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­­­­­­­­­­­­­­­­­­­­DEVELOPING­COMMUNITY­RELATIONS­PROGRAMMES

INTER­BOARD­COMMUNITY­RELATIONS­SUPPORT­UNIT

MODELS­TO­INSPIRE­AND­ADAPT

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MODELS­TO­INSPIRE­AND­ADAPT­

This­document­describes­five­possible­pieces­of­Innovative­Community­Relations­Practice.­­It­is­hoped­that­the­ideas­may­be­transferable­or­adaptable­so­programmes­tailored­to­the­needs­of­young­people­can­be­developed.­­The­five­pieces­are:

Making­a­Song­and­DanceA­programme­exploring­traditional­and­contemporary­music­and­dance­–­the­differences­and­similarities­

A­Game­of­�­Halves­A­programme­which­explores­the­three­main­ball­games­in­Northern­Ireland­–­Soccer,­Rugby­and­Gaelic­football.­­Young­people­will­develop­skills­and­their­understanding­of­the­�­games.

From­Battles­to­BridgesA­programme­which­explores­some­of­the­high­profile­conflicts­significant­to­people­in­Northern­Ireland.­­The­programme­attempts­to­uncover­the­truth­about­those­battles­and­dispel­the­myths­which­surround­them.

“Boat­ye?”A­programme­which­focuses­on­the­interdependent­relationships­necessary­to­move­Northern­Ireland­towards­a­shared­society­and­culminates­in­a­residential­on­a­narrow­boat.­“Ain’t­No­Mountain­High­Enough”A­programme­which­utilizes­outdoor­education­to­explore­Community­Relations­with­traditional­Outdoor­Education­resources­adapted­to­encompass­Community­Relations­issues.

The­descriptions­which­follow­including­advice­on­completing­the­Community­Relations­Development­form­(in­the­Programme­aims­and­and­objectives­section)­are­not­intended­to­be­prescriptive.­­It­may­not­be­possible­for­a­group­to­precisely­replicate­what­is­provided.­­It­

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may­however,­be­simply­a­case­of­amending­elements­of­the­programme­to­the­group.Programme­levels­are­not­specified­as­although­some­of­the­programmes­lend­themselves­more­naturally­to­a­particular­level,­the­nature­of­the­group,­the­skills­of­the­workers­and­other­external­factors­need­to­be­taken­into­consideration­when­deciding­whether­the­programme­should­be­pitched­at­Foundation­Work,­Issue­Work­or­Conflict­Resolution.

In­recognition­of­the­diversity­of­young­people­and­their­needs,­more­significant­changes­may­be­required­to­ensure­the­programme­is­specific­to­the­needs­and­wishes­of­the­young­people.­­­

All­of­the­programmes­are­intended­to­be­delivered­as­Community­Relations­Development­Programmes.

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SESSION­OUTLINE­–MAKING­A­SONG­&­DANCE­­­A­programme­exploring­traditional­and­contemporary­music­and­dance­

–­the­differences­and­similarities­­­­­­­­­­­­­Session Session­Aim Delivery/Methodology

� To­enable­participants­to­get­to­know­each­other,­to­set­the­scene­for­the­programme­and­to­agree­expected­behaviour­­

•­Musical­chairs•­Name­action•­Contract­•­Explore­programme­

2 To­provide­a­fun­way­of­exploring­­young­peoples­understanding­of­the­joint­history­of­music­and­dance

Quiz­night­adapted­from­‘Moving­Beyond­Sectarianism’­Yvonne­Naylor,­ISE­200�

� To­explore­the­culturally­significant­traditions­of­music,­particularly­drumming

Different­drums­workshop­–­comprising­­of­discussion­of­roots,­similarities­and­difference­of­the­drums­and­their­cultural­significance,­performance­and­participation­are­also­included

� To­allow­young­people­to­explore­at­their­own­pace,­­utilizing­ICT,­more­details­of­music­and­dance­traditions

Exploring­Trad’­CD­by­Paul­Flynn­–­comprising­a­vast­amount­of­information­relating­to­music­and­dance­presented­in­an­accessible­format

� To­provide­the­young­people­with­the­opportunity­to­select­and­experience­a­performance­appropriate­to­the­programme

•­Group­choice•­Select­an­outing­­­­appropriate­to­the­music­­­­element­of­the­programme­

� To­allow­young­people­the­opportunity­to­share­their­musical­preferences­and­relate­them­to­their­sense­of­identity

Young­people­bring­their­musical­preferences­for­others­and­explore­what­bearing­music­has­on­our­construction­of­identity

7 To­explore­in­a­fun­and­interactive­way,­the­history­and­techniques­of­traditional­Irish­and­Scottish­dance

Contemporary­dance/music­workshop­exploring­historical­roots­of­contemporary­music­and­dance

8 To­provide­young­people­with­information,­skills­and­experiences­in­contemporary­music­and­dance

Contemporary­dance/music­workshop­exploring­historical­roots­of­contemporary­music­and­dance

9 To­provide­young­people­with­the­opportunity­to­select­and­experience­a­performance­appropriate­to­the­programme

•­Group­choice•­Select­an­outing­­­­appropriate­to­the­dance­­­­element­of­the­programme­

�0 To­provide­an­opportunity­to­reflect­on­what­has­been­learnt­and­showcase­new­skills

­Evaluation­/­performance

­�

­­­­­­­­­­­­­­­­­­­­

­7

Programme­aims­and­objectives

a­­ Please­give­a­brief­background­to­the­programme­indicating­the­nature­of­the­preparatory­work­undertaken­by­each­unit/group.

­­­­­­­­­Both­groups­have­participated­in­similar­synchronized­preparatory­­­­­­­­­programmes­which­explored­their­own­and­others­religious­and­cultural­­­­­­­­­identities­and­how­music­and­dance­differ­and­are­similar­to­other­groups.­

b­­ What­are­the­main­objectives­of­the­programme?­(what­do­you­expect­to­achieve­by­the­end­of­the­programme­–­refer­to­the­young­people’s­and­unit­development)

•­Young­people­will­have­developed­a­greater­understanding­of­their­own­and­­­­others­culture­and­identity,­particularly­in­relation­to­music­and­dance

•­Young­people­will­have­developed­sustainable­friendships­across­both­groups

c­­ What­events,­activities,­approaches,­etc­will­be­used­to­support­your­objectives?

•­Music­and­dance­workshops­which­are­not­only­fun­but­also­explore­the­­­historical­roots­of­music­and­dance­traditional­to­both­communities

•­Community­Relations­workshops,­appropriate­outings,­icebreakers­and­­­teambuilding­sessions

d­­ What­specific­opportunities­will­be­provided­to­explore­community­relations­issues?

­­­­­­­­­All­sessions­will­provide­opportunities­to­explore­community­relations­­­­­­­­­issues.­­Some­of­the­sessions­will­be­very­practical,­others­using­more­­­­­­­­­traditional­experiential­community­relations­exercises.

e­­­Please­highlight­opportunities­for­young­people­to­participate­in­the­planning,­delivery­and­evaluation­of­the­programme?

­­­­Any­music­/­dance­skills,­­knowledge­or­experience­the­young­people­have­­­­will­be­used­during­the­delivery.­­Young­people­will­contribute­their­ideas­to­­­­the­outline­plan­and­will­be­fully­involved­in­the­programme­evaluation.

­7­7

­­­­­­­­­­­­­­­­­­­­

Programme Contact Cost

Different­Drumswww.differentdrums.co.ukRoy­Arbuckle­(028)­7�2�­97��

£�00.00

‘Exploring­Trad’­CD­ROM

Paul­FlynnTraditional­Arts­OfficerArts­Council­for­NI­(028)­90�8­�200

CD­–­no­cost(limited­numbers)

All­Set­–­Traditional­Dance

Mary­Fox077��­987�82

£�00.00­per­session

Contemporary­Music/Dance­Workshop

Tura­Artura(028)­97�2­��0�0777�­�800��

£��0.00­per­session

EXAMPLES­OF­COSTINGS­AND­CONTACTS­­­­­­­­­­­­­­­­

NB:­­ Outing­costs­will­vary­from­approximately­£�­per­head­for­the­cinema­to­­­­­­­­­­­­­­­­approximately­£�­-­£�2­for­the­theatre

COSTS­AS­OF­MARCH­200�

THE­ABOVE­LIST­IS­NOT­EXHAUSTIVE.­­OTHER­ALTERNATIVES­MAYBE­AVAILABLE.

