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Key Action 1 – Training Course

UNVEILING STORIES

Youth Work Against Racism

12th – 19th December 2014

Melilli (SR), Sicily, ITALY

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PROJECT DESCRIPTION:

UNVEILING STORIES Youth Work Against Racism is a training course, KA1 within the Erasmus+

program, that involved 30 participants, facilitators and trainers from Italy, France, Romania, Greece,

Armenia, Russia, Belarus and Moldova.

The initiative, coordinated by Lunaria organization, was implemented in cooperation with the local

partner Il Muro, based in Augusta. For more information, please have a look at the end the publication.

The project took place in Ex monastery of Frati Minori Cappuccini in Melilli (SR), Sicily, ITALY,

between the 12th and the 19th of December 2014.

The training course was targeted to peer educators, youth workers and volunteers, active at local and

international level, with past experiences in the field of non formal education and youth participation

and interested in deepening anti-racism issues.

The aim of the training course was to raise awareness on the daily growth of racism and xenophobia

and to empower the young people individual skills to identify the different shapes of discrimination, in

order to take action, promoting fair, intercultural approaches and protecting victims of racism.

For this reason participants have been involved in 8 intensive day of course, where they were provided

with fresher and updated information on intercultural learning, migrations and anti-racism.

Furthermore they shared new interactive tools and methods, result of the dynamic combination of non

formal education and theatre. The decision to combine non formal education and theatrical techniques

to approach the topic of anti-racism, due to their expressive power and to their capability to touch, as

a direct channel, different target groups, coming from different backgrounds and life experiences.

Indeed these methods can be also used to pass positive messages and to create new forms of

participation in society, where also the “excluded” can get a new voice and can gain the power to

contribute to the decision making processes of their community.

Thanks to the educational program which deepened both the topics and the methods, participants

gained new knowledge, developed new skills and competences to easily start up and run, on their way

back, new activities aimed to stimulate the interaction of youth coming from different backgrounds,

origins and life’ experiences.

NOTE ABOUT THIS TOOL KIT: the present tool kit includes the non formal education activities

played during the training course. Being the theatre workshop for anti-racism, based on theatre

techniques, including improvisation according to the participants needs, we chose not to include the

activities description referred to this workshop.

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UNVEILING STORIES

Youth Work Against Racism 12th – 19th December 2014

DAY DATE MORNING AFTERNOON EVENING

1 12/12/2014

Friday

Arrival of participants

Arrival of participants

ICE BREAKING AND NAME GAMES

• Round Name

• Alphabetic order

Welcome dinner

• The best dish in the world

2 13/12/2014

Saturday

NAME GAMES

• Name Ball

• Step in line

• Napkin game

GETTING TO KNOW EACH OTHER

• Jump the rope

• James Bond

FEARS AND EXPECTATIONS

• The Garden

THEATRE WORKSHOP FOR ANTI-RACISM Reflection groups

3 14/12/2014

Sunday

INDIVIDUAL/MULTIPLE IDENTITY

• Journey to the present

• Don’t judge a book by its cover (encyclopedias)


4 15/12/2014

Monday

PREDUJICES/STEREOTYPES

• Train of stereotypes

• A picture tells a thousand words


5 16/12/2014

Tuesday

THEATRE WORKSHOP FOR ANTI-RACISM MIGRATION AND CONFLICT

• Reasons to migrate

• Situation in my country

6 17/12/2014

Wednesday

GOOD PRACTICES

• Small group story sharing

• Recipe of ingredients

INTERCULTURAL VISIST TO SIRACUSA

ANTI-RACIST IN MOVEMENT

• Inclusion VS Exclusion Mapping

Reflection groups

7 18/12/2014

Thursday


• Inclusion VS Exclusion Mapping - preparation and presentation

INCLUSION VS EXCLUSION

• We on the border – my life on the line

THEATRE WORKSHOP FOR ANTI-RACISM

8 19/12/2014

Friday

FINAL EVENT

• Unveiling Stories – Final Event

FINAL EVALUATION

• Lessons learnt

• Final Evaluation

Farewell Party

20/12/2014

Saturday

Departure of participants Departure of participants

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12th DECEMBER 2014

ICE BREAKING AND NAME GAMES

Round Name

Title

Round Name

Tool type

Ice breaker/Name game

Tool topic/s

Learn the names

Getting to know each other

Group creation

Aim

To remember the names and to make participants interact

Material needed

/

Duration

10 minutes (approximately)

Description

Trainer invite participants to stand in a circle, one by one saying his

or her name, following the circle order.

Alphabetic order

Title

Alphabetic order

Tool type

Ice breaker

Tool topic/s

Non verbal communication


Creation of the group

To make the group refreshing the names; to demonstrate that there

exists several, different types of communication and that there are

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Aim also several ways to communicate non verbally

Material needed

Ropes

Duration


Description

Trainers explain that a competition is starting and divide

participants in 2 groups, every group representing a team. Two long

ropes are put on the floor so to create two parallel lines. Participants

are asked to create a line and to touch the line with their feet.

