The RighT To Be paRT of The soluTion

Young people fighting discrimination through awareness of fundamental rights and European citizenship

BesT pRaCTiCe anD lessons leaRneD fRoM a Wagggs DiVeRsiTY pRoJeCT

CONTeNTs
1 Introduction ..................................................................................................................................................................................1 1.2 1.3 2 The Project .........................................................................................................................................................................2 The Publication................................................................................................................................................................3

What we have learnt during the project .............................................................................................................4 2.1 Framework for Projects on Inclusion and Anti-Discrimination .....................................................5 1 2 3 2.2 2.3 2.4 2.5 Outreach..................................................................................................................................................................5 Accessibility and Adaptation ....................................................................................................................5 Anti-Discrimination .........................................................................................................................................5

Challenges & Best Practices ...................................................................................................................................6 Suggestions .......................................................................................................................................................................8 Barriers that young people from minority ethnic groups face..................................................14 Use the checklist for diversity proposed in the Overture Toolkit.............................................15

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The Overtures Network ....................................................................................................................................................18 Projects at national level: young people fighting racism and discrimination ................19 BdP GERMANY ............................................................................................................................................................................20 LES SCOUTS ....................................................................................................................................................................................21 THE CATHOLIC GUIDES OF IRELAND................................................................................................................................22 PARTIO SCOUTING......................................................................................................................................................................23 THE IRISH GIRL GUIDES ..........................................................................................................................................................25 ASSOCIAÇÃO GUIAS DE PORTUGAL ................................................................................................................................28 SCOUTS EN GIDSEN VLAANDEREN ..................................................................................................................................31 SLOVENSKÝ SKAUTING ............................................................................................................................................................33 SCOUTERNA SVENSKA SCOUTRÅDET ..............................................................................................................................37

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Resources you can use to support your work ...............................................................................................40 Thank you ....................................................................................................................................................................................41

The RighT To Be paRT of The soluTion

The RighT To Be paRT of The soluTion
Young people fighting discrimination through awareness of fundamental rights and European citizenship

1 INTROduCTION
Based on its fundamental values, the promise and the law, Girl Guiding and Girl Scouting has always been open to all.
Having as main mission the empowerment of girls and young women, organisations all over Europe have strived in order to assess and address their local and national needs in an inclusive manner. Girls and young women grow in Girl Guiding and Girl Scouting surrounded by the spirit of international solidarity and sisterhood that has always characterised the movement. All Girl Guides and Girl Scouts are sensitive to intercultural understanding and diversity. Girl Guiding and Girl Scouting has always had to work with diversity and broadening the membership base. At the very beginning of the Movement, Scouting had to deal with the diversity issues of that time which included gender and social class. Over the last century, one of the achievements of Guiding and Scouting has been its ability to respond to the evolving needs of young people and to grow by being flexible and adapting to different social contexts. As we look at ways to grow and develop Guiding and Scouting in the future, it is clear that we need to reflect on how Guiding and Scouting can gain real advantages by valuing diversity. In Girl Guiding and Girl Scouting valuing diversity starts with educating children and young people about their fundamental rights and the rights of others. By knowing their fundamental rights, young people are able to endorse them. Fighting discrimination and racism start with a deep understanding and awareness of the rights we and the others have. Being and educational movement, Girl Guiding and Girl Scouting base its awareness-raising activities on educational actions and programmes that help understanding why discrimination and racism have to be considered as wrong attitudes and behaviours; they are wrong because they violate rights children, young people, women and men have gained through the years. To support Member Organizations (MOs) maintaining quality work in the areas mentioned above, in 2009 the Europe Region of the World Association of Girl Guides and Girl Scouts (WAGGGS) has received a grant from the European Commission – Directorate General Justice, Freedom and Security in order to implement an eighteen months project on anti – discrimination and anti – racism. ‘The Right to be Part of the Solution’ project aims at promoting human rights, intercultural learning, interfaith dialogue and understanding in our Movement. It recognises the work done by Girl Guides and Girl Scouts in educating children and young people and wants to build on this experience to foster their impact in educating young people about fundamental rights and inclusion. Project activities were delivered during 2009 and 2010 and were accessible to project partners and MOs.

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INTROduCTION

1.2 The Project
Expansion of the European Union, the changing nature of migration, the socio-economic implications of free movement and pan-European access to education and labour opportunities has changed our understanding of Europe and what it means to be European. Young people are often at the forefront in testing these new opportunities, but as such, are also the first to experience racism, xenophobia and discrimination. Those who live in host communities also encounter societal upheaval as communities rapidly change. In this new Europe, what does racism and xenophobia look like and how is it to be challenged? This project seeks to address these issues from the perspective of protecting human rights as set out in the EU Charter of Fundamental Rights - promoting intercultural learning, interfaith dialogue and understanding. Young people, particularly girls and young women, from different cultural and socio-economic backgrounds across Europe are encouraged to learn from each other and participate in defining for themselves what it means to be European, understanding their rights as European citizens then using rights that come with citizenship to advocate and take action on issues of racism, xenophobia and antiSemitism at a local, national and international level. The WAGGGS Europe Region has been active for many years in working on rights issues and citizenship education with young people, encouraging diversity, and giving them the skills to take action. This project supports the Europe Region WAGGGS’ continuing commitment towards a more tolerant Europe through an informed and involved citizenship. 4. Promote a deeper understanding of discrimination, racism, xenophobia and anti-Semitism as they impact young people, particularly girls and young women, to a broad base of actors through the development and dissemination of a shareable resource presenting a summary of key findings, documentation of best practice, tools and ideas for awareness raising and practical action. 5. Form networking opportunities on a European level to promote trans-national projects between partners and individuals and improve the quality of those projects. 6. Contribute to capacity building and strengthening of youth organisations, ensuring that these organizations and youth leaders are equipped to further the campaign against racism, xenophobia and anti-Semitism as it exists in their local community and across Europe.

exPeCTed ResulTs
The project aimed at producing the following results: 1. Young people are equipped to: train others in awareness of fundamental rights and the fight against discrimination; encourage change in attitudes and behaviour of young people; and influence decision makers at national and European level. 2. 1,500 young people actively participate in gaining a better understanding of their fundamental human rights, how these relate to issues of racism and gain understanding of the European perspective. 3. Throughout Europe, projects are initiated at grassroots level – for the wider community – which address local and pan-European rights and discrimination issues. 4. Creation of visual materials from across Europe highlighting the key problems as seen from the eyes of youth, to be shown at the high-profile youth events – used to stimulate awareness, discussion and debate. 5. Girl Guide/Girl Scout youth representatives on National Youth Councils and other decision-making bodies have their capacity enhanced to advocate more effectively and promote policy-related issues on racism, xenophobia at appropriate fora. 6. Improved capacity of partners to address issues of racism, xenophobia and improve balance between minority and majority groups within their membership and linkages between communities.

OveRall ObjeCTIves
1. Development of peer educators’ network who, through specialised training on rights, racism, xenophobia and discrimination issues, will equip other young people in the fight against discrimination at European, national and local levels. 2. At high-profile youth events, raise awareness at a pan-European level on racism, xenophobia and antiSemitism in relation to fundamental rights and develop plans for action targeting racism/xenophobia as experienced by young people in their communities. 3. Inform and advocate on rights, racism, xenophobia and anti-Semitism at national and international Youth Council fora: addressing the political implications of these issues, through lobbying of national and European government(s) and policy formulation.

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INTROduCTION

1.3 The Publication
One of the project activities was the compilation of best practices and lessons learnt during the project in a youth friendly publication to be distributed within the Movement and to other Associations. With this publication WAGGGS aims at:

1. Providing Girl Guide and Girl Scout associations with information and training materials on discrimination and Fundamental Rights. 2. Showcasing best practices in the field of anti-discrimination and inclusion in Girl Guiding and Girl Scouting Associations. 3. Motivating associations to get involved in the work on antidiscrimination and for the inclusion of children and young people from under represented groups and all paths of life. 4. Encouraging sustainability and valorisation through continued dialogue and opportunities for action beyond the project period.
The publication captures lessons and best practice materials and promotes a deeper understanding of discrimination, racism, xenophobia and anti Semitism as they impact young people, particularly girls and young women. It is a summary of key findings, documentation of best practices, tools and ideas for awareness raising and practical action.

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2 WhaT We have leaRNT duRINg The PROjeCT
During the project implementation we had the opportunity to discuss and work with several associations involved in fighting discrimination and racism through the active involvement of young people in educational and community activities.
During our conversations and while working together, we have gathered information related to the main challenges they have faced when setting up and developing projects in these areas. Furthermore we have developed a list of suggestions anyone interested in starting an antidiscrimination or inclusion project may find of interest. In this chapter you find both the challenges we have faced and the best practices experienced Associations have established to overcome the challenges. You will also find practical examples from associations which projects are presented in this publication

leT OTheRs INsPIRe YOu
belgIum – sCOuTs aNd guIdes Of flaNdeRs (beauty Case – diversity Toolbox)

Scouting is to dare… Scouting, like any other
youth movement, is a great way of realizing something every week with a group of different people: outdoor cooking, hiking, playing games with or without a winner. Often the activity is not about the realization itself, but about the road towards it. Working together, being responsible, caring about one another, the physical challenge… Scouting is education, training, even though you aren’t often aware of it. And yet: anyone who looks back at his couting days will admit that his commitment to the scouts has helped determine how he or she turned out as a person. You learn to relate to others and express yourself creatively. You learn to work together and to stand up for your rights. That is why we believe that Scouting can play a role in the issue of vulnerable minority groups such as disadvantaged,

immigrants, or disabled young people. Our movement can put diverse children and young people in contact with new environments and provide them with tools to build a stronger self-image. And vice versa of course. If more diverse children join us on Saturdays and Sundays, or if you can attract a new, more diverse leadership, then it will also broaden the horizon of our circle of members and leaders. It would lead to more reciprocal understanding, which – who knows – can also break through larger social patterns. Because that is what diversity is all about: breaking through barriers. And scouting has two crucial assets to contribute: we work with kids from a very young age in a playful way. You too have to work towards diversity, not just for young people. But because you and your troop stand to benefit from this too.

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2.1 framework for Projects on Inclusion and anti-discrimination
All projects that aim to be anti-discriminatory and allinclusive are varied and different. They all of them deal with different realities, societies, cultural expectations and norms, and environments. Moreover, all of them deal with people, which means that diversity will be an important factor- as such, no one single magic formula can be applied that will guarantee that a group, project or organisation will be all-inclusive and anti-discriminatory. However, there are some general guidelines that can be applied, and should be considered, when undertaking a project like this. Below is a general framework with three key areas that can act as indicators or measures for your project. We have applied this framework to some of the projects here, to demonstrate how these projects include the three different elements of Outreach, Accessibility and Adaptation, and Anti-Discrimination. Being accessible very often requires adaptation. This means assessing your own structures, traditions, conditions and circumstances and identifying key areas that may create barriers to others, and removing them. Accessibility and Adaptation is about recognising some of the practices you employ that may unintentionally be making it difficult for others to join, and then doing something about them.

3 aNTI-dIsCRImINaTION
This is about creating awareness and mechanisms that demonstrate to all involved that you are anti-discriminatory. How do you raise awareness internally and externally? How do you spread the message that you are anti-discriminatory and all-inclusive? What are the mechanisms that you have in place to guarantee this? How would you confront discriminatory behaviour? Promoting awareness and providing mechanisms against discrimination are important for a number of reasons:

1 OuTReaCh
This refers to the process of reaching out to others, and the depth to which they are included in your project or organization. Outreach is not simply about recruiting people into your group, but also refers to the ways they are included in the overall organizational structure.

• • • •

How do you outreach to certain target groups? Are you searching for members only or leaders also? Do you include others on a higher level? How are they involved in decision making?

