can start with the activity. pa da ne pišem ponovo. It doesn't matter where each person seats. Each of you will memorize one number and when I come to you and say a number. neodgojen i spreman da ukrade nešto čim mu se ukaže prilika. Nakon svega ovoga krenula bi diskusija o tome šta ko misli bla bla. Now listen carrefully. Drvo ljudskih prava ( ovo je kul bilo raditi. ovaj dio ću ti samo kopirati. One person will draw. 3. On each branch of the tree you will write the . all of those who have number one will form group one. The groups will be formed that way. etc. You have a free choice but it is important that you all work together as a team. Nakon toga zaključe da je neko od učenika ukrao taj novčanik i bez ikakvog dokaza optužuju jednog momka samo zbog toga što je on Rom i zbog tog razloga pretpostavljaju da je on siromašan. koji dolazi u školu. ali je predviđeno za mladje generacije. The goal is that you put one human right on each branch. Zapisao sam to nekad prije. ne baš za starije e sad ne znam kakva je ciljna grupa to te nisam pitao ) Now I will split you in groups of four to five people. another will write. pens and everything else you need. markers. what matters is that each person goes to there particular group and work in that team. and you will pick someone to be a group leader. Nakon optužbe. već neka druga osoba iz razreda. osobe koje bi to sve glumile.kako je nestao novac iz torbe jednoj od njih dvije. It's important that you all participate equally as a team. Those with number two will form group number two. You will get all the necessery materials for work: Large format paper. vraća novac koji se nalazio u novčaniku i izvinjava se jednoj od nastavnica zbog krivičnog djela koje je njegovo dijete navodno počinilo. and each group has the same task and the same goal. this will be your main task. Nekoliko dana kasnije ispostavi se da taj novčanik uopšte nije ukrao taj mladi Rom. Each group has to draw one three on that paper. Za role play su potrebna 4 volontera kao što sam već napisao na početku tj. On the large paper you will draw a three which should cover the whole paper. When you draw a tree you also draw several branches. E sad ću ti kopirati jednu od aktivnosti koju sam radio u sklopu jednog projekta sa Romima.

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

može biti bilo koja druga nebitno.4. * Ovo možeš povezati sa onim što već znaš o tome da Romi žive u lošim uslovima i da se može neka diskusija napravit o tome tipa kako bi se to moglo promjenit. Može se dosta lupetat o ovome da se izgura sat i po sa pauzom za kafu. :D 6. This workshop also aims to explain the links between discrimination and inadequate living conditions focusing on the obstacles that Roma people face when they try to access the labour market as well as the housing market. Roma Exclusion The main goal of this workshop is to understand and analyse the conditions of housing exclusion in which a large number of Roma people live. tradiotional dances.com/watch?v=vKuE8hbZMX0 * Ovo možeš isto ubacit da gledaju ovaj kratki klip. napravićemo ovu specijalnu aktivnost gdje bi oni napravili prezentaciju u power . na koji im način mi možemo pomoći u tome.youtube. šta to oni predlažu. Dinner ( Roma evening ) Roma people will present a short presentation about the culture. a s obzirom na to da planiramo da napravimo razmjenu sa nekom stranom zemljom. Dinner ( Italian evening ) E ovo sam ti napisao onako lupio sam državu. Ovdje možemo dodati jos nekoliko ovakvih klipova da dobijemo na vremenu da prodje makar pola sata. 7. :D 5. čisto da vide da postoje mnogi poznati ljudi u svijetu koji su Romi i to im može biti kao motivacioni video da dobiju što više samopouzdanja. Video: Famous Roma people: https://www. i naravno opet se vraćamo na diskriminaciju i lošu brigu od strane lokalne vlasti itd. Romani musicians and whatever they want to share with other participants.