­8

­­­­­­­­­­­­­­­­­­­­

­9

SESSION­OUTLINE­–A­GAME­OF­�­HALVES­A­programme­which­explores­the­three­main­ball­games­in­Northern­Ireland­–­Soccer,­Rugby­and­Gaelic­football.­­Young­people­will­develop­skills­and­

their­understanding­of­the­�­games.­­­­­­­­­­­­­­­Session Session­Aim Delivery/Methodology

� •­To­enable­participants­to­get­to­know­­­each­other•­To­allow­participants­an­opportunity­­­to­contribute­to­the­programme­and­­­to­set­boundaries­for­the­programme­

•­Icebreakers•­Exploration­of­the­programme­•­Contract­making­

2 To­develop­participants­rugby­skills­and­their­understanding­of­the­sport­historically­and­contemporarily

Engage­a­rugby­coach­who­can­develop­skills­and­also­explore­the­history­and­contemporary­nature­of­the­sport

� To­experience­a­high­profile­sporting­fixture­which­may­be­unfamiliar,­to­experience­the­sense­of­belonging­or­detachment­and­to­learn­about­the­sport

•­Attend­a­rugby­game•­Spectate•­Commentary­from­coach

� •­To­explore­identity­and­how­it­is­constructed

•­To­explore­prejudice,­stereotyping­­­and­the­need­for­belonging­

•­Identity­Shield•­Onion­•­Take­a­Step­Forward­­(For­examples­of­exercises/instructions­see­exercises­section)

� To­develop­participants­soccer­skills­and­their­understanding­of­the­sport,­historically­and­contemporarily

Engage­a­soccer­coach­who­can­develop­skills­and­also­explore­the­history­and­contemporary­nature­of­the­sport

� To­experience­a­high­profile­sporting­fixture­which­may­be­unfamiliar,­to­experience­the­sense­of­belonging­or­detachment­and­to­learn­about­the­sport

•­Attend­a­soccer­match•­Spectate•­Commentary­from­coach­

7 Explore­how­uniting­and­diverse­sport­can­be­in­Northern­Ireland

•­Sport­for­all•­Media­coverage­of­sporting­events(For­examples­of­exercises/instructions­see­exercises­section)

8 To­develop­participants­GAA­skills­and­their­understanding­of­the­sport­historically­and­contemporarily

Engage­a­GAA­coach­who­can­develop­skills­and­also­explore­the­history­and­contemporary­nature­of­the­sport

9 To­experience­a­high­profile­sporting­fixture­which­may­be­unfamiliar,­to­experience­the­sense­of­belonging­or­detachment­and­to­learn­about­the­sport

•­Attend­a­GAA­match•­Spectate•­Commentary­from­coach­

�0 To­provide­an­opportunity­for­young­people­to­review­and­display­their­skills­and­to­evaluate­what­they­have­learned

•­Game­of­�­halves­­­­(with­commentary­and­audience)•­Programme­evaluation­

­9

­­­­­­­­­­­­­­­­­­­­

­�0

­­­­­­­­­­­­­­­­­­­­

­�0

Programme­aims­and­objectives

a­­ Please­give­a­brief­background­to­the­programme­indicating­the­nature­of­the­preparatory­work­undertaken­by­each­unit/group.

­­­­­­­­­­Both­groups­have­participated­in­preparatory­work­which­explored­their­

own­and­other­others­cultures­and­identities­and­prepared­them­for­working­in­a­team­and­expressing­themselves­in­a­group­setting.

b­­ What­are­the­main­objectives­of­the­programme?­(what­do­you­expect­to­achieve­by­the­end­of­the­programme­–­refer­to­the­young­people’s­and­unit­development)

•­To­enable­young­people­to­get­to­know­each­other­in­a­non-threatening­­­environment­

•­To­enable­young­people­to­explore­how­uniting­and­dividing­­sport­can­be

•­To­introduce­new­experiences­to­the­young­people

c­­ What­events,­activities,­approaches,­etc­will­be­used­to­support­your­objectives?

•­Input­from­skilled­professionals­in­Gaelic­football,­Rugby­and­Soccer­–­to­­­­include­historical­information,­contemporary­structures­and­skills

•­Relevant­outings­as­spectators­to­�­sports­with­commentary­from­­­professionals­

•­Specific­Community­Relations­sessions­

d­­ What­specific­opportunities­will­be­provided­to­explore­community­relations­issues?

­­­­­All­sessions­will­have­elements­of­Community­Relations­within­them;­input­from­professionals­within­their­sports­will­include­references­to­the­history­of­the­sport,­the­participation­and­spectating­at­some­venues­will­be­a­challenging­first­for­some­young­people­­­

e­­­Please­highlight­opportunities­for­young­people­to­participate­in­the­planning,­delivery­and­evaluation­of­the­programme?

­­­­­The­young­people­will­contribute­to­planning­of­the­programme­and­possibly­selecting­venues­to­visit.­­Young­peoples­skills­and­knowledge­may­be­utilized­during­programme­delivery.­­Young­people­will­be­heavily­involved­in­the­programme­evaluation.

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­��­��

COSTINGS­–­“GAME­OF­THREE­HALVES”

Programme Contact Cost

Soccer­–History­/­Coaching

Irish­Football­Associationwww.irishfa.com­

£20­per­hour­x­�­­­­­­­­­­­­­­­­­­­=­£�0.00

Soccer­Match Mark­Williams­Travel(Match­ticket­and­Belfast­–­Liverpool­travel,­overnight­including­cabin­and­evening­meal)

£9�­per­head­x­��­(�2­young­people­+­2­leaders)=­£�,��0.00

GAAHistory­/­Coaching

Gaelic­Athletic­Association­www.gaa.ie

GAA­museum­£�­x­��=­£8�.00

RugbyHistory­/­Coaching

Irish­Rugby­Football­Union,­Ulster­Branch­www.ulsterrugby.ieAlistair­Brown­–­077��­�280�2­

GAA­Match As­above

RugbyHistory­/­Coaching

Irish­Rugby­Football­Union,­Ulster­Branch­www.ulsterrugby.ieAlistair­Brown­–­077��­�280�2­

No­Charge

Rugby­Match As­above Ravenhill£7­per­head­entrance­charges­x­��=­£98.00­

In­addition,­you­may­need­to­include­staffing­costs­and­any­costs­for­the­hire­of­premises­if­required­for­the­Community­Relations­&­coaching­session.­­Transport­may­also­be­required.­

COSTS­AS­OF­MARCH­200�

THE­ABOVE­LIST­IS­NOT­EXHAUSTIVE.­­OTHER­ALTERNATIVES­MAYBE­AVAILABLE.

­�2

­­­­­­­­­­­­­­­­­­­­

­�2

SESSION­OUTLINE­–FROM­BATTLE­TO­BRIDGESA­programme­which­explores­some­of­the­high­profile­conflicts­significant­to­people­in­Northern­Ireland.­­The­programme­attempts­to­uncover­the­truth­about­those­battles­and­dispel­the­myths­which­surround­them.

Session Session­Aim Delivery/Methodology

� ­­To­enable­participants­to­get­to­know­each­other,­to­provide­an­opportunity­for­young­people­to­contribute­to­the­programme­and­to­set­boundaries­for­the­programme

­­­•­Icebreakers­­­•­Exploration­of­the­programme­­­•­Contract­making­

2 ­­To­uncover­what­local­communities­feel­about­or­represent­significant­events

•­Community­research­•­What­battles­are­represented­in­

your­community?­E.g.­in­murals­–­what­do­they­mean­to­you?

� ­­To­assimilate­information­uncovered­during­community­evaluation­and­explore­through­ICT,­stories­and­images­of­famous­battle­of­�9��

•­Feedback­from­community­­­research­•­�9��­CD­ROM

� ­­To­explore­with­an­in-depth­tour,­the­reality­and­the­myths­surrounding­the­Battle­of­The­Somme

­­­Guided­tour­of­the­Somme­Centre

� ­­To­explore­the­meaning­of­conflict­and­the­positives­and­negatives­associated­with­it

Conflict­role-play­(see­suggested­activities­attached)

� ­­To­allow­young­people­to­uncover­for­themselves­the­myths­and­truths­which­surround­the­Battle­of­the­Boyne­and­Easter­Rising

­­­•­Residential­visit­to­the­Boyne­and­­­­­­Easter­Rising­Sites­with­guided­­­­­­tours­­­­(this­element­may­be­completed­in­­­one­day)

7 ­­Explore­the­notion­of­power,­to­uncover­where­power­is­unfairly­distributed­and­to­highlight­the­injustices­which­can­occur­if­power­is­mismanaged

­­­Trading­Game­­­­(see­suggested­activities­attached)

8 •­To­explore­with­an­in-depth­tour,­the­­­reality­of­the­Somme•­To­further­develop­relationships­­­among­the­young­people­•­To­provide­an­opportunity­for­young­­­people­to­share­and­reflect­on­what­­­they­have­learned­

•­Residential­–­visit­to­the­Somme­­­and­the­surrounding­sites­­­(Tours­of­various­duration,­­­please­see­costings­and­

contacts)•­Presentation•­Evaluation­

­��

­­­­­­­­­­­­­­­­­­­­

­��­��

Programme­aims­and­objectives

a­­ Please­give­a­brief­background­to­the­programme­indicating­the­nature­of­the­preparatory­work­undertaken­by­each­unit/group.