RULES OF THE GAME: the game has to be played in silent,

participants have to find “alternative ways” to communicate and when

they have to move from their position, they cannot exit the line with

their feet. The first task is to create the alphabetic order of the

team from A to Z. The group that suppose to have finished as a first

have to raise the arms. The second task is to create the age order

of the team from the younger to the older. The group that suppose

to have finished as a first have to raise the arms.

The best dish in the world

Title

The best dish in the world

Tool type

Name Game

Tool topic/s


Group building

Aim

To remember the name of the persons involved in the project and to

make the participants interact

Material needed

/

Duration


Participants stand in the circle and they have to describe, one by one,

the best dish in the world forming an acronym with their names.

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Description Example: For a person named Sarah: The best dish in the world has

Salmon, Aubergines, Radish, Almonds and Ham.

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13th DECEMBER 2014

NAME GAMES

Name Ball

Title

Name Ball

Tool type


Tool topic/s

Group building

Aim

To remember the names and to make participants interact

Material needed

One ball

Duration


Description

The trainer invites the participants to stand in a circle, in the first

part of the game, every participant has to throw the ball to another

participant saying his/her own name. In the second part every

participant has to throw the ball to another participant saying the

name of the person that is receiving the ball.

Step in line

Title

Step in line

Tool type



Non-verbal communication

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Tool topic/s

Aim

To make the group refresh the names; to demonstrate that there

exists several, different types of communication and that there are

also several ways to communicate non-verbally.

Material needed

Adhesive tape

Duration


Description

Trainers explain that a competition is starting and divide participants

in 2 groups, every group representing a team. Two long adhesive tape

lines are stuck on the floor and participants are asked to create a

line and to touch the line with their feet. The game has to be played

in silence, participants have to find “alternative ways” to communicate

and when they have to move from their position, they cannot leave

the strip with their feet. The first task is to create the alphabetic

order of the team from A to Z. The group that is supposed to have

finished first has to raise the arms. The second task is to create the

age order of the team from the younger to the older. Then they have

to create a line according to the eye colour: from the lightest to the

darkest.

Napkin game

Title

Napkin game

Tool type



Group building

Tool topic/s

Group building

Aim

To start to create group feeling, learn names of participants

interacting and to build up the group

Material needed

Paper napkin

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Duration 10 minutes

Description

One person starts in the middle of the circle with the napkin and

calls the name of another participant and drops the napkin in the air.

The person who hears their name must run to catch the napkin

before it touches the ground and the first person goes to their place

in the circle. If the napkin touches the ground they tear off a piece

of the napkin and start again. That person calls the next name.

Repeat until all names have been called.

GETTING TO KNOW EACH OTHER

Jump the rope

Title

Jump the rope

Tool type

Team building game

Tool topic/s

Team building and an ice breaker

Aim

To cooperate in small groups, to experiment trust and analyse the

group dynamics

Material needed

Ropes, trees

Duration


Description

Setting: two person are stretching a rope (the rope is approximately

on the shoulders of the two persons). Trainer divides participants in

groups and presents the activity. The task is to find a way to jump

from one side to the other of the rope, without touching it.

NOTE: during the activity implementation, trainers and facilitators

are present but have to avoid any type of comments. The Debriefing

is taking place in plenary about the group role in the workshop

implementation.

Key questions for the debriefing:

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• Why did we play these activities?

• What did you notice during the activity?

• Did every body equally participate?

• Did you really cooperate within your group?

• Did someone take the leadership?

• How was the cooperation?

• Did you trust the other people in the group?

• Did you have fear somehow in some part of the activity or did

you feel uncomfortable?

• Do you think the activity could be solved or managed in some

other ways?

James Bond

Title

James Bond

Tool type

Energizer and Ice breakers

Tool topic/s



Aim

To create a good atmosphere and to enjoy with the others members

of the group

Material needed

/

Duration


Description

Trainer invites participants to stand in a circle, and the trainer puts

in the centre of the circle. She or he decides to point someone and

say one word: James bond; Toast, Tree or Wash machine.

Depends of the words, the participants make different movements or

actions.

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FEARS AND EXPECTATIONS

The Garden

Title

The Garden

Tool type

Work in group to present and share fears, expectations and

contributions

Tool topic/s

Getting to know each other and group creation

Aim

To share the fears, expectations and contributions.

Material needed

A big paper

Post-its

Duration


Description

Trainers have prepared a flipchart where is drown a garden, with

grass, flowers, the sky and a basket.

Participants receive 3 post it with different colours, one

representing fears, one expectations and one contributions.

The are given time to fill them and then they can stick it on the

flipchart in the following order:

• under/on the level of the grass � fears

• on the flower � their expectations

• on the sky � their contribution

NOTE: participants can receive more than one post it per type.

Trainers invite participants to be back in the drawing during the

week, and in the case one fear is disappearing or is translated into

something positive, they have to move the post it inside the basket.

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14th DECEMBER 2014

INDIVIDUAL/MULTIPLE IDENTITY

Journey to the present

Title

Journey to the present

Tool type

Group building

Tool topic/s



Aim

To share personal stories, related to the individual and multiple

identity

Material needed

Big flipchart paper, colours, watercolours, markers, coloured paper,

music

Duration


Description

Setting: a comfortable and intimate space, suitable for sharing, is

created in the workshop room.

