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Young people fighting discrimination through awareness of fundamental rights and European citizenship
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 ASSOCIAO GUIAS DE PORTUGAL ................................................................................................................................28 SCOUTS EN GIDSEN VLAANDEREN ..................................................................................................................................31 SLOVENSK SKAUTING ............................................................................................................................................................33 SCOUTERNA SVENSKA SCOUTRDET ..............................................................................................................................37
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Resources you can use to support your work ...............................................................................................40 Thank you ....................................................................................................................................................................................41
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.
INTROduCTION
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.
INTROduCTION
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.
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.
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
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.
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. Dont 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.
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 dont 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.
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.
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.
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?
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 ones spiritual beliefs.
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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 Womens 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 dont seem interested in! Dont give up!
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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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eveRYONe Is equal
Dont turn the participants of your project into a special showcase within your group. Dont 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. Dont 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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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 whats 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 dont want to take sides Different language Cultural differences mean times or activities can be inappropriate Ethnic minorities perceive themselves to be different Other peoples 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 dont 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 organizations 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 organizations programme (e.g. festive holidays, World Refugee/Roma Day, International Day Against Racism, etc).
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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
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.
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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?
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?
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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?
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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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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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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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.
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multicultural Resources that are available from local public libraries. anti Racism. multiCultural 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.
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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.
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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 S 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, KAMUs 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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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 todays Ireland. Identify the management qualities an organization requires in order to cope in todays 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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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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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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equal PROjeCT leTs 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 Associao 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 Associao 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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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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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 Associao 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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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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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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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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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 childrens 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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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, Slovensk 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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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 Slovensk 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.
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 Slovensk 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 Slovensk 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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hOW
ventyret 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 ventyret 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 peoples minds to the ideas of integration, inclusion and friendship.
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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 Lvgrdet, 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 ventyret 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 ventyret 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 ventyret. 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.
veNTYReT 2.0
Over the years the idea of ventyret has grown considerably. For the future, plans are being made to develop an ventyret 2.0 which will cater for older children, such as secondary school students, and those who have already participated in other ventyret 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 ventyret 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 ventyret 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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anti-discrimination:
As mentioned above, ventyret 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, ventyret 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 ventyret recruits leaders into Guiding and Scouting, as well as younger participants. ventyret 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. ventyret 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 ventyret 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.
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 ventyret 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 peoples 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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membership
Recruitment and Retention of membership WAGGGS toolkit on Recruitment and Retention of Membership Tootlkit EN.pdf Toolkit FR.Pdf
Relationship to society
WAGGGS Guidelines on relationship to society Relationship to Society.pdf Relationship to Society 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 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 lEnfant.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
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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 OConnor Elisa Chiodi Florence Depierreux Florian Hofmann Josefin Welander Maria Carroll In particular we would like to thank Aisling OHalloran 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 Agebjrn Milla Paalanen Per Eriksson Rita Waswani Salla Vayrynen Sara Nobre The Overture Network
fight discrimination
The RighT To Be paRT of The soluTion 41
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.
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