­­­­­Both­groups­have­participated­in­preparatory­work­which­explored­their­own­and­others­cultures­and­identities­and­elements­of­their­shared­histories.­­The­preparatory­work­also­prepared­them­for­working­as­part­of­a­team­and­expressing­themselves­in­a­group­setting.

b­­ What­are­the­main­objectives­of­the­programme?­(what­do­you­expect­to­achieve­by­the­end­of­the­programme­–­refer­to­the­young­people’s­and­unit­development)

•­The­young­people­will­have­a­greater­understanding­of­significant­events­which­have­shaped­our­history

•­Young­people­will­have­identified­myths­and­truths­which­surround­significant­events

•­Young­people­will­have­deeper­understanding­of­themselves­and­each­other­

c­­ What­events,­activities,­approaches,­etc­will­be­used­to­support­your­objectives?

•­Visits­to­significant­sites­in­Northern­Ireland’s­history­

•­Traditional­Community­Relations­workshops

•­Exploration­of­their­own­and­others­communities

•­Using­ICT­to­explore­significant­events­/­battles­

d­­ What­specific­opportunities­will­be­provided­to­explore­community­relations­issues?

­­­­All­sessions­will­explore­an­element­of­Community­Relations­from­the­subjectivity­of­history­to­communities­interpretation­and­representation­of­historical­events­to­visits­to­sites­representing­history­and­conflict­

e­­­Please­highlight­opportunities­for­young­people­to­participate­in­the­planning,­delivery­and­evaluation­of­the­programme?

­­­­The­young­people­will­contribute­to­planning­of­the­project,­they­will­learn­from­each­other­about­the­opposing­communities­and­will­be­fully­involved­in­evaluating­the­project­­­

­��

­­­­­­­­­­­­­­­­­­­­

­��

Programme Contact Cost

Somme­Centre Craig­McGuiken­www.irishsoldier.org­(028)­9�82­�202

£2.7�­per­person

Boyne­Tours www.knowth.com/tours Costs­vary(self­tours­are­possible)

Kilmainham­Gaol www.heritageireland.ieInchicore­RoadDublin

Tours €3.50 per head

Somme Titan­Tours­Groups0�29�­��0�00www.titangroups.co.ukwww.flybe.com­

From­£�90­pp­to­£��0­pp­for­a­�­day­tour­including­breakfast­(not­including­travel)Travel:­­Titan­Tours­will­provide­transport­from­Gatwick­Airport.­­Flights­are­available­with­Flybe­from­as­little­as­£�0­pp­from­Belfast­City­Airport­

NB­:­ Other­costs­may­arise­e.g.­transport,­staff­or­if­group­decides­on­a­­­­­­­­­­­­­­­residential­to­Dublin­and­the­Boyne­

COSTS­AS­OF­MARCH­200�

THE­ABOVE­LIST­IS­NOT­EXHAUSTIVE.­­OTHER­ALTERNATIVES­MAYBE­AVAILABLE.

EXAMPLES­OF­COSTINGS­AND­CONTACTS

­��

­­­­­­­­­­­­­­­­­­­­

­��­��

­­­­­­­­­­­­­­­­­­­­Session Session­Aim Delivery/Methodology

� ­­To­enable­participants­to­get­to­know­each­other,­to­allow­participants­an­opportunity­to­explore­and­contribute­to­the­programme­and­to­set­the­boundaries­for­the­programme

­­­•­Icebreakers­­­•­Exploration­of­programme­­­­•­Contract­making­

2 ­­To­develop­young­peoples­sense­of­team­and­communication­skills

­­­•­Team­building­exercise­­­­•­Communication­(for­examples,­see­very­useful­exercises­section)­

� To­establish­trust­–­a­central­principle­of­the­group

•­Explore­the­meaning­of­trust­•­Undertake­trust­building­­­­exercises

� ­­To­develop­young­peoples­understanding­of­their­own­and­others­multi­faceted­identities

•­Identity­Shield•­Exploring­prejudice­and­­­­stereotyping­•­Positive­displays­of­identity(for­examples­and­proforma,­see­

useful­exercises)

� ­­To­develop­young­peoples­appreciation­of­diversity­and­the­valuable­contribution­diversity­brings­to­Northern­Ireland

•­What­is­Diversity?•­Benefits­to­Northern­Ireland­­­from­diversity­•­How­diverse­is­the­group(for­examples­see­useful­exercises­

section)

� ­­To­provide­the­young­people­with­an­opportunity­to­select­and­experience­a­social­event­appropriate­to­the­programme

­­­•­Group­choice­­­•­Select­an­outing­appropriate­to­­­­­­the­programme­

7 ­­To­provide­an­opportunity­to­prepare­for­the­residential­experience

­­­•­Review­contract­­­•­Prepare­‘to­bring­list’­­­•­Design­route­

8 ­­To­provide­a­residential­experience­which­focuses­on­the­group­living,­working­together­on­a­narrow­boat,­exploring­the­canal­networks­of­Central­England.­(May­be­weekend­of­week­long)

•­Undertake­narrow­boat­­­residential•­Utilize­route­to­explore,­for­­­example,­diversity­in­­­Birmingham­•­Plan­evening­sessions­to­explore­­­more­­contentious­Community­­­Relations­issues­e.g.­flags­and­­­marching­

Final­Session

­­To­provide­an­opportunity­for­young­people­­to­reflect­on­the­progress­they­have­made­throughout­the­programme­and­discuss­how­it­can­be­built­upon

•­Evaluation•­Discussions•­Presentation­

SESSION­OUTLINE­–“­BOAT­YA?”A­programme­which­focuses­on­the­interdependent­relationships­necessary­to­move­Northern­Ireland­towards­a­shared­society­and­culminates­in­a­residential­on­a­narrow­boat.

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Programme­aims­and­objectives

a­­ Please­give­a­brief­background­to­the­programme­indicating­the­nature­of­the­preparatory­work­undertaken­by­each­unit/group.

­­­­­Both­groups­have­participated­in­preparatory­work­which­explored­their­own­and­others­cultures­and­identities­and­prepared­them­for­working­as­part­of­a­diverse­group­communication­and­co-operation­exercises­

b­­ What­are­the­main­objectives­of­the­programme?­(what­do­you­expect­to­achieve­by­the­end­of­the­programme­–­refer­to­the­young­people’s­and­unit­development)

­­­­­By­the­end­of­the­programme­we­would­expect­the­young­people­to­have­forged­new­friendships­based­on­mutual­respect­and­trust,­increased­skills­and­confidence­about­expressing­themselves­within­a­group­and­a­greater­appreciation­of­difference­and­commonality.­­The­young­people­will­also­have­a­highly­developed­sense­of­the­value­of­team­work.­­The­unit­will­benefit­from­having­confident­young­people­who­have­come­through­the­process,­from­having­developed­close­working­relations­with­another­unit­and­from­the­feeling­of­prestige­and­achievement­of­delivering­a­quality­level­of­Community­Relations­practice­

c­­ What­events,­activities,­approaches,­etc­will­be­used­to­support­your­objectives?

•­Icebreaker­sessions•­Regular­specific­Community­Relations­sessions•­Fun­social­events•­Residential­on­a­narrow­boat­•­Sessions­focusing­on­trust,­communication­and­teambuilding­

d­­ What­specific­opportunities­will­be­provided­to­explore­community­relations­issues?

•­Specific­Community­Relations­sessions­will­be­devoted­to:

-­Exploring­Identity­-­Exploring­Diversity­-­Interdependence­

e­­­Please­highlight­opportunities­for­young­people­to­participate­in­the­planning,­delivery­and­evaluation­of­the­programme?

­­­­The­young­people­will­be­heavily­involved­in­the­planning­and­evaluation­of­the­programme,­the­Community­Relations­work­will­be­experiential­and­the­process­should­encourage­young­people­to­be­more­confident­in­expressing­themselves,­the­young­people­will­learn­from­each­other­

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EXAMPLES­OF­COSTINGS­AND­CONTACTSBlakes­Holiday­Boating­can­supply­a­�0­ft­narrow­boat­which­sleeps­�2­-��­to­explore­the­Warrick­Central­Ring­(Midlands)­at­a­cost­of­approximately­£�,��0.00­

Contact:­www.blakes.co.uk­­­­­­­­­­0870­2202­�98­

COSTS­AS­OF­MARCH­200�

THE­ABOVE­LIST­IS­NOT­EXHAUSTIVE.­­OTHER­ALTERNATIVES­MAYBE­AVAILABLE.