Participants they enter the room one by one with their eyes closed

and sit around the big flipchart paper (with the help of the

facilitators). They are asked to relax and to think about themselves,

about who they are, about who they were and who they became.

About their families and about their first relationships. About the

feelings they had when they were children. About the times when

they were disappointed and about the times when they were happy.

About the people they judged and about the times they were being

judged. They are then asked to think about their trip to the project

and about the first people the met. Then about the present moment

and the present feelings.

After they open their eyes, they are asked to draw their lifeline to

the present (the centre of the paper), marking the most important

moments in their lives.

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After that, they are invited to share with each other their drawings,

comments and stories.

Don’t judge a book by its cover (encyclopedias)

Title

Don’t judge an encyclopaedia by its cover

Tool type

Small groups by country/individual/debriefing

Tool topic/s

Cultural identity

Stereotypes and prejudices

Aim

To investigate what it means for you to feel from your country, what

you know or THINK you know about other participating countries, and

whether they are similar to what the people from those countries

feel identified with.

Material needed

Large paper for each group

Felt tip colour pens

Duration


Description

The country groups are separate with their “encyclopaedia” to discuss

and fill inside, writing or drawing, what identifies them with their

country and community and give them a feeling of being from there.

After 20 minutes to share and put down ideas as a group, the papers

are put faces down so as not to see what is written and we can only

see on the other side the name of the country.

Then the participants as individuals walk through the “library” of

encyclopaedias leaving on the “front cover” the first thing(s) that

come to mind, again it can be writing or drawing.

In 10 minutes to go around all of the countries, and the groups return

with their original paper to be in a circle. They are asked to comment

how they feel about the first impressions put on their covers, if they

are “real/fair”, if they identify with these ideas. And to share

something real/unexpected, share if some things repeat “inside” and

“outside”.

It follow the debriefing and an open discussion on where stereotypes

come from, the relativity of generalisations, how much we don’t know

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about something/somewhere if we don’t ask and how it might be risky

to directly jump to conclusions.

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15th DECEMBER 2014

PREDUJICES/STEREOTYPES

Train of stereotypes

Title

Train of stereotypes

Tool type

Brainstorming and work in groups

Tool topic/s

Stereotypes and Prejudices

Aim

To offer insights about the existing stereotypes and prejudices and

to encourage the debate on this topic

Material needed

Hand-out with stereotypes, flipchart paper, markers, pens, paper

Duration


Description

The participants are split in groups and they are asked to imagine

they need to travel by train for 7 days, from Portugal to Russia.

They have to prepare a list choosing the 3 persons they would like to

travel with and 3 persons that they wouldn’t like to travel with. The

activity is run first on an individual level, then in small groups.

After this, one representative from each group presents the choice in

plenary, followed by a debriefing.

Questions for the debriefing:

• what were the main criteria when you decided who you want

to travel with and who you don’t?

• What was more difficult: to decide who you want to travel

with or who you don’t want to?

• How did you feel during the process?

• How many of your choices were similar to the others’?

• How did you make the decision inside the group?

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HAND OUT WITH CARACTHERS

A prostitute from Moldavia

A monk from Italy

A gay man from USA

A soldier from UK

An immigrant from Ghana

A feminist from Germany

A woman from Morocco

A mother with a child from China

A disabled person with a sonda from Hungary

A hippie from Norway

A skinhead from Sweden

A falafel tender from Turkey

An overweight person from Mexico

A gypsy couple from Romania

A drunk from Ireland

A sailor from Portugal who is an ex-prisoner

A Pop-star from Canada who is HIV-positive

A transsexual from Thailand

An opera singer from Austria

A politician from Greece

A street seller from Senegal

A student from Iraq that doesn’t want to go home

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A writer from Argentina

A Basque left nationalist

An unaccompanied minor from Armenia

A victim of domestic violence from Serbia

A young drug addict from Spain

A hipster from Italy

A homeless from France

An old man from Pakistan

A businessman from Israel

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A picture tells a thousand words

Title

A picture tells a thousand words

Tool type

Work in small groups

Tool topic/s

Immigration, discrimination

Aim

To analyse the different interpretations about the life, depends of

my point of view, my options and experiences.

Material needed

Pictures

Duration


Description

Participants are divided in smaller groups.

Trainer presents 4 different pictures and explains that each group

must create a story based on images submitted.

After each group present their own story to the other.

It follows the debriefing in plenary about the story prepared and

presented by each group.

questions for the debriefing:

• What the images transmit you?

• Why, this story?

• Why do you choose the protagonists?

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16th DECEMBER 2014

MIGRATION AND CONFLICT

Reasons to migrate

Title

Reasons to migrate

Tool type

Work in group

Tool topic/s

Migratory flows

Aim

To reflect on the reasons that move people to migrate, to analyse

the different reasons to migrate, to reflect on “push” and “pull”

factors

Material needed

Pens, paper, blank cards and reasons to migrate cards

Duration


Description

Each participant receives a set of blank cards and 5 minutes to mind

map the reasons that might make someone to leave his/her home and

also the reasons that may attract people to go in a new place.

Then are created groups (approximately 4 people each) and each

group is asked to share the results of their answers.