Outreach is important because it demonstrates both the quality and quantity of how you are inclusive. It demonstrates how your organization reflects the population as a whole. It is not just about including others, but about involving them also.

• • • • •

It informs people of the nature of discrimination It demonstrates an acknowledgement that discrimination does happen It shows that discrimination, when it does happen, is not tolerated It creates an environment that makes it secure for people to report discrimination It illustrates that in your group, there are consequences for discriminatory actions

2 aCCessIbIlITY aNd adaPTaTION
How do you make sure that your organization is accessible to others? Accessibility and adaptation is about being proactive in your outreach. The six key areas of discrimination according to the European Union are: 1. 2. 3. 4. 5. 6. Age Sex and Gender Disability Sexual Orientation Religion Ethnicity and Race

Though this might seem like a very strict or formal way to conduct your group or organisation, it is necessary to demonstrate that anti-discrimination is inherent in what you do. With one in every six Europeans reporting that they have felt discriminated against in the last year, it is important to highlight that discrimination is something that you are aware of, but will not tolerate.

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2.2 Challenges & best Practices
lOCal suPPORT
Possibly the single greatest learning experience from those that work with these kinds of projects has been the need and necessity of local support. Every single project worker and leader that we have met with or spoken to has stressed this as being the most important thing that they learned during the course of their project. Local help and support is vital if you are to develop a successful project. You simply cannot move into a new area, neighbourhood, town, school or district without first having some kind of local contact, some person or organization who knows the environment that you are entering into. These people, whoever they are, are the ones that know and understand the environment, the people, and the realities of the lives of those that you are going to be working with. Without this, a lot of time, effort, funding and resources may be wasted on activities and events that simply do not fit the needs or actualities of the people that you are trying to reach out to. Try to think of it as planting a tree. If you want to plant a seed that will grow into a tall, strong tree that will last, you cannot simply drop a seed onto the ground and hope for the best. First you prepare the soil. Then you dig a hole and plant the seed and take care of it, water it and protect it until the roots take hold, and even then it still needs to be tended to for years to come. Projects like this are similar. Groundwork has to be done. This means learning all you possibly can about the area that you are going to be working in. It also means making contact with those that are already there, and gathering their support. Local support is vital. Children and young adults do not exist in an isolated vacuum - they are part of a wider social network that includes parents, family, friends, local authority figures, schools, teachers, friends, and many, many more. The opinions of these people and these figures are the ones that will matter when it comes to encouraging and sending a child to a Guide or Scout group. Some projects report being met with hostility, some with indifference, and others with open arms. This is closely linked with the way that you reach out to these communities, whatever they may be. If they do not know you, then what reason do they have to trust you? If you do not understand them, then how can you possibly hope to work with them? If you do not demonstrate an interest and respect for them, then why would they be bothered to spend their free time with you? Sadly, there is no “How to Gather Local Support” guidebook; how this unfolds will depend largely on your project, your expertise and your enthusiasm. Don’t give up. Again, this has been one of the biggest learning experiences for those that work with these kinds of projects, and it has been the one lesson that almost all projects asked us to pass on to others interested in starting similar projects.

ReaChINg OuT
One of the biggest challenges faced by organizations is how to reach out to the communities that they are trying to include in their project. There are many different reasons for this. Often, it is a case of not knowing very much about the groups or communities that they are trying to reach out to, which makes communication with them difficult. Information and understanding are crucial here – when working with groups from an ethnic or multicultural background it is extremely important to first get to know those that you want to work with, understand them, and accept any differences you may have. In this way, Reaching Out is highly connected with Local Support. When a true understanding of the situation of the people that you are trying to reach out to is developed, it will show that Guides and Scouts are genuinely trying to include others for who they are, and that we are not trying to change them, their culture, or their traditions. Do not be afraid to ask! If you do not understand the cultures, traditions or experiences of those that you are trying to work with, do not be afraid to admit that. Don’t think that by making inquiries you are overstepping some cultural measure of privacy, or are being offensive. Equally, do not pretend to understand when you do not. Communication and understanding must go in both directions - if we want others to understand who we are then we must equally be prepared to understand who they are.

When reaching out to the Roma communities, the Slovakian Guides and Scouts first investigated the important factors in the Roma community itself. Once a general view of how Roma children develop was established, the scouts were able to demonstrate a sincere interest in the lives of the Roma, and were better able to provide a secure environment for the children to interact in. This helped to build trust and confidence within the Roma community with the scouts, and vice versa.

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2.2 Challenges & best Practices continued
aWaReNess Of sCOuTINg aNd guIdINg
Generally, it is quite rare that people are not aware of what Guiding and Scouting is, and what it means in a general sense. However, those from immigrant or multicultural backgrounds may not always be familiar with what we are about. This can happen when communities have different perceptions on what it means to be a Guide or a Scout, or associate it with similar, but non-Guiding/Scouting organizations from their home countries. Developing a local and community-based awareness of what Guiding and Scouting is about is the best way to deal with this. Most organizations now produce promotional material in languages other than their own. Distribute these materials in your local area to create a better understanding of what Guiding and Scouting is. Speak with community leaders, and explain to them what our goals and aims are, as well as the advantages and benefits that becoming involved with our organization can provide. Don’t forget that we are all members of an organization that has existed for over 100 years. As such, we have a reputation for being credible, well organised and successful. If you are celebrating your centenary, then there are even more opportunities and reasons to advertise!

mOTIvaTION
Most projects report that keeping those involved in the project motivated and enthusiastic is a challenge. Finding a project leader that has a background both in Guiding and Scouting, and social work is not always an easy task. Finally, even if a potential candidate is found, the need for this person to physically be in the area that the project is located can sometimes be impossible. Recruiting a project committee or work team that remains dedicated and enthusiastic throughout the entire length of the project can also be difficult- projects of this kind may take up more time and energy than anticipated, or it may be a while before any kind of results are recognised, meaning that people can get de-motivated quite quickly. Employing a project manager or leader has been one of the best solutions. By employing someone to work for the project, it makes some things very clear:

• • • •

This person can commit to the project, because that is what is required of them; it is their job to be committed. This person will have the time and energy to work on the project because they are not trying to juggle work and volunteering at the same time. There is a huge reduction in the likelihood of sudden changes. When working with volunteers, flexibility is required. When working with an employee, the requirements, commitments and timeline are clearly established, usually in a contract. It is clearer to all concerned (the other volunteers, the parents, the community, the children etc.) who is in charge, who is responsible and who makes the important decisions.

The Finnish Guides and Scouts produced pamphlets that explain guiding and scouting in a variety of different languages, including English, Russian, Estonian, Chinese, Arabic, Somali, French, Spanish, Thai, Kurdish, Persian and Vietnamese. KAMU uses these booklets to spread the idea of guiding and scouting to the communities that they are trying to reach in the Helsinki Metropolitan area. The pamphlets have space for local groups to fill in their details so that those that read the pamphlets know who to contact, and how to contact them.

levels Of INTegRaTION
Sadly, we don’t all of us have a universal, undying love of Guiding and Scouting. The interest others might have in our organization can be very different from our own. Just as we can have problems retaining those interested in being a Scout or a Guide from our own area, this can equally be a problem with those from ethnic, multicultural or disadvantaged backgrounds. They can have different ideas on what it means to be involved, they may have other obligations or interests, and may not have the same interest in integration. The best way to handle this is communication. Just as we would ask an absent Scout or Guide why they are less interested in what we have to offer, the same should be done during the project. Sometimes changes and compromises may need to be made. Perhaps there is a problem with the project that has been overlooked, but is creating problems for those involved. Maybe the participants simply do not have the time, or cannot commit to the organisation for one reason or another. Try to find out what these problems are, and, if they are resolvable, fix them and move on.

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2.3 suggestions
In this paragraph the reader can find additional suggestions we have compiled during the project. They come from deep and intensive discussions we had with project partners and people involved in inclusion and anti-discrimination projects at national level.

all gROuPs aRe dIffeReNT
Trying to include those from multicultural backgrounds is a tall order – the in the same way that Guides and Scouts are a widely diverse group of individuals, so too are migrants, ethnic, or disabled groups, or those from multicultural or disadvantaged backgrounds. They all of them have different cultures, traditions and societal values. Remember, ‘migrant’, ‘ethnic’ ‘disabled’ and ‘multicultural’ are labels that we apply to them. Again, it is about knowing and understanding. Try to become involved on a more personal level, and encourage your troops to do some research and investigation into different cultural and ethnic heritages. Try to put yourself in their place, and see how it might feel for them. For example, if the minority communities in your area are Brazilians and Estonians, and you are trying to include more Brazilians and Estonians in your organization, then be prepared to have very different strategies and understandings for both groups. Though both are classed as ‘migrants’ in your society, these two groups have very different cultures, traditions and histories. There is no such thing as a “universal fit”. What works for one may not work for another. Prepare to be flexible! In the same way, do not automatically expect that because two people share the same nationality, ethnicity or situation that they will become best friends. We would not expect our existing members to get along so well, so there is no reason to assume that it will be the same for others.

sTaRT small
There is no universal solution on how to include those from outside the ‘traditional’ sectors of society into your organization. Starting with a small project target group means that any challenges or problems that may come your way:

• • • •

Will (hopefully) not consume too much of your resources Will make the project easier to manage, if it is an area that you are inexperienced with Makes it easier to track what is working, and what is not Helps create more intimate and personal ties with those that you are working with, which leads to better understandings for future projects.

The BdP project is currently working with roughly 10 children every week. This project, though it is young and small, is one such example of the benefits of starting small. It is easier to identify and address mistakes that are being made, and also what the good practices are. Of course, when a project starts off small, then there is only room for growth and development – a good thing all round!

The Catholic Guides of Ireland are currently involved with a project that introduces young girls from a special needs school to Guiding. The girls involved with the projects have varying degrees and types of disabilities (ranging from autism to wheelchair bound), which means that different approaches, and different solutions will have to be used depending on the child in question.

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2.3 suggestions continued
NO Rush!
Projects can sometimes move so slowly that they feel like they are standing still. Projects like this can sometimes take time to produce any kind of results. There’s no rush, even if your project has a timeline! Reaching out to minority groups, or people from multicultural backgrounds, can be a slow process- it is a new arena for both your – organization, and for those from migrant, ethnic, minority or multicultural communities. Projects are a dual process. Just as you are learning the best ways to be inclusive, so too are those that you are trying to include. Both sides need time to get to know and understand the other. Patience, and persistence, are key!

INTeRNal ChaNges
Before any attempt is made to address the attitudes of our young Guides and Scouts, our own attitudes must first be addressed. There is no point in trying to encourage diversity and a multicultural group if a leader or troop member is prejudiced, uninformed or discriminatory. Understanding and awareness building must be the first issues that any project should address. We must first look at how we feel, how we act, how we judge. Though we may not consider ourselves as discriminatory organizations, this does not mean that discrimination does not happen. Eurobarometer reports show that one in six people living in the European Union have felt discriminated against at some point or other in the last year. Discrimination can happen in our organization just as easily as it can happen anywhere else, whether we are aware of it or not. Trainings and sessions on discrimination and openness should be included in the development of any project of this nature. We also need to look at the practices that we employ on a daily basis. Sometimes, how we operate can be a huge barrier to others. For example, do you meet at a location that is not accessible for some people? Do you make it clear that you are open to changes? Do people understand that you are willing to make allowances for the special needs of others? How do you present yourself to those that you are trying to include? Sometimes we may be involved in indirect discrimination, which means that the actions we take may lead to an effect or result that discriminates against others, without our intention or knowledge.

be RealIsTIC
Some people report that during the course of their projects, they ran into certain realities about their organisation, their project, and the wider situation at large that clashed with the aims of their project. Funding is one such reality. If you have a small budget, then think small. There is no point in making promises that you do not have the means to keep, and it will only dishearten you, the young people, and the community you are trying to work with. Equally, do not expect that all potential members, or their families, will be able to pay the costs required for membership, uniform, camps or equipment, and the financial reality of membership may be off-putting to some. It is generally a good rule not to request such fees during particularly ‘expensive’ times of the year, such as the back to school period, or religious holidays such as Christmas. Always be prepared to subsidise those that cannot afford to be members from their own means. In the same way that you need to be realistic about the situation of those from minority communities, it is also necessary to be realistic about your own situation. Are your troops equipped to handle new members? Is there space for them? Are there suitably trained leaders that can work with them? Are there other problems in your area that must first be addressed?