­�8

­­­­­­­­­­­­­­­­­­­­

­�8

Session Session­Aim Delivery/Methodology

� ­­To­enable­the­young­people­to­get­to­know­each­other,­to­provide­an­opportunity­for­young­people­to­contribute­to­the­programme­and­to­set­boundaries­for­the­programme

­­­•­Icebreakers­­­•­Exploration­of­programme­­­•­Contract­making­

2 ­­To­further­explore­the­theme­of­interdependence

­­­Trust­exercises­­­Rock­climbing­­/­abseiling

� ­­To­introduce­the­themes­of­equity,­diversity­and­interdependence

Raft­building

� ­­To­identify­blocks­to­effective­communication­and­identify­causes­of­conflict

Tent­buildingSheep­and­shepherd­

� ­­To­explore­causes­and­implications­of­prejudice,­stereotyping­and­labelling

•­Building­the­picture•­Debrief­

� ­­To­identify­and­recognise­the­main­political­players­in­Northern­Ireland­and­their­role

­­­•­Famous­faces­­­•­Treasure­hunt­­­•­Debrief­

7 ­To­identify­symbols­of­controversy­in­Northern­Ireland­and­establish­their­true­meaning

­­­•­Symbols­­­•­Orienteering­­­•­Debrief

8 ­­To­provide­Community­Relations­information­in­a­fun­way

•­Spiders­web­with­Community­­­Relations­quiz•­Debrief­

9 ­­To­creatively­explore­a­vision­for­Northern­Ireland­for­the­future

•­Planks•­Archery­•­Night­line­

�0 ­­To­provide­an­opportunity­for­young­people­to­reflect­on­the­programmes­and­evaluate­their­progress

•­Evaluation

SESSION­OUTLINE­–­“AIN’T­NO­MOUNTAIN­HIGH­ENOUGH”A­programme­which­utilizes­outdoor­education­to­explore­Community­Relations­with­traditional­Outdoor­Education­resources­adapted­to­encompass­Community­Relations­issues.

NB:­ Groups­may­choose­to­deliver­much­of­the­programme­on­residential.­­The­residential­­­­­­­­­­­experience­can­also­be­utilized­to­explore­teamwork,­diversity­in­food­and­­­­­­­­­­­entertainment

­�9

­­­­­­­­­­­­­­­­­­­­

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Programme­aims­and­objectives

a­­ Please­give­a­brief­background­to­the­programme­indicating­the­nature­of­the­preparatory­work­undertaken­by­each­unit/group.

­­­­­Both­groups­of­young­people­will­­have­participated­in­preparatory­programmes­covering­their­own­and­others­cultures,­identities­and­traditions,­ensuring­that­they­are­prepared­to­participate­fully­in­their­programme­

b­­ What­are­the­main­objectives­of­the­programme?­(what­do­you­expect­to­achieve­by­the­end­of­the­programme­–­refer­to­the­young­people’s­and­unit­development)

•­By­the­end­of­the­programme­the­young­people­will­be­expected­to­have­a­­­greater­insight­into­their­own­and­others­cultures­and­identities­•­Have­a­greater­respect­for­others,­their­opinions­and­abilities­•­Had­opportunity­to­learn­how­to­get­their­views­across­in­a­constructive­­­way­and­listen­to­the­views­of­others­•­Developed­confidence­to­contribute­to­Community­Relations­in­their­unit­­­­and­wider­community­

c­­ What­events,­activities,­approaches,­etc­will­be­used­to­support­your­objectives?

•­Icebreaker­activities•­Residential­opportunities•­Traditional­Community­Relations­sessions•­Specific­outdoor­education­Community­Relations­sessions­

d­­ What­specific­opportunities­will­be­provided­to­explore­community­relations­issues?

­­­­­All­of­the­outdoor­sessions­will­be­structured­to­include­elements­relevant­to­Community­Relations­and­Equity,­Diversity­and­Interdependence.­­There­will­also­be­specific­sessions­dealing­with­Community­Relations­through­more­conventional­informal­exercises­

e­­­Please­highlight­opportunities­for­young­people­to­participate­in­the­planning,­delivery­and­evaluation­of­the­programme?

­­­­Young­people­will­be­heavily­involved­in­the­planning­and­evaluation­of­the­project,­particularly­logistical­planning.­­The­bulk­of­the­delivery­will­lie­with­Community­Relations­trained­Youth­Workers­although­there­will­be­lots­of­opportunities­given­the­informal­nature­of­the­project­for­young­people­to­learn­from­each­other­

­20

­­­­­­­­­­­­­­­­­­­­

­20

Programme Contact Cost

Residential­Weekend­

Share­Centrewww.sharevillage.org(028)­�772­2�22

£�2.�0­per­person­

Board­Residential­Centre£�7.90­per­person­approximately­

COSTS­AS­OF­MARCH­200�

THE­ABOVE­LIST­IS­NOT­EXHAUSTIVE.­­OTHER­ALTERNATIVES­MAYBE­AVAILABLE.

EXAMPLES­OF­COSTINGS­AND­CONTACTS

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USEFUL­EXERCISES

The­Silly­Name­Game

Sitting­in­a­circle,­each­person­has­to­say­their­name­then­go­around­the­circleagain­with­every­person­(can­include­the­leaders)­picking­a­name,­such­as­an­animal­which­has­the­same­first­letter­of­their­Christian­name,­­they­then­say­this­animal­in­front­of­their­name.­­the­name­can­be­kept­for­as­long­as­wanted­as­it­is­a­fun­way­for­a­new­group­to­remember­names.­

The­Ball­Game

The­whole­group­stand­in­a­circle,­pass­a­ball­around­the­circle­once­with­everyone­saying­their­name­when­they­touch­the­ball,­then­throw­it­to­each­other­calling­the­catchers­name­as­they­do­so.

Sign­In

Put­a­piece­of­flip­chart­paper­up­and­provide­coloured­markers.­­Ask­each­person­to­write­their­name­on­the­paper­so­that­they­sign­into­the­group.­­They­can­write­whatever­name­they­are­most­comfortable­with­whether­it­is­their­first,­last­or­nickname.­­The­leaders­should­do­the­same­thing­so­that­everyone­is­on­equal­terms.­Ask­group­members­to­say­where­they­got­their­names­and­how­they­feel­about­them.

Pairs

Hand­out­a­card­to­each­person,­each­card­has­a­pair­such­as­teacher­and­pupil­or­DJ­and­dancer.­­Each­person­has­to­find­their­pair.­­Ask­the­group­to­look­at­their­cards­but­not­to­tell­anyone­else­what­is­written­on­it,­then­ask­the­group­to­find­their­pairs.­­They­can­only­do­this­by­asking­indirect­questions,­they­cannot­ask­“are­you­a­teacher”?­but­they­can­ask­“do­you­work­in­a­school”?­­This­exercise­can­be­adapted­to­be­more­Community­Relations­friendly­by­using­pairs­famous­in­Northern­Ireland­politics.­­

Find­Someone

Each­person­will­be­given­a­‘find­someone­sheet’­which­will­say­things­such­as­find­someone­who­has­a­dog­or­find­someone­who­is­of­a­different­faith­to­you.­­There­will­be­about­20­like­this­on­the­sheet.­­The­aim­is­to­ask­each­person­in­the­group­to­sign­one­‘find­someone­who’­on­the­your­sheet.­­It­if­is­a­small­group,­each­person­could­sign­2­things­on­each­sheet.

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Guess­Who

In­a­circle,­everyone­writes­something­that­nobody­in­the­group­knows­about­them­on­a­piece­of­paper.­­The­pieces­go­in­a­pile­and­everyone­picks­one.­­Then­each­person­asks­one­indirect­question­to­each­member­of­the­group­which­they­answer­yes­or­no­to.­­Once­everyone­has­asked­a­question,­if­they­have­not­guessed­then­go­round­the­full­circle­with­a­new­question.­­

Archery­

Allow­young­people­to­design­their­own­target­with­their­vision­for­Northern­Ireland­as­the­bulls-eye.­­E.g.

Building­a­Picture­

Progress­in­any­activity­(canoeing,­climbing,­mountaineering)­is­rewarded­with­information­about­an­individual.­­In­teams,­young­people­have­to­guess­who­their­individual­is.­­(the­individuals­could­be­famous,­members­of­their­communities­or­imaginary,­but­should­represent­diverse­groupings).

Famous­Faces

Rather­than­the­traditional­‘treasure­hunt’,­current­famous­faces­–­like­the­ones­attached,­are­scattered­at­a­particular­location,­­young­people­are­not­only­expected­to­find­them­but­also­identify­them.