Each group is given a set of reason to migrate cards and it’s asked to

cut out and add any that they haven’t thought to their own reasons.

Then there is the debriefing in plenary.

NOTE: introduce the idea of “push factors” (things that push people

away from a place) and “pull factors” (things that pull people toward

a new place).

It’s important to reflect on the fact that sometimes under the same

category e.g. “migrant workers” there are different groups: the very

poor and unemployed that is searching for not qualified job and the

student with a master degree and unemployed who is searching for a

qualified job abroad.

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HAND OUT WITH THE BLANK CARDS: REASONS TO MIGRATE

Why do people migrate?

Why do people migrate? Why do people migrate? Why do people migrate?









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HAND OUT WITH THE REASONS TO MIGRATE CARDS

WAR/ARMED CONFLICT

PERSECUTION (politic,

religion, ethnic)

FAMINE/SHORTAGE OF

FOOF

TO SEEK SAFETY

CLIMATE CHANGE

HEARTQUAKE

TO LOOK FOR A BETTER

LIFE

UNEMPLOYMENT

FLOOD

DISPLACEMENT

CYCLONE

POVERTY

JOB SEARCH

WORK REMITTANCE

GENDER PERSECUTION

AND INEQUALITIES

FAMILY REUNION

NOTE: these are just some of the reasons to migrate: is possible to add other “reasons to

migrate card”

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Situation In my country

Title

Situation In my country

Tool type

Work in group and presentation and discussion in plenary

Tool topic/s National situation about migration and migratory flows

Aim

To analyze the differences or similarities between different countries in

EU, in the field of immigration.

To go in depth to the situation of the country and analyze the positive

and the negative aspects.

To share among the group the different situations and laws adopted in

each country to “regulate” the migratory flows and to facilitate the

“integration” of migrants.

Material needed

Flipchart, paper, pen, markers, colours

Duration

180 minutes

Description

Participants are split into national group.

The tasks are the following:

1. to share and discuss the national situations in the field of migration

and migratory flows. Share immigration laws applied in the country;

2. to draw your own country in the flipchart and the different migratory

flows in the country (emigration and immigration);

3. participants are asked if they want to add in the presentation

something representative of their country...or if they want to present the

Flipchart in a different way.

4. plenary presentation: each national group can present its own country

and the reality. The participants have the possibility to do question about

the country presented. We have 6 countries. (Italy, France, Greece,

Russia, Armenia, Romania, Moldavia and Belarus);

5. open discussion about the differences or similarities between

countries and analysis of the situations in the EU in this field.

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17th DECEMBER 2014

GOOD PRACTICES

Small group story sharing

Title

Small group story sharing

Tool type

Work in group and presentation in plenary

Tool topic/s

Good practices and projects

Aim

To share experiences against discrimination or racism; to explain to

the others projects or actions that want to work against racism.

Material needed

Paper, pens

Duration


Description

Participants are split into little groups (4 o 5 participants maximum in

each group)

The tasks assigned are the following:

1. in each group should be explained by each participant one example

like a good practice in the filed of anti-racism. This example can be an

activity, or project o a big action.

2. in each group should be shared stories about the

projects/activities already presented.

Recipe of ingredients

Title

Recipe of ingredients

Tool type

Work in group and presentation in plenary

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Tool topic/s

Good practices and projects

Aim

To explain to the others projects or actions that want to work against

racism and to create a “recipe of good practices”

Material needed

Paper, pens

Duration


Description

This activity is linked to the previous one “Small group story sharing“.

Participants are still divided in the same groups and they receive the

following tasks:

1. after having shared the stories, the group has to reflect and to

find conclusions, answering the question: “for which reason the

project works?.” “What are things that make the project successful?”

2. each group has to create the list “recipe” of the basic things that a

project must have for working.

3. all the list of recipe are presented in plenary and it follows an open

discussion.


Inclusion VS Exclusion Mapping

Title

Inclusion VS Exclusion Mapping

Tool type

Work in group

Tool topic/s

Racism: inclusion VS exclusion

Aim

To analyse within the city of Siracusa, the current situation

concerning racism: inclusion and exclusion of migrants; to reflect on

the different, multiple shapes that racism and social exclusion may

take; to reflect on the different, multiple shapes that anti racism-

social inclusion may take

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Material needed

/

Duration


Description

Participants, divided in groups, are asked to walk in the city of

Siracusa, to explore the local situation concerning events of inclusion

and exclusion that they noticed.

After this phase each group should collect witnesses of the current

situation: they can shoot some photos, make interviews, drawings ……

representing racism-social exclusion and anti racism-social inclusion in

the city of Siracusa.

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18th DECEMBER 2014


Inclusion VS Exclusion Mapping- preparation and presentation

Title

Inclusion VS Exclusion Mapping- preparation and presentation

Tool type

Work in group

Tool topic/s

Racism: inclusion VS exclusion

Aim

To share the results of the analysis run in the city of Siracusa,

concerning racism: inclusion and exclusion of migrants; to reflect on

the different, multiple shapes that racism and social exclusion may

take; to reflect on the different, multiple shapes that anti racism-

social inclusion may take

Material needed

accordingly to the work run by each group

Duration


Description

Each group is asked to prepare the presentation of the work done in

Siracusa and afterwards presents in front of the other groups the

work done the previouse day during the activity “Inclusion VS

Exclusion Mapping”.