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2.3 suggestions continued
makINg ChaNges
Including those from multicultural backgrounds may require very fundamental changes in your own troop. For example, if you are used to mixing boys and girls together, are you prepared to allow for segregation of boys and girls to accommodate Muslim children? If you are used to playing certain games, or undertaking certain activities that some cultures may find offensive, are you prepared to drop them from your programme? Do you have certain annual or national ‘physical’ challenges for your Guides and Scouts, and how would you adapt them to suit those with physical disabilities? These are very fundamental issues that must be addressed. Though we may try to be open and inclusive, a situation may arise that will require you to change some basic aspects of your programme, your situation or your practices. Are you prepared to make these changes if they are needed? Why? Why not?

The Irish Girl Guides are currently involved with an ‘auditing’ of their programmes for all age groups. This means that in the following year, special committee members will re-analyze all the practices and methods that are used in the programme and resource materials, and will make any changes to details that are not considered to be in the spirit of inclusivity. Another development is that the wording of the Irish Girl Guides Promise has officially been changed. In order to take into account that Ireland, and the Irish Girl Guides, are a multicultural society and that people have different spiritual beliefs, the wording of the Promise has been changed. The original Promise read: “I promise on my honour, To do my best, To do my duty to God and my country, To help other people at all times, And to obey the Guide law.” The wording has changed so that the Promise now reads “to do my duty to my God”, and the word God can be replaced by the word ‘faith’, according to one’s spiritual beliefs.

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2.3 suggestions continued
YOu aRe NOT alONe

As part of their project, the Portuguese Guides reached out to a variety of different organizations in order to make their project a success. Even though the groups that they worked with had very different experiences, target audiences, methods and contacts, they were all of them able to share in the mission of the project, and identify with its objectives. During their project the Guides worked with:

Reaching out to other organizations that work with migrants or those from multicultural or ethnic backgrounds is a great way to create dual dialogue. Often, projects find that they have more success when they work with migrants, not for them. This also helps to build understanding, promote your project and organization, and provides opportunities to meet with others. Most projects speak of having someone that acts as a gobetween, or a bridge, that connects the Guides and Scouts with the local community, organization or people that they are working with. This works best as it means that the kids, parents and wider community have somebody that they can trust, and the Guides and Scouts have somebody who can help explain the situation to them. Moreover, these people understand the environment that you are working in. They know the people, they understand the conditions and lives they lead, and they are trusted by both partners. Again, it is about working with others, not for them.

• • • • • • •

Equal (a European initiative…..) Graal (the International Women’s Movement) The Office of the High Commissioner for Immigration and Ethnic Minorities The Improvement and Recreation Association of Talude (an association that aims to improve living standards of people in the Talude The Local Office of Family Support School Boards Local Community Groups

PRePaRe TO be fRusTRaTed!
Research has shown that what many migrants, immigrants, and people from ‘outside’ groups want most are the very things that Guiding and Scouting offer best- a chance to be a part of the community, try new things, meet new people, and develop personally! It can be frustrating knowing that we have such a great organization to offer them, but they don’t seem interested in! Don’t give up!

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2.3 suggestions continued
ThINk OuTsIde The bOx
Contacting a group of people by email or even post may seem like the best (and easiest) way to establish connections, but sometimes when trying to include children and young adults from migrant and multicultural groups in your organization, it means being a bit more forward. Attend their community meetings. Participate in their festivals. Ask for their advice, input and help in organizing activities. Involve them on every level, and in every step of the project. Personally introduce yourself to the parents, community leaders, and of course, the children themselves. Get out there! Be seen! Be open! Also, trying to put yourself in someone else’s shoes means adapting to their calendar too. Different religious holidays will mean that young people will have different periods of free time, so they may not always be free to attend some of the activities that you have planned. Your ideas on what an appropriate length of time for a camp or a meeting or an activity may be different also to what others can handle or commit to. Try to strike a balance, find a new solution, or develop a new concept altogether that works for everyone!

PROjeCTs gROW aNd develOP aNd ChaNge
Whether you have one specific objective for your project, or a series of different actions you want to take, projects, all projects, are subject to change. You may find that you need more or less time. You may discover that what you originally planned for is not working and you need to re-examine your methods. You could be approached by someone who is willing to offer help, thus saving you a lot of time and energy. You may discover that one action requires another, and so your project will grow into something bigger than you originally anticipated. Your project may even take you down paths that you did not realise were open to you. And as project grow and expand, you may be asked to take on new responsibilities that you did not foresee. No matter how well we plan and prepare, there will always be unaccountable factors lurking in the background that could potentially upset, divert, or restore our projects. Prepare to be flexible, and make space for potential ‘extra’ factors that you did not anticipate. It is all part of the learning process.

buReauCRaCY

The Swedish Guides and Scouts are currently involved with arranging it so that their Adventure Camps are held at different times of the year. For example, there are many that do not celebrate the Christian holidays at Christmas time, which means that there is potential for the development of camps and activities for those with different religions during this time.

What are the laws in your country or area regarding working with children and adults with disabilities, potential visa problems, or unclear migrant status? Are there insurance questions that need to be addressed? Does your own organization have certain protocol? Check these first to avoid potentially time-consuming (and expensive) problems later.

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WhaT We have leaRNT duRINg The PROjeCT

2.3 suggestions continued
PaReNTs aRe PaReNTs
It can be intimidating for a leader to have to meet with parents and discuss their child. The same applies for meeting the parents of the children you are trying to work with. Holding a group meeting may seem intimidating, and meeting face-to-face may seem too intimate. There may be a fear that you will insult them, or that they may misinterpret your intentions. But parents are still parents, whether they are the parents of children with disabilities, migrant or ethnic status, multicultural backgrounds, or not. Like any parent, the concerns and welfare of their child is their priority. Address and treat them as you would any other parent. Make sure that they understand who you are, how they can contact you (and how you can contact them), and that they understand what activities and events their child is involved in. Realise that you might not share a common first language, and that you may need some assistance in communicating with them. As we get older, it becomes harder for us to learn new languages, so even though a child may have a good understanding of your language, this does not mean that their parents do.

eveRYONe Is equal
Don’t turn the participants of your project into a special showcase within your group. Don’t present them, address them or regard them as someone ‘exotic’, ‘special’ or ‘different’ in your group or refer to the rest of your troop as ‘normal’. Remember, you are trying to include them the same way that you include any other boy or girl into your organization – treat them the same way that you would treat anyone else. At the same time, if there is need for special provisions or equipment, try to avoid making a big deal of it in front of your group. Actions like this only serve to single out and highlight the differences or ‘extra work’ that is required of including others. Don’t make a special point of ‘all the effort’ that you are making. Try to be discreet, and treat it as part of the normal routine.

In Belgium, a Solidarity Fund was established by Les Scouts to provide material and financial assistance to local groups. This Fund works in a variety of different ways, such as providing funding for camps, trainings, centres, actions, materials, transport etc. However, one particular mechanism that is used is that, under certain conditions, all members of a local group receive the same subsidies, discounts and funding, regardless of background, financial abilities or family situation. This means that all the group are treated the same, receive the same opportunities, and no one individual is singled out as having been treated differently.

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WhaT We have leaRNT duRINg The PROjeCT

2.4 barriers young people from minority ethnic groups face when accessing youth organizations
When preparing your project and reach out strategy, think of the barriers youth will face to be included... How can Guide and Scout organization help to overcome these barriers?...

• • • • • • • • • • • • • • • • • • • • • •

Lack of knowledge of what’s ‘out there’ i.e. activities available for young people Many organizations are associated with one religion and people from minority ethnic groups are from a different faith and don’t want to take sides Different language Cultural differences mean times or activities can be inappropriate Ethnic minorities perceive themselves to be different Other people’s perceptions – stereotyping, prejudice, mistrust Discrimination/isolation from the members of the established group Bullying or fear of bullying Parents’ influence Lack of confidence to become part of the group No voice within the group due to lack of numbers Other commitments – studying, working in family businesses, minding siblings Location of where organizations meets may not be suitable People don’t like change Shortage of role models – lack of leaders from minority groups Structure of organization is not suitable for ethnic minorities Feeling that organizations ‘do it’ because they have to Lack of awareness of aims of the organization Lack of information reaching ethnic minorities Recognising that there is difference within ‘ethnic minorities’ Lack of communication Lack of tolerance and cooperation within minority organizations with established group

• • • • • • • • • • • • • •

Be seen to be actively inclusive – not just have it on paper – actively recruit people from ethnic minorities Provide training for all leaders to cultural differences Have information meetings for members to understand the issues and the importance of embracing diversity Meet in a neutral location – i.e. that is not associated with one religion Ask the young people what their needs are Try to provide interpreters Produce leaflets in different languages (for parents and young people) Keep parents informed – send home notes in their spoken language Set up partnerships with organizations that are skilled in the area and share information on how to best practice working with ethnic minorities Change the attitudes of the organization – see Diversity Checklist Advertise the organization’s aims and objectives Present and share best practices at National Board meetings and in the newsletters of the Association so other members can benefit Encourage Ethnic Role Models – and publicise them in newsletters, website Ethnic Minority festivals to be part of the organization’s programme (e.g. festive holidays, World Refugee/Roma Day, International Day Against Racism, etc).

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WhaT We have leaRNT duRINg The PROjeCT

2.5 use the checklist for diversity proposed in the Overture Toolkit1
The checklist can help you understanding how diversity is considered and integrated in the work of your association.

geNeRal quesTIONs
1 Do you know what diversity means for your association?

• • • • • • • • • • • • • • •

Yes/No Need to ask (name of person) for more information Need to persuade (name of person) to do this What I need to do By when

2 Do you know what the benefits of diversity are for your association?
Yes/No Need to ask (name of person) for more information Need to persuade (name of person) to do this What I need to do By when

3 Can you think of other benefits for your association?
Yes/No Need to ask (name of person) for more information Need to persuade (name of person) to do this What I need to do By when

4 Strategic Planning and Development

• •

Is diversity a part of the strategic development of the association? Is equality of opportunity promoted in your association?

Note: young people from minority and/or socioeconomically disadvantaged backgrounds could have concerns about their rights to be part of the decision-making in their unit/group or in the association.

1

The Diversity Toolkit can be downloaded at: http://www.europe.wagggsworld.org/en/grab/2405/1/DiversityToolkit.pdf

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WhaT We have leaRNT duRINg The PROjeCT

2.5 use the checklist for diversity proposed in the Overture Toolkit1 continued
5 Budget and resources for equality and diversity

• • • • • • • • • • • •

Is diversity and equality a consideration in budgetary and service planning? Are there specific budget allocations for diversity and equality? Is there a reduced membership fee structure for members from disadvantaged backgrounds?

6 Management of equality and diversity
Is the senior leadership committed to diversity work in the association? Is there an Equality/Diversity team and/or staff member whose role it is to promote equality and diversity at all levels? Is there an Equality/Diversity Committee? How is equality and diversity built into the quality of educational programme initiatives?