picks up others’ airplanes. . možda bi pjevali plesali ko zna i na kraju bi imali zadatak da skuhaju neko tradicionalno jelo npr. Everyone must have one paper airplane. Each person then introduces the owner of the airplane they have to the group. 8.pointu o svojoj državi. The leader says stop after one or two minutes.On cue. or paintball ) 11. Eto razmisli i o ovome posebno i o svemu što sam ti napisao na našem jeziku pa pokušaj nešto ukratko napisat o tome ako ti se svidi ideja. jer ako su već došli u BiH na neki projekat red je da nešto i vide da ne bude da su samo bili u hotelu i slušali predavanja. Free time ( depending on status of work ) ( football. 9. and keeps throwing them. They must find the owner of the airplane they have and answer the questions on the airplane. a to u slučaju kad bi došli recimo Italijani i uglavnom sve bi to trajalo nekih 2 sata ukupno i više uključujući pripremu tih jela i šta već. u kino da pogledaju neki film ili bilo gdje čisto da svi budu na nekoj aktivnosti zajedno. Icebreakers ( ili ti Warm-up games ) 1.Guided city tour Što se ovog tiče nafatali bi nekog turističkog vodiča da ih provede malo kroz ovu našu vukojebinu od grada i da ih smara o istoriji grada i bijednoj arhikteturi. 10. a možemo ih odvesti i u neki drugi grad u okolini čisto da se malo upoznaju sa našom kulturom. Spending the evening in the city of Brčko Možemo ih odvesti npr. volleyball. da nešto vide i čuju o tome. o gradu možda iz kojeg dolaze. da probamo njihove čuvene špagete. Paper Airplane Everyone makes a paper airplane and writes their name and two questions to ask someone else. everyone throws their airplane around the room.

Something New On the second day of an activity. etc. If a person drops the carrot. he or she must pass the carrot to the knees of the person to the left without using their hands. End the Sentence Write the start of a question on the board (for example my Hobby is ) and go around the room with each person finishing the sentence. one person per chair only. Then break off a piece of the carrot and pass it around again. a caller yells out a body part. The object is to be the last one left. If they touch a chair before the body part is called. ask each person to share one thing they learned about someone in the group during the previous session/day. 12. . 3. Have the rest of the group try and guess the person described. your bare feet. the rest of the group group must decide which of the 3 is a lie. 2. We usually start out simple . The person then indicates which one was the "lie" It's amazing some of the things you learn about people when playing this game. 3. he or she is out of the game. Body Part Musical Chairs Have everyone form a big circle of chairs with the chairs facing outward. To speed it up.nose. someone else's left hand (they must grab one of the people who are already out). The last person left is the winner. Remove one chair. they are out. but towards the end we get more complicated. This continues until the carrot goes entirely around the circle. The one person who doesn't get a chair is also out. When the music starts everyone must walk around the chairs (again it's fun if you make them jog). Have music ready. post another question and start again. hair.2. People will be keen to trick the group. When a person has shared their three things. Place a carrot between the knees of the tallest person. left elbow. When the music stops. When the group is finished. Pass the Carrot Have everyone form a circle. Two Truths and a Lie Everyone in the group has to think of three things to share about themselves 2 must be true but one must be a lie. you can remove more chairs. so it encourages people to share some of the more outrageous things they've done in their lives. Icebreakers ( second day ) 1. Give him or her a fresh carrot to take home. Then everyone races to touch that body part to a chair.

Queen is teen years. . King is young adult. As each person draws a card. for example: Jack is childhood. Team-Building activity Name of the activity: This Is My Life Time: 60 minutes Purpose: Learn personal backgrounds in a fun setting Participants: All Materials needed: Decks of cards. Desired outcome: Team uncovers common interests and opens dialogue. Evaluation of the project * Što se evaluacije tiče možemo im napravit neki test na kraju da ga popunjavaju i da na osnovu toga vidimo koliko su toga naučili na ovim radionicama i zapamtili sa prezentacija. Ace is now. Coffee break 16. Fighting against Discrimination ( Presentation of the situation and debate ) 15. 14.13. picture cards only Instructions: Cards represent different stages of life. they must tell one story about the period of their life that corresponds to the card.

:D Nadam se da si uživao čitajući moje remek djelo i vjerujem da jedva čekaš da ukradeš moje ideje :P . Svako je od nas to nekada doživio.* Ovaj dijalog bi trebao krenuti u smjeru kao neke ispovjesti. Kroz ovu aktivnost bi ljudi trebali da otvore dušu i da se posle ako treba napiju od muke ili isplaču da im bude lakše. nacije. uključujući i Rome kao ljude koji se svaki dan skoro susreću sa tim problemom. zbog boje kože. vjeroispovjesti itd. da učesnici krenu pričati o periodu svog života kada su bili diskriminisani zbog nečega.