After each presentation is left a space to make participants

expressing feed backs and to discuss the presentations.

INCLUSION VS EXCLUSION

We on the border – my life on the line

Title

We on the border – my life on the line

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Tool type Role Play game

Tool topic/s

Migration, Inclusion and Exclusion

Aim

To “wear the shoes” of migrants; to deepen the social exclusion and

inclusion processes

Material needed

A big space, soft music and the hand out cards

Duration


Description

Setting: we need to create the atmosphere to make participants

entering their character: low light and soft music can help.

Participants enter the room one by one and sit on the floor. Each

participant receive the hand out with his/her role. Each person has to

carefully read the character's description, take his/her own time and

try to think and act as the person described.

NOTE: in this phase it’s helpful to raise key questions to make

participants better enter their character.

In the room is drown a line (horizontal) and participants are invited to

raise up and to stand on the line. Than the trainer explain that the

people should take one step forward for each situation that they feel

their card could do easily and to stay still if it impossible. Then the

trainer read out the following questions:

Do you have local friend?

• Do you feel that people listen to you?

• Do you have documents?

• Can you use public transport?

• Do you feel safe going home alone at night?

• Do you feel comfortable kissing your partner in public?

• You go into a club full of white men: do you stay?

• Do you feel comfortable drinking in a pub on your own?

• If you are competing with people of a similar standard for the

same job, do you feel you have an equal chance of getting it?

• Do you see yourself represented on TV?

• Do you think you receive fair treatment from the police?

• Do you feel comfortable moving into a shared house?

• Do you have a stable job?

• Do you feel excluded within your community?

• Could your mother take decision within your family?

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• Can you invite a person of your age to go out?

• Can you share your house with a person of different religions?

Debriefing and k-questions:

• How did you feel?

• Which was your character?

• It was easy to represent your character?

• Why did you act in this way?

• Whet was the gender of your character?

• Why did you choose this gender?

• Do you think to be excluded from society, in some way?

• Do you think to have applied some stereotypes in the

representation of your character??

NOTE: when we are assigning characters to each participant we can

give or just the few information in bold included in the hand out with

characters or the entire description of the character. It can vary the

way in which participants will “were the shoes” of the character

assigned and we should keep it into account during the debriefing.

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HAND OUT WITH THE ROLES

YOUNG BOY, 11 YESRS OLD FROM SUDAN,

ARRIVED IN NORWAY 6 MONTHS AGO

You are 11 years old and arrived in Norway with

your mother 6 months ago. In your home country,

Sudan, you helped your family with farming. You

had to run away because there was a civil way in

your country and lots of fighting. You don’t know

what’s happened to the rest of your family

8 YEARS OLD CHILD FROM ALBANIA

ARRIVED IN ITALY 4 YESRS AGO AND

VICTIM OF BULLISM AT SCHOOL

You are 8 years old. You arrived in Italy from

Albania with your family 4 years ago. You

remember a long journey and staying in lots of

different places but you don’t remember much

about your home country. You are going to in

school now but you faced different events of

bullism from the local students

14 YEARS OLD ADOLESCENT FROM POLAND

ARRIVED IN SPAIN WITH THE FAMILY AND

WHO HAS TO TAKE CARE OF THE LITTLE

SISTER

You are 14 years old and have come in Spain with

your family from Poland. Your father came first

and after he found work you were able to join him.

Your parents work hard and you have to look after

your younger sister quite a lot after school. You

have joined a school in Barcelona and its quite

different to Poland and the language is hard

34 YEARS OLD MAN FROM PORTUGAL

ARRIVED IN GERMANY TO SEARCH FOR JOB

You are 34 years old man from Portugal. You came

in Germany on your own to find some work. Your

wife and family are back home and you hope that

they can join you in the future

42 YEARS OLD MEN, LAWYER FROM

ZIMBABWE, FORCED TO LEFT HIS COUNTRY

FROM POLITIC REASONS AND THAT IS

WORKING SELLING GOODS AND

VOLUNTEERING FROM A HUMAN RIGHT NGO

You are 42 years old men. Back home in Zimbabwe,

you were a lawyer. You had to leave your country

because of your political views. You are selling

goods in the beach and during your free time you

work as a volunteer for a human rights

organization

16 YEARS OLD ADOLESCENT FROM

AFGHANISTAN ARRIVED IN UK WITH THE

BROTHER TWO YEARS AGO.

You are 16 years old and arrived in UK with your

brother two years ago. It took you 3 months to

travel here from Afghanistan. You went to school

at home and your brother is older and has finished

school. Your father paid people to take you to

safety. You don’t know what’s happened to him

13 YEARS OLD, LIVING IN SWEDEN,

ARRIVED FROM KENYA BECAUSE OF ETHNIC

FIGHTING

You are 13 years old and have come from Kenya

with your family. Your father is a teacher and you

went to a school that taught in English in Kenya.

Your family came in Sweden after fighting

between the different ethnic groups last year.