7 Equality/diversity policies
Are there equality/diversity policies covering all target areas? How far does the association have capacity to implement the strategic policies in practice? Is there dissemination and awareness of equality and diversity through all levels of the association? Do you need to change any of your existing policies strategies and action plans to be more inclusive? e.g. do your current statutes and governing documents exclude any groups from becoming leaders? Do the Promise and the Law need to be somehow adapted – for example for members of different religious faiths?

8 Participation

• • • • • • • • •

Are people and associations from minority groups involved in the planning, design and delivery of programmes, and monitoring of educational programmes? How much are we ready to adapt the educational programme for new groups, if required? How are the issues raised by users listened to and fed back into service provision and management of the association? Is there participation of staff, volunteers and leaders in the development of diversity? Are young people from minority backgrounds disadvantaged in participating in decision making at unit/ group level?

9 Data, monitoring and evaluation
Is there data on the employment and recruitment of minority groups in your association? Is there data on the outcomes of membership recruitment in minority groups or targeted neighbourhoods? How is diversity integrated into the monitoring and evaluation of services? What evidence is available that policies, practices and procedures result in increased diversity?

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WhaT We have leaRNT duRINg The PROjeCT

2.5 use the checklist for diversity proposed in the Overture Toolkit1 continued
10 Training and awareness

• • •

Do staff, volunteers and leaders at all levels benefit from equality and diversity training? Do staff, volunteers and leaders have an awareness of equality and diversity issues, of situations where discrimination may occur, of legislation and of obligations? Service Provision Practicalities (e.g. special diets, camps, uniforms, reduced fees) provision. What diversity initiatives exist?

11 Are there diversity initiatives on the following?
dietary Requirements If members require special diets, are there any provisions for this (Muslim/Jewish/Hindu, vegetarians, food allergies, etc)?

• • • • • • • • • • • • • •

Camps Keeping girls and boys separate in some situations is important in many cultures – separate places to bathe, swim and sleep during camps may need to be arranged. If a practising Muslim needs to pray three to five times a day, can arrangements be made for a special place?

uniforms Should there be a different uniform or can your current uniform be adapted to meet the cultural or religious requirements of members’ different minority group (if required)? Is the cost of the uniform a barrier for some groups? special equipment for Outdoor activities Is there a way to enable all members who do not have the necessary (possibly expensive) equipment to take part in camping, hikes, etc? Physical infrastructure Are buildings physically accessible to all persons? Do meeting venues (e.g. if your groups meet on church grounds) exclude any minority groups? Has an access audit been carried out? Information Is information provided in accessible ways, in a variety of formats and languages? Are recruitment and information brochures available in different languages so that potential new members can take them home to their parents to discuss membership in Guiding/Scouting?

local levels How is diversity integrated into local-level programmes? Is there diversity training for leaders at local level? How do leaders on the local level encourage diversity in their local Guide and Scout units?

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3 The OveRTuRes NeTWORk
In recent years and over the project ‘The Right to be Part of the Solution’ WAGGGS has supported the development of the Overtures Network, an informal network of Guide and Scouts associations where peer educators exchange best practices and information about their inclusion, diversity and anti-discrimination projects.
The network and the work developed by peer educators in the field of diversity, anti-discrimination and rights education has proved to be extremely successful and has inspired leaders and decision makers of Guiding and Scouting associations to start up diversity projects all over the years. Witnessing the experience of some associations that have long lasting experience in educating young people to be inclusive and open to all, has motivated other organization to start working in this area. The network meets twice a year and is open to all those interested in learning and sharing. In particular it encourages the participation of representatives of minority groups. By participating in the meetings, individual Guides and Scouts and national associations become members of a living network of peer educators and multipliers. If you want to know more, please visit: http://overture.europak-online.net/

The OveRTuRes NeTWORk
desCRIbed bY NeTWORkeRs

The Overture Network encourages Guide and Scout associations in Europe to open up the associations for young people originating from ethnic and other minority groups and to exchange and improve programme for Guides and Scouts with disabilities. A huge part of the success of the network is its informal working methods. The meetings are fruitful both for volunteers and for members of national staff, that either work on specific diversity projects, as well as those that are responsible for a more strategic approach on diversity at a national level. The Network wants to bring together the views and practices of those who are working in the field (leaders of projects or special units) that are able to give witness of their daily experience, but also for those responsible on the national or regional level, that can promote and multiply certain pedagogical or strategic policies in the field.

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4 PROjeCTs aT NaTIONal level: YOuNg PeOPle fIghTINg RaCIsm aNd dIsCRImINaTION
In this chapter the reader can find information about projects that are carried out at national level by Girl Guiding and Girl Scouting associations.
All projects are different and show the diversity we encounter when working on similar issues in different European countries. Depending on the specific needs of their local and national communities, Girl Guiding and Girl Scouting associations have decided to focus on specific issues, such as the inclusion of children and youth with disabilities, the inclusion of people from immigrant backgrounds or reaching out to travellers and members of the Roma community. If the target groups are different, the main aim of all the projects is to enable young people that are normally excluded from the mainstream society to get involved with Girl Guiding and Girl Scouting. Through the development of these projects more and more young people have the opportunity to enhance their own potential and to contribute to the creation of a more inclusive European society. Some associations have long lasting experience in promoting the inclusion of people from different social, economic and cultural backgrounds, while others have started recently. All projects we present in this chapter aim at educating children and young people to fight discrimination through the inclusion of others in their groups and associations. An overview of each project as well as contact details can be found below and all projects are also analysed according to the framework WAGGGS would like to suggest associations to use when working in these areas.

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PROjeCTs aT NaTIONal level bdP geRmaN
Bund der Pfadfinderinnen und Pfadfinder

Integration Project: scouts for Immigrants
WhY
In Germany, there is a centralized camp for immigrants that arrive into the country. This camp is known as Friedland, and it is there that immigrants are taught German. Typically, immigrants spend three months there learning the language, and about German culture. BdP has a history of cooperation with the Scouting movement in Kazakhstan, and as such, has made a lot of contacts with people living further east in Europe. A growing awareness and consideration for people traveling to Germany from this region began to develop, and it was hoped that the experiences provided by the partnership with Kazakhstan could be turned into something useful.

WheN
The project began to be discussed and organised as far back as March 2009, and has been operating in the camp since January 2010. Funding has bee provided until October 2010, but it is hoped that the project will continue as long as there are children at the camp to cater for. The project is run by a ‘hired’ former Scout who is currently studying, who spends a few hours each week planning and running the meetings. It was important for the project to find a project worker who had a background in both social work, and in guiding and Scouting.

ChalleNges
One of the challenges that the project has faced has been establishing communication with the camp itself. Because the Friedland camp is a government operated camp, it has been difficult to establish a connection with those in charge. Bureaucracy and procedure has meant that all communication with those involved has been done through emails and letters, meaning that the project has been slow to develop, and difficult to personalize. Nevertheless, the project is considered a success, and is still only in the early development stages. Depending on funding, it is hoped that the project will continue to develop, and provide activities for children attending the Friedland camp for as long as it is necessary.

hOW
The project is still very small. A weekly group is organised at the camp for children aged 9-12. Typically there are between four and eight boys and girls at the meetings. When these youngsters leave the Friedland camp, the project team tries to find a local group that they can join wherever they move to. So far, 3 children have moved on from the Friedland group to local groups, and this has shown to be a good way to help these children integrate more easily into society.

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PROjeCTs aT NaTIONal level les sCOuTs

Overture and development
INTROduCTION
From 2008-2010, Les Scouts of Belgium have been working on a Reaching Out project that focuses on overture and development. The 3 action themes of the project have been: 1. Reaching out to people with disabilities, underprivileged youth and immigrants 2. Supporting local groups with difficulties 3. Opening new local groups

TRaININg kITs
Some of the Training Kits that were produced include:

• • • • •

‘Welcoming All in Our Unit’ ‘The Home of the Disabled’ ‘We and Society’ ‘Relations with Parents’ ‘Growing Slowly in Our Unit’

INTegRaTION
One of the priorities of Les Scouts during their Reaching Out project was that of integration, not segregation. A ‘Reaching Out’ Service Team was created to help parents and children find groups, and to help support those that were undertaking to expand or open groups of their own. One of the jobs of this team is to find local groups for children with disabilities, which lends to the integration procedure, and provides the group with personalised support. Special groups for people with disabilities are not usually formed; rather ways are found to include and integrate these people into pre-existing groups, and funding and trainings are provided to help these groups during the transition. Through a national support team a variety of different methods, materials, trainings, seminars, and opportunities were provided to help leaders and groups be more open to others.

To download the materials in French, readers can visit: http://www.lesscouts.be/se-former/a-telecharger/ Materials can be freely downloaded.

TRaININg ON dIsabIlITY
In July 2010 a training session will be held that will work with leaders and help them to feel more comfortable with the prospects of working with young people with disabilities. Because the successful integration of those with disabilities rests on the commitments of the leaders, their openness, understanding and know-how, the training will also provide a space for those that work with people with disabilities to ask questions and speak about their experiences, and will focus specifically on the topics of autism, mental handicap, deafness, hyperactivity and dysphasia. This kind of training will be the fist of its kind in the federation and will hopefully lead to more comprehensive and frequent trainings in the future. The modules during the training will be conducted by an expert and they will consist of a theoretical contribution on the portrait of a child 6-18 years on a specific disability.

eNCOuRagINg leadeR mObIlITY
Another method that Les Scouts are using in the development of their overture is encouraging leaders to move to other units that are in difficulty. The aim of this is to pass on and share experience and expertise with younger groups that may be facing problems, and to share the wealth of knowledge that scout leaders have developed over the years.

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PROjeCTs aT NaTIONal level The CaThOlIC guIdes Of IRelaNd

special Needs school and No frontiers Open Camp
sPeCIal Needs sChOOl
Though it is still in the starting stages, CGI are involved with a project that works with people with disabilities. In the local area, there is a special needs school; the project began when it was recognised that, although the school provided for the educational needs of the children, it did not have the facilities or resources to incorporate the leisure or recreational needs of the children also. The target group would be children from 5 to 16 years of age, so people from all age groups would be included in the project. The aim of the project is that, once established, the project would develop into a unit within the main Guiding family. For the children that have fewer disability challenges, it is hoped that they would be integrated into existing units. Though some Guide leaders already have an expertise in working with children with special needs in a professional capacity, it has been proposed that some of the teachers get involved, with the assistance of the Guide leaders, to help with the programme and activities. This will mean that the children would still be working with people that they recognised and were familiar with, and they could also provide a better understanding of the challenges, personalities and experiences of the children. The usual leader training sessions would be provided for the teachers, and special training modules would be facilitated for those existing leaders that have an interest in being involved. One of the actions CGI has undertaken has been the development of the No Frontiers Weekend, a weekend away for the Guide section with the aim of building an intercultural awareness within the organisation. Workshops for leaders are also held, and the entire weekend provides training on:

• • • • • •

multicultural Resources that are available from local public libraries. anti Racism. multi–Cultural guiding - including minority groupings in our organizations. disability awareness Workshop where the Guides roleplayed as if they had a disability and found exactly how hard it was to cope with everyday tasks. Workshop on the Irish Travelling Community – Members of the Travelling Community gave a presentation of their unique culture and traditions. The Guides got an insight into what it means to be a traveller living in Ireland. International crafts, games, recipes, activities etc.

To incorporate this theme into the wider spirit of Guiding, a Multicultural Merit Badge was launched at one of these weekends six years ago. Guides can earn the badge by demonstrating that they have learnt about different cultures, religions, backgrounds, becoming involved in different projects, and by incorporating the spirit of multiculturalism into their lives. The next step taken by CGI has been the development of an Open Camp under the title of ‘The Spirit of Adventure’. This camp will run over one weekend in September 2010, where 30 children, from a variety of different backgrounds (some in Guiding, some not) will spend a weekend getting to learn the basics of Guiding, such as the history, the uniform, the mottos, promises, laws, camping, games, songs, adventures etc. The idea of the camp is to introduce Guiding to those that have no experience with it, in the setting of a fun weekend! As for the future, if this camp goes well, it is hoped that it will become a regular event on a national scale, in the same way that the No Frontiers Weekend has.