Shared

Society

Diversity

Tolerated

Parallel

Lives

Shared

Socity

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­­­­­­­­­­­­­­­­­­­­

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Night­Line

This­exercise­can­also­be­used­to­highlight­what­can­be­achieved­by­communicating­effectively.­­Young­people­are­blindfolded­and­follow­a­rope­over­an­obstacle­course.­­The­leader­must­communicate­the­route­to­the­person­who­passes­it­down­the­line.­­The­leader­rotates.

Planks

Can­be­organised­to­identify­what­can­be­achieved­through­team­work­and­taking­small­steps.­­Young­people­in­teams­are­provided­with­a­number­of­crates­and­planks­of­wood­and­are­asked­to­use­the­materials­provided­to­cross­an­area­without­any­team­member­touching­the­ground.

Tent­Building­

•­Tent­pieces­are­hidden­(may­be­marked­on­a­map)•­Young­people­in­teams­are­designated­roles­e.g.­cant­see,­hear­or­speak•­The­young­people­must­work­together­as­a­team­to­find­tent­pieces

Sheep­and­Shepherd

A­variation­on­the­traditional­Sheep­and­Shepherd­exercise­where­young­people­are­blindfolded­and­must­use­non-verbal­clues­to­be­shepherded­into­a­‘pen’.

­2�

­­­­­­­­­­­­­­­­­­­­

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Sport­For­All

“It­is­a­bad­game­where­nobody­wins”­Italian­Proverb­

Overview­

This­is­a­high-energy­activity.­­Participants­use­their­imagination­and­creativity­to­design­new­games.­­The­issues­addressed­include:•­Rules­of­games,­their­justification­and­monitoring•­The­idea­of­human­rights­as­rules­for­living•­Discrimination­in­sport­

Objectives

•­To­raise­awareness­of­social­and­political­exclusion­from­sporting­activities•­To­develop­group­work­and­co-operative­skills­and­creativity•­To­encourage­people­to­think­about­human­rights­as­rules­for­fair­play­in­life

Materials

You­will­need­one­set­of­the­following­for­each­group­of­�­people:•­�­large­buckets­or­waste­paper­bins•­�­large­ball­of­string•­2­football­sized­balls•­2­newspapers•­�­piece­of­chalk•­A­pair­of­scissors­

Instructions

�.­Tell­participants­about­the­“Sport­For­All”­movement.­­Say­that­to­mark­the­­­­­millennium,­the­National­Sports­Council­has­decided­to­hold­a­competition­­­­­to­invent­a­new­game­which­can­be­played­by­all

2.­Ask­people­to­get­into­groups­of­�

�.­Explain­that­each­group­has­20­minutes­to­devise­a­game­using­the­­­­equipment­provided.­­It­is­up­to­each­group­to­decide­the­aims­of­the­new­­­­games­and­the­rules

�.­Let­the­groups­play­each­other’s­games­

Debriefing­and­evaluation

Start­with­a­review­of­how­people­in­the­different­groups­interacted­with­each­other­and­whether­they­enjoyed­the­activity.­Then­go­on­to­discuss­the­games­themselves­and­the­rules­people­invented­and,­finally,­talk­about­sports­and­games­in­real­life.­

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­­­­­­­­­­­­­­­­­­­­

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•­­Was­it­hard­to­design­a­game?­•­­How­did­the­groups­work?­Democratically­or­did­one­person­make­all­the­­­­decisions?­•­­Did­you­share­the­jobs?­I.e.­was­one­person­an­ideas­person,­another­good­­­­at­putting­the­ideas­into­a­practical­form,­someone­else­good­at­setting­the­­­­game­up,­etc.?­•­­Which­games­did­people­enjoy­the­most?­What­makes­a­game­a­“good­­­­game”?­•­­Which­groups­found­it­necessary­to­change­the­rules­once­they­tried­the­

game­out­with­others?­Why­did­they­need­to­change­the­rules­and­how­did­they­do­it?­(Was­the­process­carried­out­by­the­whole­group,­by­just­a­few­individuals­or­by­just­one­person?)­

•­­How­important­is­it­to­have­a­clear­aim­and­fair­rules­in­order­for­everyone­­­­to­feel­that­they­can­participate?­•­­Did­everyone­feel­able­to­participate­fully,­or­did­some­feel­that­they­were­­­­at­an­advantage­or­disadvantage?­•­­In­reality,­how­are­certain­groups­excluded­from­sports?­Which­modes­of­­­­exclusion­are­infringements­of­people’s­human­rights?­•­­The­Articles­in­the­United­Nations­Declaration­on­Human­Rights­could­be­­­­seen­as­rules­for­living­in­a­pluralistic­­­­world.­Are­they­good­rules?­For­instance,­are­they­universally­acceptable­­­­to­all­players­(everyone­throughout­the­world)?­Are­there­enough­rules­or­­­­too­many?­Are­the­rules­fair?­Do­all­players­(all­countries)­play­by­the­­­­rules?­

­2�

­­­­­­­­­­­­­­­­­­­­

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Tips­for­facilitators­

Try­to­ensure­that­the­groups­are­“mixed”,­for­example,­tall­and­short­people,­those­with­glasses­and­those­without,­a­mix­of­genders,­ages,­athletic­abilities,­etc.­

Depending­on­the­group,­you­may­need­to­begin­the­session­with­a­brainstorm­about­games­in­general.­For­example,­that­games­need­to­have­clear­aims­or­objectives­and­rules.­

You­may­need­to­set­limits,­for­example,­that­the­game­must­be­played­within­a­certain­location­or­not­last­longer­than­a­total­of­twenty­minutes.­If­they­find­design­faults­as­their­games­are­being­played,­let­the­designers­of­the­game­change­the­rules.­

The­discussion­can­be­linked­to­human­rights­in­various­ways.­You­can­consider­the­similarities­and­differences­between­rules­and­human­rights.­Good­rules,­like­human­rights,­exist­to­ensure­the­game­is­fair­by­limiting­the­use­of­power­by­some­players­over­others.­The­rules­have­to­apply­to­all­players­in­the­same­way­that­human­rights­are­universal.­Many­rules­prescribe­a­right­together­with­duties.­For­instance,­a­football­player­has­the­right­to­kick­the­ball­but­not­a­fellow­player.­There­are­penalties­in­the­case­of­an­abuse­of­the­rules.­

The­process­of­making­decisions­about­changing­the­rules­can­be­compared­with­how­laws­are­changed­in­“real­life”.­Are­they­changed­by­decree,­by­the­legislature­or­by­people­through­referenda­or­consultation­with­NGOs­and­others?­In­the­debriefing,­people­may­say­that­exclusion­and­discrimination­are­not­really­big­issues­because­people­tend­to­choose­sports­that­they­are­naturally­good­at.­For­example,­tall­people­may­play­basketball­and­less­energetic­types­may­play­snooker­or­chess.­Nonetheless,­there­is­an­issue­if­only­those­young­people­who­show­promise­get­all­the­attention­and­

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opportunities­to­play­in­competitions­while­those­who­like­to­play­for­fun­get­less.­

Some­sports­exclude­on­grounds­of­wealth,­because,­for­example,­they­need­expensive­equipment­or­coaching.­

Variations­If­you­want­to­use­this­activity­primarily­to­promote­group-work­skills­you­could­ask­one­group­to­devise­a­co-operative­game­and­the­other­a­competitive­one.­In­the­debriefing­you­can­compare­how­enjoyable­each­game­was.­

Suggestions­for­follow-up­If­people­want­to­play­more­games,­then­they­may­like­to­play­“Me­too”­in­the­'All­Different­All­Equal'­education­pack.­It­could­be­a­good­way­to­start­people­thinking­more­deeply­about­appreciating­uniqueness­and­diversity­as­a­prerequisite­for­accepting­the­equality.­

If­the­group­are­interested­in­exploring­other­issues­of­equality,­they­may­like­to­do­the­activity­“Path­to­Equality-land”,­which­explores­issues­about­gender­equality.­

Ideas­for­action­Organise­a­co-operative­“Sports­day”.­Invite­young­people­from­other­clubs­to­play­your­new­games.­The­group­will­have­to­decide­how­to­make­the­event­as­inclusive­as­possible.­

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Take­A­Step­Forward­Overview

We­are­all­equal,­but­some­are­more­equal­than­others.­­In­this­activity­participants­experience­what­it­is­like­to­be­someone­else­in­their­society.­­The­issues­addressed­include:•­Social­inequality­being­often­a­source­of­discrimination­and­exclusion•­Empathy­and­its­limits

Objectives

•­­To­promote­empathy­with­others­who­are­different•­­To­raise­awareness­about­the­inequality­of­opportunities­in­society•­­To­foster­an­understanding­of­possible­personal­consequences­of­­­­belonging­to­certain­social­minorities­or­cultural­groups