You have cousins here and thought they may be

18 YEARS OLD CAME FROM NEPAL TO STUDY

TOURISM AND HOSPITALITY AT COLLEGE

You are 18 years old and have come from Nepal to

study tourism and hospitality at college. Your

family in Nepal are shop keepers and have saved up

for years to pay for you to study abroad. You need

to pass your exams so that you can get another

years visa and you need to work to pay for the

annual inscription fees

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able to help

25 YEARS OLD WOMAN AND FROM

ROMANIA, ARRIVED IN ITALY TO WORK

AND EARN MONEYS TO SEND TO YOUR

DAUGHTER IN ROMANIA

You are 25 years old woman and from Romania. You

have a daughter in Romania. You have come in Italy

to work and earn moneys that your daughter can

have a better life. You are doing a catering course

to try and improve your qualifications while you

are here

BOY 13 YEARS OLD FROM NIGER, WHO LEFT

THE COUNTRY BECAUSE OF DROUGHT AND

FAMINE

You are 13 years old boy and have come from

Niger with your family. You left your home

because of drought and famine. You came here in

Greece hoping to find better life and thought your

cousins may be able to help

17 YEARS OLD, FROM BULGARIA, IN A

SECURE UNIT (A PRISON FOR JUVENILES)

FOR REPEATED THEFT

You come from Bulgaria, you are 17 and you are in

a secure unit (a prison for juveniles). You have a 1-

year sentence for repeated theft – you have been

stealing (bicycles, mopeds, cars) for a long time.

You don’t have any qualifications. When you get

out of prison, you want to find a job and your own

place. You don’t think your mum and dad will let

you live with them again (maybe a few days?)

23 FROM AN INDIAN RICH FAMILY IN YOUR

FINAL YEAR OF STUDIES – YOU ARE

STUDYING MEDICINE

You are 23, you come from an Indian rich family.

This is your final year of studies – you are certain

you will soon qualify as a doctor. You hope to be a

surgeon. Your dad is proud of you – he has his own

pharmacy business. When you finish your studies,

you’re going to go on a long holiday somewhere hot

– you’re not sure whether to go with your

girlfriend or some of your student friends

17 YEARS OLD A SINGLE MUM FROM

MEXICO, LIVING IN PORTUGAL WITH YOUR

DAUGHTER IS 18 MONTHS-OLD

You are living in Portugal but you come from

Mexico. You are 17 and a single mum – your

daughter is 18 months-old. You live at home with

your mum and dad, but you’d like your

independence. Your boyfriend, Portuguese, lives

at home with his parents – he’s training to be a

chef. Although have a child, you are not allowed

to share the same bedroom - not at your home nor

your boyfriend’s (parents’ house). You didn’t finish

school so you don’t have any qualifications

19 YEAR-OLD YOUNG WOMAN, WITH 1

BROTHER, REFUGEE, STILL WITHOUT

DOCUMENTS, FORCED TO LEFT THE

COUNTRY SIX YEARS AGO

You are a 19 year-old young woman, with 1 brother.

You are a refugee. You have no national status

although you have been in this country for six

years now. You speak three languages. Your dad is

usually without work but your mum makes some

money doing people’s hair. Since coming to this

country you have lived in six different places.

There’s a young man who’s your boyfriend…he’s not

from the same cultural background as you and your

family pretend you to give up the relationship

GIRL, 16 YEAR-OLD WHO FROM THAILAND

ARRIVED IN BELGIUM AROUND 12 MONTHS

AGO AND ADOPTED FROM A BELGIAN

FAMILY

You are a 16 year-old girl who came from Thailand

to Belgium around 12 months ago. You are adopted

and you are now living with a really kind family,

although they don’t really understand you – your

religious customs and traditions are very

CHINESE ADOLESCENT, 17 YEARS OLD.

YOUR FAMILY ARRIVED IN ITALY 23 YEARS

AGO AND YOU BORN IN THE COUNTRY.

You are a Chinese adolescent, 17 years old. Your

family arrived in Italy 23 years ago and you born in

the country. Your family pretend you to share the

common values, traditions and habits, they also

want you to go out only with Chinese friends. You

are not feeling comfortable with that because at

30

different. At school, you’ve learnt to speak the

language of this country quite well, but you find it

very difficult to write it. You don’t know what will

happen to you in the future

school you have friends coming from other

countries, you want to spend with them your free

time and above all, you feel you don’t belong to the

Chinese culture

23 YEAR-OLD TOP MODEL FROM RUSSIA,

LIVING IN USA

You are a 23 year-old top model from Russia. You

started this work when you were 18 and from that

you moved to USA where you are living. At first

you did a lot of catalogue work, but now you’ve

started getting international magazine work. You

have a lovely apartment in the city……perhaps you

will buy it in the future. Your mum and dad live in a

small village in the Russian countryside and you’re

able to give them some money now and then. This

makes you really proud

CLEANING WOMAN, FROM CAPE VERDE,

WORKING IN A RICH DUTCH FAMILY

You are from Cape Verde and you work as cleaning

woman in a rich family. You arrived in Holland 7

years ago, your life in the country is not that bad

and you feel quite integrated in the local Cape

Verdian community, while you don’t have

Portuguese friends.