NO fRONTIeRs OPeN CamP
A second project that CGI are involved with is not so much a project, but a series of actions and progressions learned from previous actions, and developed upon. These actions first began some eight or nine years ago when CGI members began to attend Overture Network Meetings. From this they learnt about different projects from other members, and began to incorporate some of the ideas into their own programme.

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PROjeCTs aT NaTIONal level PaRTIO sCOuTINg
The Guides and Scouts of Finland

kamu Project
INTROduCTION
The KAMU project is a two-year project that runs in the Helsinki Metropolitan Area. The aim of the project is to increase the number of children from multicultural backgrounds into the world of Scouting and Guiding. Statistically the metropolitan area of Helsinki has a lot of children from a multicultural background and KAMU aims to ensure that those children and youths have enough information about Guiding and Scouting, and are presented with enough opportunities to make it possible for them to become Guides and Scouts also. KAMU has been announced as one of two focus projects that the Metropolitan Guide and Scout Organization has, and KAMU works alongside the PLUS project, another focus project which aims to increase the overall number of Scouts in the metropolitan area. 2. Cooperation with different immigrant organizations KAMU is also involved in trying to engage with existing immigrant organizations that are active in the metropolitan area in order to increase the knowledge of Guiding and Scouting in immigrant and multicultural circles. This is done by organizing activities with these organizations, and supplying them with information about Guiding and Scouting activities and events in their area. One of the things that KAMU has discovered in the course of the project is the need to organize events and activities with these multicultural organizations, and not for them. On some occasions the troops organised meetings or events for these organizations, but very few turned up, or there was little overall interest. Cooperation is a two-way process, and as such KAMU is now hoping to work more closely with these organizations in order to better meet their needs, and to increase interest in the benefits that Guiding and Scouting has to offer. 3. education against racism KAMU has already compiled a guidebook entitled ‘Repussa Kielet Ja Kulttuurit’ (Languages and Cultures in the Rucksack). This guidebook contains vocabulary, statistics and other information about issues surrounding multiculturalism in Guiding and Scouting. Among other things, the guidebook provides information on, and draws attention to such issues as: Different religion, and their practices, history and culture. Data and statistics about people who are from multicultural backgrounds in the Helsinki Metropolitan area. Data and statistics on the type of languages other than Finnish that are spoken in Helsinki. How to consider migrant and/or religious needs (e.g. food, uniform, equipment, gender segregation, cultural practices, historical realities etc.). Interacting and talking with parents . Other problems and issues that may arise in the troop, and how to address them.

WheN
The project will run from May 2009 until July 2011

hOW
The project team consists of a committee of seven members. This includes one project leader, and one project worker, who are employed to work on the project. The project works in three different areas: 1. Cooperation with troops 2. Cooperation with different immigrant organizations 3. Education against racism 1. Cooperation with troops The project works with eight different troops in the Helsinki area. Originally,five5 troops were involved, but the project expanded to alloweight8 troops in total to work with KAMU. These troops are the focus of the KAMU project, and KAMU helps them to find the best methods for granting multicultural children into Guiding and Scouting. Working with troops involves encouraging them to open up to the idea of multiculturalism, and supporting them in reaching out to the immigrant and multicultural communities in their area. Each troop has a contact person with KAMU, and all eight contact people meet with KAMU four times a year to discuss how the troops are progressing. At the same time, KAMU attends leader meetings to provide training, information and updates on the project.

• • • • • •

For more information on this project visit: www.papa.partio.fi/kamu or http://www.facebook.com/profile.php?id=662587360#!/ pages/kamu-kaikki-mukaan/374661083381?ref=ts.

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PROjeCTs aT NaTIONal level PaRTIO sCOuTINg continued
fOR The fuTuRe
The project will run until July 2011, at which point KAMU would like to see their project expanded to all troops in the area (140 Scout troops). Developing a follow-up project to recruit people from multicultural backgrounds as leaders within the Scouts is another suggestion. KAMU would also like to help create a type of model or framework from this project that could be applied on a larger, even national level. Disseminating and sharing information on ideas and best practices is also important to the project.

Outreach:

anti-discrimination:

The Finnish Scouts have produced pamphlets that explain Guiding and Scouting in a variety of different languages, including English, Russian, Estonian, Chinese, Arabic, Somali, French, Spanish, Thai, Kurdish, Persian and Vietnamese. KAMU uses these booklets to spread the idea of Guiding and Scouting to the communities that they are trying to reach in the Helsinki metropolitan area. As part of its outreach policy, KAMU works with other migrant organizations in the community. This practice works well because these organizations are the ones that understand their communities best, and can be the best partners for KAMU in achieving its goals. Leaders are asked to speak with immigrant ‘preparatory’ classes in the Finnish school system (where immigrant children are first sent when entering the education system, to learn about Finland, the language, the school system etc.). This not only introduces the children to the idea of Guiding and Scouting, but also gives them a chance to meet their potential future leaders. The target group of the project is children and young people aged 7-22. From 18 to 22 one is considered to be a leader in Finnish Guiding and Scouting. As such, the project is also aimed at recruiting leaders into Guiding and Scouting, and not just younger participants.

A second booklet, ‘Tuut Sá Mun Kaa?’ (Wanna Come Along?) Provides practical and functional advice and ideas that can be used by any troop, whether they are trying to be multicultural or not. The booklet includes games, recipes, programmes, discussions, and methods that discuss and address multiculturalism, and can be used in meeting and camps. Trainings are also provided for leaders that tackle awareness in the scouting organisation itself. Training is provided on issues such as diversity, and encourage leaders to recognise their own attitudes and prejudices. The overall aim of the project is to provide education against racism, and to encourage Scouts to open up to the possibility of multiculturalism. Whether or not troops are directly involved with the project, KAMU’s goals are to create awareness of multiculturalism, and to incorporate it into the Guiding and Scouting tradition.

• •

• •

accessibility/adaptation:

The ‘Repussa Kielet Ja Kulttuurit’ booklet addresses issues that may limit the abilities of those from multicultural backgrounds from joining Guides and Scouts, or attending Guiding and Scouting activities. The booklet highlights some of the key areas, and provides suggestions on how these might be resolved. It also provides information on the culture and histories of some of the main religions that people from multicultural or immigrant backgrounds have, and points out some of the issues that people may have when it comes to sending their child to a Guide and Scout troop.

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PROjeCTs aT NaTIONal level The IRIsh gIRl guIdes

Outreach Project and Outreach Pack
INTROduCTION
Irish society has changed rapidly in recent years - there are now people from over 100 countries living and working in Ireland. The Irish Girl Guide (IGG) Executive Committee decided in 2005 that every effort should be made to broaden the perspective of its organization and members. IGG wanted membership to be reflective of the population of the country so that the various minority groups in each local community are reflected in the membership of the nearest IGG Units. IGG has been strongly committed to all outreach initiatives since 2005 and have made them an integral part of their yearly targets. IGG’s commitment and dedication to outreach is so strong that it has made inclusion and interculturalism as a top priority in our 2010 targets despite outreach funding coming to an end in 2009.

hOW
An Outreach Committee was set up whose aims are to:

• • • • • • •

Organize service projects for the target group. Develop promotional material to be directed at parents and carers of potential participants explaining why Guiding would benefit their child. Develop resources to enable IGG leaders to adapt our programme to the needs of targeted communities. Train our volunteer leaders to be able to meet the challenges of integrating and working with our target group. Train women from within the target group communities to be IGG leaders. Raise awareness of our members to the challenges faced by the target group in today’s Ireland. Identify the management qualities an organization requires in order to cope in today’s Ireland.

mIssION

• • • • •

Reaching out more widely into the local community to promote Guiding. Being open to interaction, teamwork, communication with girls and young women from different cultures, ethnicity or religions. Celebrating cultural diversity. Creating more inclusive units in IGG to reflect the rapidly changing Irish society. Informal, fun, interactive, educational activities for girls from all four Branches around diversity and respect while also challenging attitudes to exclusion, prejudice and discrimination.

An Outreach development Officer was employed in 2006 to support the volunteer members of the Outreach Committee in their work.

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Outreach:
fun days The first Fun Day for the Outreach Project took place on Saturday 27th May 2006. 53 young girls were present on the day, 32 of whom were Irish girls while 21 were girls from ethnic minorities – from Eastern Europe, Africa, China and the Travelling community. Eleven IGG leaders were present on the day. summer Camp The venue for the Outreach Project summer camp was St. Patrick’s Senior School in Corduff. The camp ran from Monday 10 July until Friday 14 July 2006. Throughout the week the organisers attempted to tie in all the activities with the theme of the project ‘One World, Diverse Cultures’. The crafts, songs, dancing, cookery, gardening, trip to the zoo, mini Olympics, games, face painting, and treasure hunt were tied in with this theme as much as possible. For example, the crafts that the children made were from different parts of the world, the girls made pasta collages from Italy, God’s Eyes from Mexico, paper flowers from Japan and the dances that the children learned originated in different parts of the worlds. The number of participants during the summer camp varied slightly from day to day, but on average 53 children took part, of whom 15 were from ethnic minorities. ‘One World’ tent, Campa le Chéile The Irish Girl Guides held a week-long international camp in July 2007, Campa le Chéile, which was attended by 1,019 girls and leaders. Participants were made up of members of our own organization together with international visitors from a wide variety of countries. The 2007 international camp theme was ‘Celebrating Diversity’ and a special “One World” tent was created which provided sessions on intercultural awareness in Guiding. In total, 180 girls participated in the different sessions. Igg unit in Our lady’s hospital for sick Children, Crumlin Another Outreach Project taken on by the Outreach Committee was the setting up of an IGG Unit in Our Lady’s Hospital for Sick Children, Crumlin in order to give female patients aged 9-16 years the opportunity of being Guides. Meetings of the Crumlin Guide Unit started on 3 July 2008 and take place on a weekly basis. give guiding a go – Taster days In 2009 the Outreach Development Officer undertook a major outreach project entitled ‘Give Guiding a Go – Taster Days’ which she ran with a team of Senior Branch members in conjunction with local leaders. This project included 21 fun Guiding taster sessions with numbers ranging two to 30+ participants, of whom over 12 per cent were from minority ethnic communities. The other participants were Irish girls, some of whom were members of the local IGG Units. Pack available If the reader is interested in downloading a copy of the outreach pack in English, this is possible at: http://www.irishgirlguides.ie/resources/16475/ uploadedfiles/Outreach%20Pack%20for%20download1.pdf. The pack can be freely downloaded. The main aim of the Taster Day project was to encourage young girls and women from ethnic minority backgrounds to come and try Guiding and to encourage young girls from ethnic minority backgrounds and Irish young people to mix together outside of the school setting. Trefoil News Since 2005 a series of articles have been published in Trefoil News, the in-house magazine for IGG Leaders. These articles serve to educate and inform leaders about every aspect of the Outreach Programme, to update them regarding developments in the different projects, and to enthuse them to get involved in the various elements of the outreach programme. Some of the articles include ‘Guiding in Poland’ or ‘Girls with Dyspraxia’. Outreach Pack The pilot outreach project clearly demonstrated the necessity for the IGG to develop materials and resources which would demonstrate the positive benefits of integration of girls and women from minority ethnic communities into IGG units. It would equip our leaders with the information, skills, and tools necessary to reach out into the wider community.