Materials

•­­Role­cards•­­An­open­space­(a­corridor,­large­rooms­or­outdoors)•­­Tape­or­CD­player­and­soft/relaxing­music

Preparation

•­­Read­the­activity­carefully.­­Review­the­list­of­‘situations­and­events’­and­­­­adapt­it­to­the­group­that­you­are­working­with•­­Make­the­role­cards,­one­per­participant.­­Copy­the­(adapted)­sheet­either­­­­by­hand­or­a­photocopier,­cut­out­the­strips­and­fold­them­over­

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Instructions­

�.­Create­a­calm­atmosphere­with­some­soft­background­music.­­­­­Alternatively,­ask­the­participants­for­silence.­

2.­Hand­out­the­role­cards­at­random,­one­to­each­participant.­Tell­them­to­­­­keep­it­to­themselves­and­not­to­show­it­to­anyone­else.­

�.­Invite­them­to­sit­down­(preferably­on­the­floor)­and­to­read­their­role­­­­­card.­

�.­Now­ask­them­to­begin­to­get­into­role.­To­help,­read­out­some­of­the­­­­following­questions,­pausing­after­each­one,­to­give­people­time­to­reflect­­­­and­build­up­a­picture­of­themselves­and­their­lives:­

•­What­was­your­childhood­like?­What­sort­of­house­did­you­live­in?­What­kind­­­of­games­did­you­play?­What­sort­of­work­did­your­parents­do?­

•­What­is­your­everyday­life­like­now?­Where­do­you­socialise?­What­do­you­­­do­in­the­morning,­in­the­afternoon,­in­the­evening?­

•­What­sort­of­lifestyle­do­you­have?­Where­do­you­live?­How­much­money­do­­­­you­earn­each­month?­What­do­you­do­in­your­leisure­time?­What­you­do­in­­­­your­holidays?­

•­What­excites­you­and­what­are­you­afraid­of?

�.­Now­ask­people­to­remain­absolutely­silent­as­they­line­up­beside­each­­­­­other­(like­on­a­starting­line)­

�.­Tell­the­participants­that­you­are­going­to­read­out­a­list­of­situations­or­­­­events.­Every­time­that­they­can­answer­“yes”­to­the­statement,­they­­­­should­take­a­step­forward.­Otherwise,­they­should­stay­where­they­are­­­­and­not­move.­

7.­Read­out­the­situations­one­at­a­time.­Pause­for­a­while­between­each­­­­statement­to­allow­people­time­to­step­forward­and­to­look­around­to­take­­­­note­of­their­positions­relative­to­each­other.­

8.­At­the­end­invite­everyone­to­take­note­of­their­final­positions.­Then­give­­­­them­a­couple­of­minutes­to­come­out­of­role­before­debriefing­in­plenary.­Debriefing­and­evaluation­

Start­by­asking­participants­about­what­happened­and­how­they­feel­about­the­activity­and­then­go­on­to­talk­about­the­issues­raised­and­what­they­learnt.­

�.­How­did­people­feel­stepping­forward­-­or­not?­

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­­­­­­­­­­­­­­­­­­­­

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2.­For­those­who­stepped­forward­often,­at­what­point­did­they­begin­to­­­­notice­that­others­were­not­moving­as­fast­as­they­were?­

�.­Did­anyone­feel­that­there­were­moments­when­their­basic­human­rights­­­­were­being­ignored?­

�.­Can­people­guess­each­other’s­roles?­(Let­people­reveal­their­roles­during­­­­­this­part­of­the­discussion)­

�.­How­easy­or­difficult­was­it­to­play­the­different­roles?­How­did­they­­­­imagine­what­the­person­they­were­playing­was­like?­

�.­Does­the­exercise­mirror­society­in­some­way?­How?­

7.­Which­human­rights­are­at­stake­for­each­of­the­roles?­Could­anyone­say­­­­that­their­human­rights­were­not­being­respected­or­that­they­did­not­­­­have­access­to­them?­

8.­What­first­steps­could­be­taken­to­address­the­inequalities­in­society?­

Tips­For­Facilitators­

If­you­do­this­activity­outdoors,­make­sure­that­the­participants­can­hear­you,­especially­if­you­are­doing­it­with­a­large­group!­You­may­need­to­use­your­co-facilitators­to­relay­the­statements.­

In­the­imagining­phase­at­the­beginning,­it­is­possible­that­some­participants­may­say­that­they­know­little­about­the­life­of­the­person­they­have­to­role-play.­Tell­them,­this­does­not­matter­especially,­and­that­they­should­use­their­imagination­and­to­do­it­as­best­they­can.­

The­power­of­this­activity­lies­in­the­impact­of­actually­seeing­the­distance­increasing­between­the­participants,­especially­at­the­end­when­there­should­be­a­big­distance­between­those­that­stepped­forward­often­and­those­who­did­not.­To­enhance­the­impact,­it­is­important­that­you­adjust­the­roles­to­reflect­the­realities­of­the­participants’­own­lives.­As­you­do­so,­be­sure­you­adapt­the­roles­so­that­only­a­minimum­of­people­can­take­steps­forward­(i.e.­can­answer­“yes”).­This­also­applies­if­you­have­a­large­group­and­have­to­devise­more­roles.­

During­the­debriefing­and­evaluation­it­is­important­to­explore­how­participants­knew­about­the­character­whose­role­they­had­to­play.­Was­it­through­personal­experience­or­through­other­sources­of­information­(news,­books,­and­jokes)?­Are­they­sure­the­information­and­the­images­they­have­of­the­characters­are­reliable?­In­this­way­you­can­introduce­how­stereotypes­and­prejudice­work.­

This­activity­is­particularly­relevant­to­making­links­between­the­different­generations­of­rights­(civil/political­and­social/economic/cultural­rights)­

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and­the­access­to­them.­The­problems­of­poverty­and­social­exclusion­are­not­only­a­problem­of­formal­rights­-­although­the­latter­also­exists­for­refugees­and­asylum-seekers­for­example.­The­problem­is­very­often­a­matter­of­effective­access­to­those­rights.­

Variations­

One­way­to­get­more­ideas­on­the­table­and­to­deepen­participants’­understanding­is­to­work­first­in­small­groups­and­then­to­get­them­to­share­their­ideas­in­plenary.­Having­co-facilitators­is­almost­essential­if­you­do­this.­Try­this­method­by­taking­the­second­part­of­the­debriefing­-­after­each­role­has­been­revealed­-­in­smaller­groups.­Ask­people­to­explore­who­in­their­society­has­fewer,­and­who­has­more,­chances­or­opportunities,­and­what­first­steps­can­and­should­be­taken­to­address­the­inequalities.­Alternatively,­ask­people­to­take­one­of­the­characters­and­ask­what­could­be­done,­i.e.­what­duties­and­responsibilities­they­themselves,­the­community­and­the­government­have­towards­this­person.­

Suggested­Follow­Up­Depending­on­the­social­context­you­work­in,­you­may­want­to­invite­representatives­from­advocacy­groups­for­certain­cultural­or­social­minorities­to­talk­to­the­group.­Find­out­from­them­what­issues­they­are­currently­fighting­for­and­how­you­and­young­people­can­help.­Such­a­face-to-face­meeting­would­also­be­an­opportunity­to­address­or­review­some­of­the­prejudices­or­stereotyping­that­came­out­during­the­discussion.­

The­group­may­like­to­take­more­time­to­consider­the­stereotypical­images­they­have­of­the­people­represented­in­“Take­a­step­forward”.­You­could­use­the­activity,­'Euro-rail/A­la­carte'­in­the­'All­Different­All­Equal'­education­pack­to­ask­which­people­they­would­most­like­to­share­a­railway­carriage­with,­and­which­people­they­would­least­like­to­share­with.­

If­the­group­would­like­to­find­out­more­about­the­issues­relating­to­inequalities­in­education­provision­world-wide­and­the­measures­that­are­being­taken­to­address­the­problems,­you­may­wish­to­look­at­the­activity­“Education­for­all”.­

Ideas­for­Action

Take­up­the­ideas­from­the­follow-up.­­Follow­through­how­you­and­young­people­can­help­groups­and­organisations­working­with­cultural­or­social­minorities­and­turn­the­ideas­into­practice.