Even if your are missing your home country you

cannot come back because your family is surviving

thanks to the remittances that you every month

you send

ADULT FROM AFGHANISTAN, WHO PASSED

THE GREEK BORDER 3 MONTHS AGO AND IS

ASYLUM SEEKER

You are from Afghanistan and after a long journey

you passed the Greek border 3 months ago. You’re

your arrival you tried to apply as asylum seekers

but the bureaucracy was too complicate and you

cannot succeed. For this reason you tried to join

illegally Italy, but on your arrival on the country

you could not apply as asylum seeker and the local

authorities pushed back in Greece. Now you are

living on the street and you live begging

A DEFT PERSON WILLING TO APPLY FOR A

JOB POSITION

You are a deft person, 27 years old, able to use

the sign language. You live with your family that

during the years has been overprotective and left

you scarce opportunities to be active within your

community and to work.

Now that you have 27 years old you would like to

leave their apartment and become more

independent and for this reason you decide to

search for a job.

CARPENTER FROM MONTENEGRO WHO IS

WORKING IN FRANCE DOING CONCEALED

LABOUR

You are a carpenter from Montenegro who is

working in France doing concealed labour. You are

recruited daily from a company but the salary is

quite low and you face difficulties to pay your

room that you share with other three people.

MIGRANT FROM BANGLADESH, WORKING IN

A FOOD SHOP AND LIVING IN AN

APARTMENT WITH OTHER 9 PEOPLE

You are a migrant from Bangladesh and you are

working in a food shop. You live in an apartment

with other 9 people and pay the rent to a person

coming from your same country. You know that he

use to make you pay extra money for staying

there, but your salary is not enough to allow you to

find another apartment.

A YOUTH IN WHEEL CHAIR

You are a young person living in Norway, you are in

wheel chair but your family has already supported

you and encourage to experiment new activity. For

this reason, since 4 years, you are in the

basketball team of your school and you are one of

A DIVORCED WOMEN FROM TURKEY

You are 31 years old women, living in Ankara in a

big market company and you have a good career

and a well paid job. When you were in your last

year of university you married with a doctor but

you divorced two years ago. Your family is still not

accepting the divorce, since they say that you

31

the best player dishonour the family and for this reason decided

not to get in touch with you.

A GERMAN HOMOSEXUAL, WHO IS 24

YEARS OLD

You are a German men, 24 years old, homosexual.

You live in Berlin, you have a good job and a nice

social life with hobbies and friends. One of your

dreams is to travel to Africa, so one day you

decide to move there for a three weeks trip. Once

you arrive there you are fascinated, but in the

same time you perceive a kind of hostility because

of gender issue since one day in a big market

place, a trade man harass you verbally.

CATHOLIC PRIEST

You are a catholic priest, you worked for some

years in a little village in the north of Italy, but

after a while you decided to move to Latin America

as missionary, since you would like to contribute

the most.

Now you are living in Bolivia since three years and

you are happy with your life, even if there are

moments in which you don’t completely approve the

work of the other missionaries.

TAXI DRIVER FROM LEBANON WITHOUT

THE JOB

You are a men 61 years old, living in New York

since 25 years. You worked most of the time as a

taxi driver, but 6 months ago, because of the

economical crises and the personnel reduction, you

have been fired. Now you are unemployed but you

are facing difficulties to find another job,

because most of the job searching and vacancies

are for young people.

35 YEARS OLD DOCTOR IN THE HOSPITAL

IN ROME, HIV POSITIVE

You are a doctor in Rome and you are 35 years old.

You have been working in one of the main hospitals

in Rome since you finished your medical internship.

You like your life and your job.

Two years ago you discovered that you are HIV

positive: since that moment your life has somehow

changed. You are still working in the hospital, but

you are afraid to share it with your colleagues

since you are not sure about their possible

reactions.

HUMAN RIGHTS ACTIVIST, 29 YEARS OLD

You are a human right activist, 29 years old. You

volunteer in different Ngo since you were younger,

you have been to different partner countries and

you have been involved in different campaigns.

Despite of that in the last year you are wondering

the possibility to quit: in fact you don’t like the

way of working of some local and international

Ngo, since they seem more interested to collect

funding than to take concrete actions.

CONSERVATIVE POLITICIAN FROM EU

PARLIAMENT

You are a Polish conservative politician and at the

moment you are working in the EU Parliament,

representing the position of your party.

You are against migrants, against euros and you

have gender positions quite strict. Some of the

Parliament members have already criticised you

for your extreme positions and interviews with

media, but you don’t care.

32

19th DECEMBER 2014

FINAL EVENT

Unveiling Stories – Final Event

Title

Unveiling Stories – Final Event

Tool type

Final event

Tool topic/s

Youth awareness raising toward migration

Aim

To raise awareness about migrations, migratory flow and anti-racism

among a group of local youngsters of Augusta

Material needed

/

Duration


Description

The Final Event took place in a local school of Augusta. The

international participants ran interactive workshops in small groups

targeted to the local students.

The workshops, focused on the topic of migration and aimed to raise

awareness among the local youngsters, were based on a combination of

the non formal education methodology and the theatre improvisation

techniques acquired during the training.