• • • •

This Outreach Pack was created and developed in order to: Give advice on the integration of immigrant and minority ethnic women and children into IGG. Enable leaders to adapt their educational programmes to the needs of these new members. Provide practical activities to raise awareness about issues such as diversity and interculturalism for use in IGG units. The Outreach Pack is subdivided into three sections for ease of use.

use of the pack It is envisaged that leaders will use sections one and three as reference information to be accessed as appropriate, and will use section two with the girls in the units on a regular, on-going basis. These activities have been cross-referenced with the programme material for the appropriate IGG Branch - Ladybird, Brownie, Guide and Senior Branch - so that leaders will know when the girls in their units have completed a section of the educational Guiding programme by carrying out an outreach activity.

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accessibility and adaptation: anti-discrimination:

• •

Changes have already been made to the Promise as a way of reflecting that Ireland and the Irish Girl Guides are more intercultural. An ‘audit’, or review of the different branch programmes, and resources, will be made during the rest of the year as a means of updating the material and making it more inclusive. This will mean that all of the different sections of IGG will review the different handbooks, badges, guidelines, activities and events that they have, and will try to identify any practices, wording or requirements that might make Guiding less accessible to others, and adapt them accordingly. PR Material is available in different languages, and is promoted within different youth, migrant and ethnic organisations. For example, information and leaflets are often distributed at different embassies to further promote Guiding among different ethnic and minority communities.

• •

Outreach Training Courses are held at the various regional conferences and in November a special training weekend will be held for leaders that will provide inclusion-based training, help support leaders already running inclusive groups, and will promote equality, diversity and inclusion in Guiding. The Outreach Pack provides plenty of information that raises awareness among those that use. Some of the material includes: – Considerations leaders should make when recruiting and integrating immigrant or ethnic girls into their local groups Definitions on prejudice, racism, stereotyping and discrimination Points and ideas that help provide more effective cross cultural communication, and examples of cultural and communicational diversity Aspects of guiding that may unintentionally exclude potential members Information on different religions practices in Ireland, and different nationalities living in Ireland. Advice on how leaders can adapt their educational programmes to the needs of these new members. Practical activities to raise awareness about issues such as diversity and interculturalism for use in IGG groups.

– –

– – – –

There are also plans to develop an Intercultural Policy into IGG, to show that the principles and aims of the Outreach Project are inherently embedded in the Irish Girl Guides.

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PROjeCTs aT NaTIONal level assOCIaÇÃO guIas de PORTugal

equal PROjeCT leT’s make IT uTOPIaN - voices that speak out for diversity
INTROduCTION
In the last few years a growth in multiculturalism was observed in Portuguese society, as a result of the growing number of immigrants coming to Portugal. From this, racism, xenophobia and intolerance were beginning to manifest themselves in Portuguese society. In 2006 the Associação Guias de Portugal (AGP) decided to become involved with EQUAL (a European Social Fund that seeks to benefit those who are victims of discrimination, particularly in the labour market) for a variety of different reasons:

ObjeCTIves
The main aim of the project is to promote the prevention of ethnic and racial discrimination. Though the main aim of the project was to promote the prevention of ethnic and racial discrimination, the Associação Guias de Portugal also wanted to address other fundamental concerns, such as:

• • • •

Firstly, AGP works with girls in ages that are more open to the idea of changing stereotypes and discriminatory attitudes, which would lead to a greater chance of future antidiscrimination. The programme and method of Guiding promotes a continuous and consistent contact. AGP aims to develop the girls fullest potential as active citizens and to promote equal opportunities. AGP has a unique method – educational and intercultural issues are done peer to peer.

• • • • • • • • •

How to face diversity How to introduce intercultural dialogue How to listen to young people from diverse background whilst respecting their differences How to recognise the value of others, and the value of interdependency

More specifically, the AGP wanted to: Facilitate the inclusion of children and young people form immigrant communities and ethnic minorities in Portuguese society, particularly young girls. Promote intercultural awareness in Portuguese society. Stimulate change in racist and xenophobic behaviours. Improve the intercultural awareness in Portuguese society and promote the change of attitudes and racist and xenophobic behaviours. Create a mechanism that strengthens the integration of immigrant communities in Portuguese society, especially amongst young girls.

WheN
The project took place from 2006 to 2009.

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PROjeCTs aT NaTIONal level assOCIaÇÃO guIas de PORTugal continued
The OuTCOme – CITIZeNshIP kIT
The Citizenship Kit is an intercultural training proposal in a manual format so other entities that promote contexts of non-formal education of children and youth committed to promoting the participation and citizenship in an intercultural context can use and adapt as they wish. It is divided into three separate books, which deals with three autonomous aims: 1. application in non-formal education organizations This book results from the experiences between Girl Guides and a group of young people from the neighbourhood of Talude that ran from 2006-2007. Its main objective is the inclusion of children and young immigrants, descendants of immigrants or those from other ethnic minority groups. It was developed in the context of non-formal educational organizations, on a lasting perspective, and not merely an occasional, short-term one. This section of the project, which lasted two years, covered many different aspects such as:

1. Application in non-formal education organizations 2. Application in the school context 3. Formation

• • • • • • •

Training leaders. Promoting contact and initiatives between the guides and girls from immigrant communities and ethnic minorities. Addressing dimensions of gender equality. Building relationships. Promoting participation and citizenship of children and youth from various different quarters of society. Enabling children and young people from different cultures to interact and work together, becoming more sensitive to issues related to stereotypes, discrimination and inequality. Creating learning environments which provide peer interaction between different groups of society.

To continue with the goals of the kit, the project was incorporated into two other Portuguese regions with Girl Guiding:

• • •

In Viana do Castelo a partnership was developed with the Local Office of Family Support, which aggregates immigrants from Eastern Europe. In Braga Guides worked with the residents of a neighbourhood whose population was predominantly members of the gypsy community These two projects faced many challenges, such as trying to connect with communities that are typically quite ‘closed’, and working with different communities that are very widely dispersed throughout the region. However, despite these setbacks, the experiences of these projects allowed for improvements to be made to the Citizenship Kit, with respect to the requirements and issues that were faced in establishing partnerships and connections.

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PROjeCTs aT NaTIONal level assOCIaÇÃO guIas de PORTugal continued
2. application in the school context The methodology and practices that the Guides used with the Talude neighbourhood were recognised as being both innovative and possessing enormous potential for school use. As such, a challenge was extended to AGP to implement the Kit in the context of citizenship. From this a school in Lisbon was chosen to follow the three fundamental pillars of the project. 30 per cent of the students involved were from immigrant families, and the project lasted for one year. The three pillars of the project are: 1. Partnership: The School Board Executive was presented with a proposal that outlined all the benefits for those involved (Associação Guias de Portugal, the school and the students) 2. methodology: The activities, which were headed by an AGP leader, were conducted in a civic education discipline. Activities which promoted the guiding method were used and promoted cooperation among students to develop their social skills. 3. Training: Meetings were held for submission of the Citizenship Kit and the proposed joint work. Training sessions were also organized to deepen the Citizenship Kit and the use of the Guiding method as a work tool amongst teachers. To continue with this work, collaboration is being done with some of the teachers and training is being provided so that the use of the Kit will continue. Moreover, work is being done on implementing the Kit in a school for children aged 6-10 years in Faro by a Guide leader who works as a schoolteacher.

fuTuRe
For the future, plans are being made to distribute the Citizenship Kit to a wider group of people. It is hoped that the previous activities and experiences of the project will be applied to other districts in the country, as a means of stretching and expanding Guide groups to some of the more isolated communities in Portugal, and to those that are less integrated into society in general. A continued campaign of awareness raising amongst leaders on intercultural issues, and the processes which promote dialogue and openness is one of the long-term impacts of the project. The project has raised a greater awareness of the Associação Guias de Portugal with partners and public authorities. Following from this, the Guides want to continue establishing long-term partnerships with other such organisations, such as the High Commissioner for Immigration and Cultural Dialogue, and GRAAL.

3. formation This book includes trainings for leaders and monitors on the intercultural theme, bearing in mind that these leaders and monitors serve as models and will be able to create conditions for the establishment of equal relations, and non-discriminatory basis among all children and young people that integrate the group that these leaders work with. 100 copies of the Kit have been produced and distributed to schools and local councils, and to anyone who requests them.

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PROjeCTs aT NaTIONal level sCOuTs eN gIdseN vlaaNdeReN
The Scouts and Guides of Flanders

The beauty Case and Open kamp
The beauTY Case
The Beauty Case is a toolkit which was developed by the Scouts en Guiden Vlaandaren in Belgium as a means helping groups with open and diverse recruitment. The Case is divided into four different ‘drawers’ or steps. Each of the drawers has different themes, ideas, games and focuses, drawer One We zijn we zell?/What’s our identity? This Drawer focuses on taking a closer look at your own group and examines your own situation and the diversity of your own group. It includes games that drawer Two klaar voor diversiteit?/Ready for diversity? The second drawer is about focusing on your own personal attitudes towards diversity. It includes a DVD documentary that shows three different ‘diversity cases’ in Scouting and the discussions and games included serve as a framework to exchange ideas, experiences, and hopes for diversity. Its aim is to encourage others to imagine a future beyond the reality of the stories in the DVD; participants are asked to imagine their life and the world 10 years from now, as a method of opening up minds to the possibility of change.

• • • •

Help profile the ‘identity’ of your group Discuss the different traditions and values of guiding and scouting Help your group to recognise habits that may build barriers for others Which of these habits are open to change, and which are not. drawer Three actie! diversiteit!/action! diversity! The third drawer focuses on actions and activities for diversity, and reaching out to new target groups. It includes practical suggestions and discussions for leaders to help them get started on the issues of diversity such as:

• • • • • •

Reflecting – who are we? Exploring – what do the leaders think about diversity in scouting? Informing – how to deal with it? Recruiting – how to find members in socially vulnerable groups? Mission accomplished but… how to welcome the new members? How to make sure that new members are staying?

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PROjeCTs aT NaTIONal level sCOuTs eN gIdseN vlaaNdeReN continued
drawer four actie! akabe!/action! akabe! The fourth and final drawer is dedicated solely to children with special needs. It includes the manual Bananen in een Minirok (Bananas in Miniskirts) which deals with anything and everything you need to know about working with Guides and Scouts with special needs. The Drawer also has different pamphlets and guidelines for including and integrating people with special needs into the Guiding and Scouting tradition:

OPeN kamP
The Open Kamp is a camp that is organized by Guide and Scout leaders for young people who are not members of Guiding and Scouting for a variety of different reasons. The idea of the Open Kamp is to introduce these children to Guiding and Scouting, and at the same time giving the leaders a chance to get to learn about the children. The Open Kamp idea first began in Ghent in 1994, and since then idea has grown to include the towns and cities of Antwerp, Heide, Limburg and others. The ‘target group’ of the camp is as open and diverse as the camps themselves – any and all are welcome, no matter what their background or status. It is not however about providing a service for ‘disadvantaged children’ but about making a commitment to enriching the lives of the children and offering a great holiday experience under the banner of Guiding and Scouting. It is hoped that through the camps, enough awareness and enthusiasm for the Movement will be created that some of the children will afterwards join local groups.

• •

Information is also provided on Open scout groups, which essentially deals with the how, what, why and how of including a child with special needs into a group. akabuddy is a step-by-step guide on how to include children with special needs into a ‘regular’ group. An ‘AkaBuddy’ is someone who helps an existing group integrate a member with special needs. They act as a confidant for the group and for the new member, and help answer any questions or solve any problems that may arise. The ‘AkaBuddy might be someone who knows the new member well. Maybe it is someone who does not know them, but has experience working with these matters. Open akabe groups are groups that cater to people with special needs, yet also include members who do not have special needs. It addresses some of the benefits of an Open Akabe Group (greater diversity, young people should be free to choose, it helps to train future leaders), as well as some of the traps (members should not turn into ‘second leaders’ or ‘care workers’) Outsider leadership provides helpful guidelines on how to include people with special needs as leaders within your group.