­�2

­­­­­­­­­­­­­­­­­­­­

­�2

You­are­an­unemployed­single­mother

You­are­an­Arab­Muslim­girl­living­with­your­parents­who­are­devoutly­religious­people

You­are­the­daughter­of­the­local­bank­manager.­­You­study­economics­at­university

You­are­the­�9­year­old­son­of­a­farmer­in­a­remote­village­in­the­mountains

You­are­a­soldier­in­the­army,­doing­compulsory­military­service

You­are­a­disabled­young­man­who­can­only­move­in­a­wheelchair

You­are­a­�7­year­old­Roma­(gypsy)­girl­who­never­finished­primary­school

You­are­an­HIV­positive,­middle­aged­prostitute

You­are­an­unemployed­schoolteacher­in­a­country­whose­new­official­language­you­are­not­fluent­in

You­are­a­2�­year­old­refugee­from­Afghanistan

You­are­an­illegal­immigrant­from­Mali

You­are­the­president­of­a­party-political­youth­organisation­(whose­‘mother’­party­is­now­in­power)

You­are­the­son­of­a­Chinese­immigrant­who­runs­a­successful­fast­food­business

You­are­the­daughter­of­the­American­ambassador­to­the­country­where­you­are­not­living?

You­are­the­owner­of­a­successful­import-export­company

You­are­a­retired­worker­form­a­factory­that­makes­shoes

You­are­the­girlfriend­of­a­young­artist­who­is­addicted­to­heroin

You­are­a­22­year­old­lesbian

You­are­a­fashion­model­of­African­origin

You­are­­a­homeless­young­man,­27­years­old

Role­cards

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Situations­and­events­

Read­the­following­situations­out­aloud.­Allow­time­after­reading­out­each­situation­for­participants­to­step­forward­and­also­to­look­to­see­how­far­they­have­moved­relative­to­each­other.­•­You­have­never­encountered­any­serious­financial­difficulty.­•­You­have­decent­housing­with­a­telephone­line­and­television.­•­You­feel­your­language,­religion­and­culture­are­respected­in­the­society­­­where­you­live.­•­You­feel­that­your­opinion­on­social­and­political­issues­matters,­and­your­­­views­are­listened­to.­•­Other­people­consult­you­about­different­issues.­•­You­are­not­afraid­of­being­stopped­by­the­police.­•­You­know­where­to­turn­for­advice­and­help­if­you­need­it.­•­You­have­never­felt­discriminated­against­because­of­your­origin.­•­You­have­adequate­social­and­medical­protection­for­your­needs.­•­You­can­go­away­on­holiday­once­a­year.­•­You­can­invite­friends­for­dinner­at­home.­•­You­have­an­interesting­life­and­you­are­positive­about­your­future.­•­You­feel­you­can­study­and­follow­the­profession­of­your­choice.­•­You­are­not­afraid­of­being­harassed­or­attacked­in­the­streets,­or­in­the­­­media.­•­You­can­vote­in­national­and­local­elections.­•­You­can­celebrate­the­most­important­religious­festivals­with­your­­­relatives­and­close­friends.­•­You­can­participate­in­an­international­seminar­abroad.­•­You­can­go­to­the­cinema­or­the­theatre­at­least­once­a­week.­•­You­are­not­afraid­for­the­future­of­your­children.­•­You­can­buy­new­clothes­at­least­once­every­three­months.­•­You­can­fall­in­love­with­the­person­of­your­choice.­•­You­feel­that­you­are­appreciated­and­respected­in­the­society­­­where­you­live.­•­You­can­use­and­benefit­from­the­Internet.­

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Identity­ShieldsAim­To­allow­participants­to­explore­the­diversity­if­their­individual­identity­DescriptionAsk­participants­to­fill­the­corners­of­the­shield­with­any­four­of­the­following­questions:Participants­should­then­discuss­their­shields­in­small­groups:•­The­�­things­I­most­treasure•­The­person­who­has­influenced­me­most•­The­greatest­wish­I­have•­The­place­I­would­most­like­to­visit•­The­group­in­which­I­feel­most­comfortable•­The­group­in­which­I­feel­least­comfortable•­My­vision­for­the­future/future­of­Northern­Ireland­

Resources•­Blank­Shield­

Identity­AimTo­offer­a­space­for­participant­to­reflect:•­On­their­own­identity•­On­their­cultural­identity•­On­the­notion­of­culture­

Materials•­Paper­and­pencils­

DescriptionThe­onion­of­identity­–­onions­are­made­of­many­different­layers,­people­are­also­made­of­different­layers­of­identity.­­Some­are­more­important,­these­are­the­ones­which­are­closer­to­the­core.­­20­minutes­of­individual­reflection­where­participants­decide­which­things­make­up­their­own­different­layers.­­Participants­then­choose­one­person­they­want­to­share­some­of­this­information­with.­

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Debriefing•­Easy/difficult?•­Which­criteria­play­a­role?Theory­on­different­factors­of­identity­•­No-one­can­be­limited­only­to­�­criteria•­All­different­/­all­equal•­The­complexity­of­identity­‘­to­make­space­of­the­Other­in­our­own­life’,­‘to­­­speak­of­the­Other­is­in­fact­to­speak­of­ourselves’•­Intercultural­Learning­is­to­listen.­Active­listening­is­a­very­difficult­exercise­

Conflict­Role­PlayDesign­a­role­play­appropriate­to­the­group­and­the­programme.­­Each­person/group­should­have­a­designated­role.­­Examples­could­include:•­Fox­hunters­and­hunt­saboteurs•­Marchers­and­residents­association•­Those­who­support­flying­of­flags­and­painted­kerbstones­and­those­who­do­­­not­

Trading­Game­A­variety­of­trading­games­are­available­to­download­or­purchase­from­www.christain-aid.org­

Media­and­Sport­•­Supply­the­young­people­with­a­selection­of­local­newspapers•­Ask­them­in­groups­to­compare­the­coverage­of­the­�­main­sports•­Ask­them:

•­What­do­they­report?•­How­much­space­do­they­each­devote­to­each­sport?•­Is­there­discrepancies?•­Is­this­positive­/­negative?•­Why­

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­­­­­­­­­­­­­­­­­­­­Positive­Displays­of­Identity­

Invite­each­young­people­to­bring­an­emblem­or­symbol­to­the­group­which­represents­a­positive­thing­about­their­identity.­­The­item­could­be­related­to­sport,­music,­school­etc.­­Ask­the­young­people­to­explain­what­their­symbol­represents­and­what­it­means­to­them.Discussion­afterwards­could­include­whether­symbols­are­uniting­or­divisive­or­designing­a­symbol­which­the­whole­group­can­connect­to.

Group­Diversity­Ask­group­members­to­move­back­and­forth­across­the­room­if­the­following­statements­represent­them:•­I­have­never­travelled­in­an­airplane­•­I­believe­in­God•­I­support­Manchester­United­•­I­want­peace•­I­want­a­united­Ireland•­I­think­that­the­legal­age­limit­for­alcohol­should­be­reduced­to­��•­I­want­to­go­to­university­•­I­think­that­women­should­stay­at­home­and­raise­the­children•­I­want­a­job­when­I­leave­school•­I­go­to­church•­I­am­British•­I­am­Irish•­I­think­world­poverty­has­nothing­to­do­with­me•­I­have­been­to­place­of­worship­on­my­own•­I­enjoy­meeting­new­friends•­I­am­a­Unionist•­I­am­a­Nationalist­•­I­think­that­all­marching­should­be­banned•­I­like­to­have­fun­

Follow­up­conversation­should­include­how­it­feels­to­be­different,­how­you­can­agree­with­some­people­sometimes­but­not­others­and­how­there­is­strength­in­diversity.

­�7

Shinty­–­Rules­Of­PlayThe­historical­nature­of­the­game­of­Shinty­makes­it­an­appropriate­activity­to­enhance­a­Community­Relations­Programme.­­The­game­of­Shinty,­under­its­current­rules,­is­played­�2­a­side,­with­normally­�­substitutes­allowed,­in­two­periods­of­��­minutes.

The­field­of­play,­in­imperial­measure,­is­��0­to­�70­yards­long­by­70­to­80­yards­wide.­The­goals­are­�2­feet­wide­by­�0­feet­high.­There­is­a­penalty­area,­�0­yards­from­the­centre­of­the­goal,­�­yards­broad,­with­quarter­circle­extensions­to­the­bye-line.­An­attacking­player­inside­this­area­before­the­ball­is­off-side.­A­defending­player­who­commits­an­infringement­inside­this­area­concedes­a­penalty­against­his­side.­This­is­struck­from­a­point­at­midfield,­20­yards­from­the­goal.­The­playing­stick­-­the­caman­-­is­now­usually­made­of­laminated­hickory­or­ash,­and­the­head,­which­is­of­­triangular­section,­must­be­able­to­pass­through­a­ring­­two­and­a­half­inches­in­diameter.­The­ball­has­a­seamed­leather­cover,­with­a­­permitted­circumference­between­­seven­and­a­half­and­eight­inches­and­weight­between­two­and­a­half­and­three­ounces.­

Only­the­goalkeeper­is­allowed­to­handle­the­ball,­by­­slapping­orstopping­it­with­his­open­hand.­The­ball­may­not­be­kicked­nor,­­of­course,­may­an­opponent.­A­strike­can­be­blocked­or­‘cleeked’­­within­normal­swinging­distance.­There­is­no­­restriction­in­the­height­or­direction­of­hitting­with­the­­caman­apart,­again,­from­striking­an­opponent,­or­overhead­swinging­in­a­dangerous­manner­(when­close­toother­players).