FINAL EVALUATION

Lessons learnt

Title

Lessons learnt

33

Tool type

Assessment of the work done

Tool topic/s

Assessment and evaluation

Aim

To run an assessment of the methods used during the final event of

the morning and to make the methods upgrading

Material needed

/

Duration


Description

Participants are sitting in circle and the outcomes of the morning are

shared.

This is the structure followed:

1. round of feed backs from each participant (group by group);

2. presentation of the group participants profiles and of the way in

which the methods have been put in practice;

3. presentation of challenges and weaknesses phased;

4. methods assessment and upgrading;

5. what to bring back and how to apply.

Final Evaluation

Title

Lessons learnt

Tool type

Evaluation

Tool topic/s

Final Evaluation of the project

Aim

To run a participative final evaluation of the project, taking into

account the following, main elements: logistic aspects; themes

developed; methods applied (non formal education and theatre); group

dynamics; PoTs work; learning points and key competences;

what to bring back home and how to used the knowledge and skills

34

developed.

Material needed

/

Duration


Description

Setting: soft music in the plenary room with candles on the floor and

a ball of wool in the middle of the room.

Participants are entering the room, one by one, and sit in the circle.

When everybody is in, the music stops and one of the trainers

presents the activity.

Once participants are in circle is opened the round for feed backs and

comments.

The elements that should be taken into account and analysed while

the discussion is running, are:

• logistic aspects;

• themes developed;

• methods applied (non formal education and theatre);

• group dynamics;

• PoTs work;

• learning points and key competences;

• what to bring back home and how to used the knowledge and

skills developed.

35

IL MURO cultural association

IL MURO cultural association, created in Augusta between ’96 and ’97,

arises from the need to spread culture in a place that lives under cultural

and environmental distresses. IL MURO lives in an area which has

suffered deep transformations in less than 50 years; it has passed from a

little fishermen and peasants community to an industrial city. This has

broken the link with old generations, causing the obliteration of their own history and origins. This is the reason

why the association works on rescuing traditions and history in a way to reflect them to the future through the

present time thanks to poetry, cinema, art and above all theatre. This kind of work involves young people, from

Augusta and from the province, in the development of artistic, urban and naturalistic heritage in one of the

most polluted area in Italy.

In 2004 the association involves more than 30 young people in a cultural project of the Youth Program action 3

“Raccontare Augusta”. It was an European theatre project ended with a final show in which they put up the

story of the city. In these years the association has cooperated with: Sert and ASL Siracusa in the

development of some projects aimed to prevent drug abuse; Teatro del Corvo of Milano, making some workshops;

Libera Torino, taking part of the “National Day against Mafia” acting during the event; Medici Senza Frontiere,

entertaining the visitors of the refugee camp which was set up in Piazza Duomo in Syracuse; Terra del fuoco

association, entertaining 800 students (coming from every Italian region) travelling in the Memorial Train in

order to visit the death camp of Krakow. IL MURO also cooperated with a lot of different social co-operatives

and humanitarian associations which work in the whole territory, an example is given by the first Clown Heart

international tour held in 2008. It was organized by ourselves and the civil protection of Syracuse A.V.C.S., in

cooperation with La Farandula association (Bari) and Officina del Circo (Avigliano).

The meaning of Wall (il Muro) has different interpretations, accordingly to the way we act and work in this

particular contexts. So WALL doesn’t mean only defence, but also union and continuous renewal. As a matter of

fact, every time a new brick gets in, the old wall is crushed in order to built it again and stronger than before!

36

A SPECIAL THANKS TO ALL THE ACTORS:

HOSTING AND COORDINATION: Lunaria, www.lunaria.org

LOCAL PARTNER: Il Muro: http://www.areateatro.it/

POOL OF TRAINERS: Alessio Di Modica, Anca Todoricu, Morgaine Green, Nicolai Rubanovskii

LOGISTIC SUPPORT and COOKING: Ivano Di Modica, Elisenda Gellida Perez

PARTICIPANTS: Andrea Maglitto, Simone Guastella, Samuele Suma, Vincent Chignier, Ludmila Tiefenbachova,

Sarah Lamouroux, Ghiță Andreea Mădălina, Alexandra Anamaria Bicu, Maria Grigorescu, Katherine Phipps,

Antonios Chatziantoniou, Irene Bouraki, Mariam Petrosyan, Gayane Ghardyan, Lilit Yeganyan, Sergei Leonov,

YuliaMolnar, Kristina Ponomareva, Yauheni Hlushan, Nastassia Marozava, Yauheniya Askolkava, Mariana Cojan,

Irina Dabija, Viorica-Valeria Ciobanu

ASSOCIATIONS INVOLVED: CONCORDIA France: https://www.concordia.fr/, UNIVERSITUR Romania:

http://universitur.ro/en/home/, ANTIGONE Greece: http://www.antigone.gr/en/, HUJ Armenia:

http://www.huj.am/, SFERA Russia: http://dobrovolets.ru/eng.php?id=Mi40, LYVS Belarus: www.lyvs.bn.by, ADVIT

Moldova: www.voluntariat.md

This project has been funded with support from the European Commission. This publication reflects the

views only of the author, and the Commission cannot be held responsible for any use which may be made of

the information contained therein

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