For more information the reader can access the following webpage: http://www.scoutsengidsenvlaanderen.be/kijk-op-scouting/ themas/diversiteit/doe-de-beauty-case

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PROjeCTs aT NaTIONal level slOveNskÝ skauTINg
Scouting Slovakia

Roma scouting brings down the barriers and Prejudices
INTROduCTION
Scouting Slovakia has been devoting itself to the children and youth from Roma villages in the eastern part of Slovakia since 2000. It tries to implement the Educational Framework of Scouting through a number of projects in chosen Roma communities. Thanks to both the activities of Scout leaders and the support of many donors, more than 3000 Roma children and young people have been involved in Roma Scouting since the project began. The activities used for the formation of this group were based on the previous experience of Scouting Slovakia. The Scout Training Program has been focused on the development of life skills and personal attitudes necessary for successful social inclusion. Across Europe, Roma communities, often referred to as ‘gypsies’, are considered to be a problem in most countries. The lives of the Roma are characterised by poverty; high unemployment, illiteracy and a lack of education and training; early parenthood; alcohol and drug addictions; poor housing conditions and access to health facilities make the Roma people one of the most marginalised and vulnerable communities living in Europe today. In Slovakia, the Roma population is about a half a million people, out of a total population of five and a half million. The situation of Roma children is even worse. As the majority of children do not attend or complete primary education, future prospects for them are low. Roma children typically end up working on the street in order to support their families. It was not until 2000 that the First Roma Disciplinary Service was formed by a group of young leaders who established the ‘Club of Fine Roma Boys and Girls’ as a means of encouraging the spending of free time more wisely. In 2003 it was incorporated into the wider sphere of Slovenský Skauting in order to make a bigger impact, and to better address the mission of the project.

ObjeCTIves

• • • • •

To provide possibilities and space for the wise spending of free time to Roma children and young people. To contribute towards increasing and improving the employment of the young Roma people via education. To focus the educational training of Scouting Slovakia on the development of life skills and personal attitudes which are necessary for successful social inclusion. To contribute to bringing down the stereotypes and prejudices about the Roma minority via the promotion of the positive outputs achieved in the Roma scouting. To promote the idea of Roma Scouting, not only in Slovakia, but also abroad.

TaRgeT gROuP
The main target group of the project is children and young people from Roma villages in the eastern part of Slovakia. The majority of them come from big families where both parents are unemployed and have finished elementary school only. The specific age groups are young Roma people and adults, aged 1530 years old. Efforts are made to integrate them into the labour market as a way of moderating their poor financial situation. The differences between Roma Scouting and Scouting Slovakia are created owing to different financial backgrounds and the different cultural and social characteristics of the Roma. But this does not have any influence upon the Scouting spirit, or the content of Scout activities and education. Several things are different because of low financial background in many Roma families. The differences may be, for example, in the uniform or that it is sometimes necessary to help finance summer camps or day trips.

mIssION
The mission of the Roma Scouting project is to contribute to the full development of a young person, to develop his/ her knowledge, skills and attitudes physically, intellectually, emotionally, socially, spiritually and personally.

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PROjeCTs aT NaTIONal level slOveNskÝ skauTINg continued
meThOds
1. employment club and labour market Integration of Young Roma People In December 2005 the Employment Club was founded. The club was attended by 10 Roma. The centre for Roma Scouting provided not only employment services (such as employment assistance, CV writing, how to use computers and the internet etc), but also activities for young children and young people from the target group. 4. bringing down prejudices about Roma community and fight against discrimination The results of the project are promoted, not just across Slovakia, but also abroad. The Roma Scouting project is presented through various media outputs, posters and leaflets. Thanks to this promotion, the project has attracted many supporters and the idea of Roma Scouting has had a huge response both at home and abroad.

2. scout educational framework for spending free time wisely The fundamental objective of the Roma project is organizing the free time activities for the Roma children and young people. Within this action regular meetings are held in communities every week, which help to organize trips to surrounding areas, and various games and competitions. The important thing is to get all these activities organized by the Roma themselves. Via the free time activities the leaders try to prevent the children and young people from drinking alcohol, smoking and taking drugs. The main themes within the free time activities are building up friendships, developing a positive relationship towards school and education, and games and competitions that focus on the development of children’s skills.

NumbeRs

• • • • • • • • • • • •

The idea of Roma Scouting has grown uninterrupted since 2000. During the project, more than 3000 Roma children and young people have been involved in Roma Scouting. The project was listed among the Top Six Scout Projects in the world. 25 Scouts attended the distance studies at a Secondary Vocational School under the project ‘A Second Chance for a Better Life’. 15 Scouts from monitored Scout groups expressed interest in further studies, and were accepted. 60 Scouts were employed for social benefits jobs as education assistants. 18 unemployed Scouts obtained contracted employment. During its operation, the Employment Club received more than 600 visitors. 10 Assistants were fully trained for employment. 100 people cooperated with the municipal government in works for town development. 45 people were motivated to continue their studies at school. 100 were trained in developing their communication skills.

3. scout training system focused on development of life skills The essential parts of the project are also the educational trainings and courses. These are organized for children and youths from the age of 13, and for adults also. Courses and trainings are focused especially on the skill of leading the Roma scout patrols. Romas learn how to guide children, how to work with them and how to have a positive influence on them. Crafts courses are organized for Roma girls and for boys too where they are taught cooking and preparing simple meals, or using basic work tools. Courses are also organized for teens and adult Roma orientated towards gaining information about the job opportunities. Very often drugs and other addictions are the results of hopeless situations in which Roma communities find themselves in because of poor education. The importance of finishing secondary and vocational education is highly emphasised.

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PROjeCTs aT NaTIONal level slOveNskÝ skauTINg continued
besT PRaCTICes
Many of the practices that developed through the programme came about once a better understanding of how the Roma view and consider themselves and others: 3. life models and education Employment is a serious concern for Roma people, and stands somewhere between 80-95%. Parents do not typically consider education important for their children (because at schools they will be exposed to Gajo, and Gajo ideas). This is a consequence of the poor education and ambitions of the parents themselves – if they have not been educated themselves, how could they understand the importance of it? Children therefore do not typically have any understanding or meaning of their future; they do not know how to work in a team, how to plan for their future, or know how to access different opportunities available to them. When a child does attend school, they are often confronted with a very negative attitude; teachers often treat Roma children with little or no respect, or expect the child to be slow, dumb, or difficult. Unsurprisingly, children do not stay in school for very long. Through Scouting, personal development is very important. The Scouts try to focus on different ways that the children can learn more about the options they have in life, such as education, professions, trainings, life goals, life models, and activities and hobbies. Games and activities that develop their teamwork, reading, writing, language, cultural and historical skills are also employed.

1. The fear of Gajo The Roma refer to non-Roma people as Gajo, and this distinction between Roma and non-Roma has been built on centuries of persecution, violence and segregation. As such, the Roma people do not trust the Gajo, and generally expect the worst from them, which has made it difficult for the Scouts to gain their trust and communicate with them. This problem has been addressed through the development of a genuine and sincere interest in the project, and the welfare of the Roma themselves. Every effort is made to create a stable, safe and secure environment for the Roma to interact in. working on an individual and personal level is of high importance, so that leaders can work with the children on a one-to-one basis. This lets all those involved see the uniqueness and individuality of the people they are working with, rather than as a Gajo or a Roma. The number of children in any one group is limited so that leaders have the time and space to work with children individually.

2. The Importance of family and Relationships The family is hugely important in the Roma culture because of one (extra) particular function – the family is used as protection against the Gajo. As such, Roma people generally retreat into their families as a means of defence, as well as support. Also, the larger the family, the greater the defence against the Gajo; this means that families have lots of children and are often left in the care of their older siblings. Equally, relationships are hugely important. Roma people express their emotions in both positive and negative ways. They can love intensely, but also hate intensely. This means that some children can be very aggressive towards one another, reluctant to open up to others, or refuse to speak to anyone except a certain special few. The importance of interpersonal relationships is recognised, and worked with. One activity that has shown the development of interpersonal relationships is the ‘Pebble Circle’. The children sit in a circle, and the pebble travels around it; anyone who is holding the pebble is free to talk about whatever they want. At first, only a few children would ever talk, but now, after years of working and developing relationships, everyone feels comfortable enough to speak. Through this, everyone has the chance to talk about how they fell, listen to one another, and be listened to. 4. The Need to form a family Roma children generally have their first sexual experience at a very young age. It is not uncommon for children as young as 14 to be married and having families of their own. This arises from a need to create a strong family unit, cultural attitudes and practices, and a lack of education, alternative interests, and an inability to see other ways of living. Because of this, Slovenský Skauting tries to work with boys and girls separately. They cooperate with experts on the themes of responsible parenthood and family planning.

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Outreach:

anti-discrimination:

The engagement of Roma leaders at every level of the project has been one of the key methods of outreach for the project. Without the insight and understanding that the Romas could give the project could not have functioned; the Roma community have some very different and unique ways of communicating, developing relationships and gaining trust. As such, the project could not have succeeded without the inclusion of the Roma from the very beginning. Scout leaders and children engaged with Roma people at Roma events, activities and festivals. They first made the scouting tradition visible amongst the Roma before the project itself took off.

The aims and results of the project have been widely publicised and promoted both at home and abroad. The project has been promoted in Slovenský Skauting, and also on an international level to different Guiding and Scouting organizations. Information, through the form of booklets, posters, leaflets and web sources have been widely distributed, meaning that access to the different elements of the project are easily available to those interested.

accessibility and adaptation:

Special provisions and funding were made available to Roma troops to make scouting activities more accessible to them. Owing to the different financial realities of the Roma, this was necessary in order for the Roma to be able to participate in events, traditions, sessions, and activities. For example, a different membership fee structure is in place, and Slovenský Skauting makes up the difference for some of the costs that the Roma Scouts incur. Space was made for the traditions and cultures of the Roma themselves, which was important in creating a secure environment in which the Roma children could speak. From an early stage the Roma Scouts accepted the constitution of Slovenský Skauting, and its principles. However, the Roma groups were established as a special Scout District (such as Sea Scouts), which has meant that they are still able to retain their specificity and heritage, but under the banner of Guiding and Scouting. The Roma Scouts still keep their own symbols, badges, songs, flags, uniforms, and practices, but wear the national symbols on their uniform when they attend national or international events.

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PROjeCTs aT NaTIONal level sCOuTeRNa sveNska sCOuTRÅdeT
Swedish Scout Council

Äventyret, Äventyret 2.0 and kompisarna
INTROduCTION
Äventyret, or the Adventure, is a project that has been running for the past four years in Sweden. The project is an activity aimed at children and leaders with different social and cultural experiences, or of different ethnic backgrounds. The aim of the project is to provide an opportunity for more children and young people to develop together, no matter what part of the country they live in, or what part of the world they come from. The project began as a means of making Guiding and Scouting more open and inclusive. The presence, or rather absence, of immigrants in Guiding and Scouting was noted. In Sweden, Guiding and Scouting is seen as an important, respected and socially-conscious organization; as such, the association wanted the reality of the movement to reflect the reality of the population. Due to the long-established actions of Guiding and Scouting, change was difficult to achieve through the traditional frameworks. As such, Äventyret was created in order create new patterns and actions that would be built upon the ideals of inclusion and integration. The idea of Äventyret is to address these issues with a fresh perspective and a new action plan. The first Äventyret took place in 2006 in Gothenburg, and since then more than 800 children have participated in at least one of the seven camps that have taken place. The idea of the Äventyret has grown and grown, so much so that it is now an established concept within Swedish Guiding and Scouting.

hOW
Äventyret works by visiting schools in local areas and inviting those that are interested to attend the camps. The camps are held during the holidays, so that those attending have the time to participate, and are not busy with school. Sweden has quite a high immigrant population which means that there is already immigrant diversity in the schools. In particular, there are some areas that have exceptionally high immigrant populations. The Guides and Scouts work to locate these areas with and promote the camps there. The Guides and Scouts visit schools in all areas, an invite non-immigrants and immigrants to come along and participate in the camps, thus offering an opportunity for people from different areas of the town, the country and the world to meet up. Ideally, the Guides and Scouts aim to target 2530 per cent immigrant schools, and then have a 50/50 mix of backgrounds at the camps.

