Our teaching resources are dedicated for educators who are working on intercultural learning and intercultural communication
Bridging values is a 90 minutes interactive workshop. It is developed by Samar Zughool. She is an intercultural trainer at Povod institute for culture and the development of international relations in culture. It is dedicated for educators who are working with youth and civil society within an intercultural context. This training is designed to develop their intercultural competences when facing the deep cultural values beyond the cultural aspects that appear on the surface like music, dance, costumes and food etc
A guide to implement a seminar on gendermainstreaming for research design
Seminar on gender mainstreaming in research design of research on integration programs
Aim of the seminar: capacity building of global competences within the scope of SDG 4.7 from the lens of gender mainstreaming through sharing experiences from personal and professional lives within an intercultural context.
Participants: participants who are researchers, NGOs members and migrants with refugee status. 15 to 20 participants. The exercises can be modified according to the number of participants.
BRIDGE 47, TOOLKIT FOR GLOBAL EDUCATION
The following toolkit is a methodological framework that contains alternative educational tools for global education based on 1. The experiential learning cycle and its different learning styles 2. The pedagogy of the oppressed 3. The Bennet scale of intercultural sensitivity and 4. The five principles of gender mainstreaming. It contains concrete tools and activities designed according to the feedback of different participants who took part in the meetings and seminars of integration in globalization and are researchers, NGOs staff and people with refugee and asylum seeking-backgrounds.
The report of our European project WICP – WomInCreativePower, is out now and available as open educational resource
In the report, we present and compare the main findings from each partner country: Sweden
. The report focuses on 1) identifying obstacles and challenges to the socio-economic integration of migrant and refugee women in European host societies
2) investigating the incentives, challenges and possibilities offered by entrepreneurship as a sector for employment
, with a specific focus on the Creative and Cultural Industries
3) presenting several good practices and initiatives in this field, as well as case studies of migrant and refugee women entrepreneurs
. Don’t forget to check the link for reading our report!
Speak me out!
This activity is developed by Samar Zughool, an intercultural trainer and adult educator at Povod institute for culture and development of international relations in culture.
It can be implemented online or offline based on the available resources. “Speak me out!” is an activity developed by Povod institute based on the pedagogy of the oppressed and drama therapy. It stimulates creativity, active listening, and emotional intelligence for community building and social progress.
The activity develops the critical thinking, active listening skills, creativity and emotional intelligence of the participants through the following stages:
- Creative projection: in this stage the facilitator distributes images of random people, total strangers, some of them are in uniforms, in their houses or working environments. The facilitator distributes the photos on the ground in case the activity is taking place offline. Each participant has to pick one photo without seeing the photo because the photos are distributed on the floor upside down. In this stage the participants individually reflect on the photos they have picked. They project on these unknown characters; they imagine what kind of life these characters have? What kind of challenges and circumstances? The facilitator gives enough time to the participants to conduct the creative projection. This is an important stage to generate themes and topics that the participants wish to discuss in safe environments through creative projection. Creative projection is present in this activity by reflecting on the imaginary characters and their photos from the perspective of the participants.
- Speaking out! regulating self-reflections: in this stage the participants practice empathy and active listening. They present the characters they picked up with the pronoun “I” instead of “they, her, or she”. In this part the participants have a safe environment to share about topics that concern them through an imaginary character. They also practice empathy and active listening. In this part, it is important for the facilitator to remind the participants to actively listen to the stories behind each character because this will help them to proceed in the next stages of the “Speak me out!” activity.
- Building a community: after each participant presents their character, the facilitator asks the participants to sit in a circle and close their eyes. The participants now think of themselves and others in the room through the presented characters. The facilitator asks each character to think of another character in the circle while keeping their eyes closed. The facilitator counts until three, and the participants open their eyes and look directly to the eyes of the character they were thinking of. If two characters were looking at each other at the same time they say bingo and they leave the circle as a couple. The facilitator keeps repeating the game until all characters are paired.
- Collective actions for inclusive solutions: in this part the participants enhance and practice their social skills and problem-solving skills through role playing. The facilitator asks each pair to reintroduce the characters they picked up to each other. Each pair discusses the issues they came up with through their imaginary characters, afterwards they come up with a scenario where their characters meet and support each other in finding solutions to the issues they came up with.
- Social awareness and resilience: in this stage each pair plays out their scene to the rest of the group. After each scene the facilitator opens a discussion on the topic and asks the audience to share about their views, their feelings and alternative solutions that they can think of. After all pairs present their sciences, the facilitator facilitates a reflection and evaluation stage. In the reflection stage the participants share about their feelings, the challenges they faced and how they reacted to them throughout the activity. In the evaluation stage the participants think about the process they went through in this activity in connection to their lives, their communities and their surroundings.
This activity can be adapted and implemented online using interactive platforms as the Zoom platform. In online platforms the facilitators may use digital photos and break out rooms. In the stage of community building the facilitator can use interactive online platforms that have tools for brainstorming and team building activities. Online or offline, the role of the facilitator is essential to provide a safe environment based on active listening. This can be achieved through facilitating a discussion where the group can set its own rules and common expectations, challenges and contributions as one community before the start of the activity. During the activity the facilitator asks questions with an open end. There are no leading questions, the role of the facilitator is to guid the journey of self-directed learning while keeping the flow of the group by encouraging the participants to stick to the code of honour that they initiated and created together as one united group with diverse approaches. The whole learning journey is led by the participants themselves. The facilitators provide the tools and the questions for the participants to find their own answers within themselves as individuals and as a group.
Povod, Institute for culture and development of international relations in culture
A: Čučkova ulica 3, 2250 Ptuj, Slovenia
T: +386 59 03 08 07
Co-funded by The European Union