The­referee­begins­a­match,­and­restarts­after­a­goal­and­at­half­time,­by­throwing­the­ball­up,­over­a­height­of­twelve­feet,­between­the­opposing­centre­players,­who­hold­their­camans­crossed­above­their­heads­ready­to­play­the­ball­as­it­descends.­There­are­two­goal­judges­to­assist­his­decisions,­and­linesmen­to­identify­a­ball­which­has­crossed­the­sideline.­Where­a­ball­has­gone­out­of­play­on­the­sidelines,­a­player­of­the­opposing­team­takes­a­hit-in­by­throwing­the­ball­directly­above­his­head­and­striking­it,­as­it­

­�8

­­­­­­­­­­­­­­­­­­­­

­�8

­­­­­­­­­­­­­­­­­­­­descends,­with­the­heel­of­his­caman,­whilst­the­ball­is­still­overhead.­When­the­ball­crosses­the­bye-line­from­an­attacker,­a­goal-hit­is­taken,­as­in­soccer.­When­it­goes­over­the­bye-line­from­a­defending­player,­a­hit-in­is­taken­from­the­corner.­Infringements­outside­the­penalty­area­incur­a­free-hit,­with­all­other­players­more­than­�­yards­distant­when­it­is­taken.­A­goal­may­not­be­scored­directly­from­a­free­hit.

A­set­of­composite­rules­adjusted­to­provide­no­advantage­to­either­game­has­been­developed­for­shinty/hurling­internationals­between­Scotland­and­Ireland,­and­other­matches­played­between­shinty­and­hurling­teams.­

­�9

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­�9

Exploring­Symbols

Aim:To­provide­information­on­the­main­controversial­symbols­in­Northern­Ireland­in­an­innovative­way

Group:�0-��­young­people

Materials­Needed:•­Selection­of­symbols•­Maps­of­location•­Answer­sheet

Description:•­Prepare­an­orienteering­course,­at­each­of­the­markers­instead­of­the­­­traditional­red­and­white­markers­place­a­laminated­image­of­a­symbol•­Give­the­young­people­a­map­and­an­answer­sheet,­the­young­people­­­are­tasked­with­finding­the­symbol­and­can­earn­bonus­points­if­they­can­­­describe­what­the­symbol­represents•­Debrief­exploring­the­symbols­and­their­origins­or­meanings­­­(Ref:­Symbols­and­their­meaning­sourced­from­www.cain.ulster.ac.uk)

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­­­­­­­­­­­­­­­­­­­­

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­­­­­­­­­­­­­­­­­­­­DRAW­THE­SYMBOL EXPLAIN­WHAT­THE­SYMBOL­REPRESENTS­

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EXPLORING­SYMBOLS

TEAM­NAME:­

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DRAW­THE­SYMBOL EXPLAIN­WHAT­THE­SYMBOL­REPRESENTS­HERE

� EASTER­LILYThis­symbol­is­associated­with­the­�9��­Easter­Rising­in­Dublin,­due­to­the­seasonal­decoration­in­the­churches­during­this­period

2 RED­HAND­OF­ULSTER­The­Red­Hand­is­one­of­the­only­emblems­in­Northern­Ireland­used­by­both­communities,­although­it­is­more­associated­with­the­Protestant­community.­­Catholics­see­it­as­representing­the­nine­counties­of­Northern­Ireland,­while­Protestants

� SHAMROCKLegend­has­it­that­the­shamrock­was­used­by­St­Patrick,­the­patron­saint­of­Ireland,­to­illustrate­the­Holy­Trinity,­hence­its­widespread­use­on­St­Patrick’s­Day­on­�7­March.­­It­is­one­of­Ireland’s­national­emblems.

� WHITE­RIBBON­A­number­of­symbols­of­peace­have­been­used­over­the­past­thirty­years­by­various­organisations.­­Most­recently­those­campaigning­for­peace­have­worn­a­white­ribbon­in­their­lapels.­

� CROWNThe­Crown­symbolises­the­British­monarchy­in­Ireland.­­It­is­seen­on­many­Loyalist­murals­and­Orange­Order­banners.­­It­is­seen­as­the­ultimate­symbol­of­Protestantism.

� POPPYThe­Remembrance­Day­Poppy­was­initially­used­to­commemorate­the­end­of­World­War­One,­in­which­many­Irishmen,­both­Protestant­and­Catholic,­died­fighting.­­The­symbol­has­long­been­the­preserve­of­­the­Unionist­community­as­it­seen­as­unequivocally­British.

7 BOWLER­HATAlong­with­a­pair­of­white­gloves­and­a­‘sash’,­the­Bowler­Hat­is­part­of­the­traditional­clothing­worn­by­the­Orange­Order­members­while­on­parade.

8 ORANGE­ORDER­‘SASH’Although­commonly­known­as­the­‘sash’,­this­item­is­more­properly­termed­a­collaret.­The­‘sash’­is­the­most­distinctive­item­worn­by­members­of­the­Orange­Order­when­taking­part­in­parades.

9 EMBLEM­OF­THE­ANCIENT­ORDER­OF­HIBERNIANS­Often­regarded­as­the­Catholic­counterpart­of­the­Orange­Order,­the­Ancient­Order­of­Hibernians­(AOH)­was­founded­in­the­USA­in­�8�8.

�0 HARPThis­instrument­has­long­symbolised­the­island­of­Ireland.­­Its­Nationalist­origins­come­from­when­Owen­Roe­O’Neill,­a­Gaelic­chieftain,­adopted­a­green­flag­incorporating­the­harp.

EXPLORING­SYMBOLS

Answer­Sheet

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ADDITIONAL­CONTACT­INFORMATIONOUTDOOR­EDUCATION­CENTRES­–­BOARD­WIDE

Delamont­OEC­ ­ 88­Downpatrick­Road­ ­ ­ ­ ­­ ­ ­ ­ KILLYLEAGH,­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ BT�0­9TZ­­­­­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ E:­delamont@dnet.co.uk­­ ­ ­ ­ ­­ ­ ­ ­ T:­028­��82­�0�0­­­­ ­F:­028­��82­�2�0­Bushmills­EC­ ­ ­ 7­Priestland­Road­ ­ ­ ­ ­ ­­ ­ ­ ­ BUSHMILLS­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ BT�7­8QP­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ T:­028­207�­��99­Woodhall­Res­Centre­ 27­Moneygran­Road­ ­ ­ ­ ­­ ­ ­ ­ KILREA­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ BT��­�SJ­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ T:­028­29��­07�2­ F:­028­29��­�07�­Ardnabannon­OEC­ ­ �­Ardnabannon­Road­ ­ ­ ­ ­­ ­ ­ ­ CASTLEWELLAN­­ ­ ­ ­ ­ ­­ ­ ­ ­ BT��­9EN­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ E:­ardnabannon.oec@seelb.org.uk­ ­ ­­ ­ ­ ­ T:­028­��77­8���­ F:­028­��77­8792­Killyleagh­OEC­ ­ Shore­Road­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ KILLYLEAGH­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ BT�0­9UE­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ T:­028­��82­8���­ F:­028­��82­8�82Killowen­OEC­­ ­ Killowen­Point­ ­ ­ ­ ­ ­­ ­ ­ ­ ROSTREVOR­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ BT��­�AN­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ T:­028­��7�­8297­ ­ ­Shannaghmore­OEC­­ The­Ballagh­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ Kilkeel­Road­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ NEWCASTLE­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ BT��­0LA­ ­ ­ ­ ­ ­ ­­ ­ ­ ­ T:­028­��72­�8��Gortatole­OEC­ ­ Florencecourt­ ­ ­ ­ ­ ­­ ­ ­ ­ ENNISKILLEN­­ ­ ­ ­ ­ ­­ ­ ­ ­ E:­gortatole_oec@welbni.org­­ ­ ­ ­­ ­ ­ ­ T:­028­����­8888

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NOTES

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COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS

COMMUNITY TRAINING IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY

RELATIONS TRAINING SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY

FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP

CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE

COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL

DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS

COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY TRAINING RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY

FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY

IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY

RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY

CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY TRAINING RELATIONS

SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP CROSS COMMUNITY IDENTITY CULTURAL

DIVERSITY FINANCIAL ASSISTANCE COMMUNITY RELATIONS SUPPORT LEADERSHIP

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