ObjeCTIve
The central theme of Äventyret is that of community and inclusion, and providing an arena for children who might normally never get the chance to understand each others worlds and become friends. Its objectives are:

TaRgeT gROuP
The camp targets young children at primary school level for its day camps, and older middle school students for the overnight camps. Leaders of the camps are young adults aged 18-25. Both participants and leaders are recruited from mixed ethnic, cultural and social backgrounds.

• • •

To provide young people from mixed ethnic and social backgrounds with opportunities to develop. To deepen social integration by providing a space where all children can meet. To recruit young adults also and provide them with leadership trainings, thus providing role models for the younger people.

The camps last from 3-7 days, depending on the age group. Through providing the activities, it is hoped that friendships will evolve that will continue outside of and beyond the camp environment. By introducing people from different backgrounds to one another, understanding of the differences and similarities between people is gained, and helps to open people’s minds to the ideas of integration, inclusion and friendship.

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PROjeCTs aT NaTIONal level sCOuTeRNa sveNska sCOuTRÅdeT continued
The CamP
Every effort is made to make sure that all participants feel equally welcome and have fun whatever the circumstances and background. All participants are respected equally, and value, respect and consideration are the key words that characterise the activities. The camp follows the usual method of Guiding and Scouting and focuses on traditional camping themes such as:

kOmPIsaRNa
Kompisarna, or ‘Friends’, is a grassroots level project that will focus on regular, weekly, after-school activities for children aged 8-12. The project is working in the suburbs of Lövgärdet, an area with a high migrant population, and very few native Swedes. It is estimated that some 30 children will be involved in the Kompisarna project, and that they will be recruited through the Äventyret camps. The activities will follow the Guiding and Scouting method, and will be lead by a group of senior and rover scouts. The aim of Kompisarna is to establish a permanent, weekly base of activities for children under the Guiding and Scouting banner. Although Äventyret demonstrated that it was a success in developing the ideas of inclusion and integration, it did not provide any long-term strategy or impact. Kompisarna is therefore a new branch of integration that has developed from Äventyret. After years of developing the camp method, it was decided that a continuous and long-living aspect of the project would need to be introduced also; hence the birth of Kompisarna.

• • • • • •

Outdoor Life Learning by doing Teamwork (patrol system) Local and global citizenship Supportive listening and leadership Symbols and ceremonies

The programme content takes diversity into consideration and provides a flexible framework for standard Guide and Scout activities. For example, emphasis is placed on games that respect physical contact, indoor accommodation is provided for those that want it, and separate lodgings for boys and girls is also available.

ÄveNTYReT 2.0
Over the years the idea of Äventyret has grown considerably. For the future, plans are being made to develop an Äventyret 2.0 which will cater for older children, such as secondary school students, and those who have already participated in other Äventyret camps. This is being done in order to provide continuity in the project, and a long-term framework for integration and inclusion. This summer two camps will be held for people aged 13-15. At the moment, these camps are only available in the Gothenburg area. However, it is hoped that, after the summer once the camps have been evaluated, and all the ‘challenges’ worked out, the concept will go national and be incorporated into the Guiding and Scouting programme in the same way that the Äventyret has. Another aspect of the camp that has been proposed is the idea of a Philosophical Camp. In Sweden, there is a long history of attending ‘Confirmation Camps’ – when young people reach the age of Confirmation they head off to special camps where they get the opportunity to reflect on life, learn more about Christianity and discuss issues that are important to them. It is hoped that the ideals of the Äventyret Camp could be used as the starting point for a Philosophical Camp, where all people, regardless of circumstances or backgrounds, culture or religion, could have a chance to meet and discuss their own philosophies, spiritualities and beliefs. The camp would be open to those that already ascribe to a particular faith, and those that do not.

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PROjeCTs aT NaTIONal level sCOuTeRNa sveNska sCOuTRÅdeT continued
Outreach:

• •

anti-discrimination:

As mentioned above, Äventyret recruits people from all cross-sections of the Swedish population. The idea is to get a cut through of the population and adequately reflect the changing nature of the Swedish population. Leaders of these camps are aged 18-25. As well as promoting the camps among those at school level, Äventyret also recruits from Fryshuset, an organization that works with young people from ethnic and immigrant backgrounds. This means that a diverse age group is also included, and Äventyret recruits leaders into Guiding and Scouting, as well as younger participants. Äventyret also works with other local groups in their project, including schools, school boards, local committees, the parents, local organisations, housing authorities, local councils and governments, after-school clubs, sports clubs, and immigrant support groups. Special leader training modules are provided for those that are new to Guiding and Scouting so that people from all backgrounds have the possibility to become involved on a higher level in the project.

Leaders are trained from a diversity perspective, to ensure that leaders have an understanding of inclusion and diversity issues. One of the key areas that leaders are trained in is listening to the children, and making sure that their needs and concerns are respected and addressed. Leaders are trained in a variety of different diversity issues and principles, and awareness is built through these trainings and sessions. Äventyret is about more than just giving immigrant children a chance to develop through Guiding and Scouting – it is also about making native Swedish Scouts aware of the possibilities of integration and inclusion. Even if groups are not interested in attending camps, working with projects or becoming involved, the long-term aim is to raise awareness of multiculturalism, diversity and outreach among all Guides and Scouts, and to guarantee that the spirit of Äventyret becomes as much an established concept as the camps themselves. The backing and understanding of the parents is also hugely vital in the process. Efforts are made to ensure that the parents understand that their children are involved with a project that works to a high standard and quality, and that their children are respected, listened to and treated kindly.

• •

accessibility and adaptation:

More information is available at: http://www.scout.se/index.php?Itemid=850

Though the traditional Guiding and Scouting activities are the focus of these camps, the framework for these activities is flexible. This means that special attention is given to games that respect the cultural or traditional values of some. For example special accommodation is provided for those that want it, and none of the games or activities is mandatory. Proposals to organize camps at different times of the year makes the camps more open to those that do not follow the ‘traditional’ Christian calendar. By providing alternative dates Äventyret is widening the opportunities for others to become involved. One of the main partnerships of the project is with the local schools. It is through the schools that the Guides and Scouts promote and recruit for the camps, and where they make contact with the participants. The schools also act as a type of reference for the Guides and Scouts – because the school system is a recognised and legitimate institution among immigrant communities, their support of the camps plays a huge role in validating that the Guides and Scouts are a positive influence in children and young people’s lives. Before the children attend the camps information forms are filled in that deal with a variety of different questions regarding diet, activities and abilities. This means that the Guides and Scouts know beforehand what to expect from the children, and gives them time to adapt their programme to suit their needs.

• •

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5 ResOuRCes YOu CaN use TO suPPORT YOuR WORk
In this chapter you find a list of resources you can use to start or improve your work in the field of inclusion and anti-discrimination. All titles are linked to the relevant webpage where you can download the resource.
Involving girls and Young Women in decision making
WAGGGS’ policy on Young Women on decision making Involving Girls and Young Women.pdf Involving Girls and Young Women FR.pdf

media Relations kit
Learn how to promote your organization through the use of the media. This toolkit supports and expands on the WAGGGS Policy and Guidelines on Relationship to Society. Media Kit English.pdf Media Kit French.pdf

membership
Recruitment and Retention of membership WAGGGS’ toolkit on Recruitment and Retention of Membership Tootlkit EN.pdf Toolkit FR.Pdf

Our Rights - Our Responsibilities
Resources supporting the WAGGGS Triennial Theme 2002 - 2005 eNglIsh OurRight-OR.doc ourrights_responsibilites.pdf Pres.-OurRigt-OR.ppt The right to be me.pdf The right to be happy.pdf The right to be heard.pdf The right to work together.pdf The right to learn.pdf The right to live in peace.pdf Olympia Badge.pdf unicef Partnership.pdf

Relationship to society
WAGGGS’ Guidelines on relationship to society Relationship to Society.pdf Relationship to Society FR.pdf

advocacy Tool kit
Produced by Europe Region WAGGGS with the support of the European Youth Foundation of the Council of Europe EN: Advocacy Toolkit EN.pdf FR: Advocacy Toolkit FR.pdf

Project management
The role of projects in Girl Guiding/Girl Scouting; Practical project management skills; Worksheets. PROJEC~E.PDF PROJEC~F.PDF

beyond barriers
beYONd baRRIeRs TOOlkIT Toolkit to assist Associations in providing Guiding and Scouting for young people with special needs EN: BBtoolkit.pdf FR: BBtoolkit-Fr.pdg

Refugees
WAGGGS Guidelines and Training Modules on Working with Refugee Girls and Women Refugee.pdf Refugee - FR.pdf

Child Protection (joint)

ChIld PROTeCTION TOOlkIT • toolkit produced by the Europe Region WAGGGS and the A European Scout Region to support the development of a Child Protection policy in Guide and Scout Associations. EN: Child Protection Toolkit.pdf FR: Kit Protection de l’Enfant.pdf dIveRsITY TOOlkIT (jOINT) Toolkit to support Guide and Scout Associations working on diversity issues EN: DiversityToolkit.pdf FR: 1DiversityToolkit-Fr.pdf

Research Toolkit
A toolkit produced by the Europe Region WAGGGS and the European Scout Region on the use of research to develop Guiding and Scouting in an Association Research Toolkit.pdf

• INTeRNaTIONal eduCaTION kIT It provides a resource WAGGGS’ International Education Kit.
for all those at WAGGGS who are responsible for promoting international education. International Education Kit.pdf International Education Kit FR.pdf

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6 ThaNk YOu
WAGGGS would like to thank all those that contributed to the development and realisation of this publication... Barbara Ryan Carl Berggren Catherine O’Connor Elisa Chiodi Florence Depierreux Florian Hofmann Josefin Welander Maria Carroll In particular we would like to thank Aisling O’Halloran for having reviewed all projects from a peer perspective and for her advice on how a publication to be used at grass root level should be. Aisling has been serving as volunteer in the Europe Office WAGGGS in the framework of the European Voluntary Service programme. The programme is funded by the European Commission – Directorate General Education and Culture. Max Agebjörn Milla Paalanen Per Eriksson Rita Waswani Salla Vayrynen Sara Nobre The Overture Network

fight discrimination
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This project has received funds from the Directorate General Justice of the European Community. The project however, will be organised and will reflect the views only of the World Association of Girl Guides and Girl Scouts. The sole responsibility for this communication and its contents lies with the author and the Commission of the European Community is not responsible for any use that may be made of the information contained therein.

World Bureau, Olave Centre 12c Lyndhurst Road, London NW3 5PQ, England telephone: +44 (0)20 7794 1181 facsimilie: +44 (0)20 7431 3764 email: wagggs@wagggsworld.org www.wagggs.org Registered as a Charity (No.306125) in England and Wales © WAGGGS, July 2010

Avenue de la Porte de Hal 38 1060 Brussels, Belgium telephone: +32 2 5410880 facsimilie: +32 2 5410899 email: europe@europe.wagggsworld.org www.europe.wagggsworld.org The Europe Region WAGGGS is registered in Belgium as an AISBL

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