Dreamtown's SDG Challenge - Youth for Urban & Social Change

ACKNOWLEDGEMENT Dreamtown would like to extend its acknowledgement to its partners Network for Active Citizens (NAC) and Copenhagen Adult Educational Centre (KVUC). Without this partnership across borders and sectors, Dreamtown would not have been able to conduct this SDG challenge.

A special thanks to the team at Network for Active Citizens (NAC) for coordinating and co-designing educational material with young people from Kampala’s ghettos, and to the teachers and directorate at KVUC working with the HF SDG programme for coordinating and working hard to make time for this SDG challenge.

A thanks to Stine Kronsted Dreamtown’s Urban designer & Editor of the Dreamtown Journal as well for her innovative illustrations seen on page 15 and 19 of the Handbook.

HANBOOK: DREAMTOWN’S SDG CHALLENGE Project: From Copenhagen to Kampala Funded by: Civil Society in Development (CISU) @ Dreamtown, Copenhagen 2021 @ Network for Active Citizens (NAC), Kampala 2021 @ Copenhagen Adult Education Centre (KVUC), Copenhagen 2021 Photography: Simon Sticker, Dreamtown’s Communication Advisor; Nina Ottosen, Dreamtown’s Programme Director & Benedicte Bertelsen, Dreamtown’s Civic Engagement Officer.

PREPARED, DEVELOPED AND DESIGNED BY: Benedicte Bertelsen, Civic Engagement Officer E-mail: Benedicte.bertelsen@dreamtown.ngo or bertelsenbenedicte@gmail.com

CONTENT INTRODUCTION CALL FOR ACTION…...…..…………………………………………………………………………………………………1 INTRODUCTION….…...………………….…………………………………………………………………………………2 HOW TO READ THIS HANDBOOK......…………………………………………………………………………………3 STRUCTURE OF THE HANDBOOK………………...……………………………………………………………………4

PART A: DREAMTOWN DREAMTOWN…………………………………………………...…………………………………………………………6

PART B: DREAMTOWN’S PEDAGODICAL AND DIDACTICAL CONSIDERATIONS PEDAGODICAL AND DIDACTICAL CONSIDERATIONS…..…………………………………………………………………9 CRITIQES AND CALLS FOR ACTION………………………………….………………………………………………10 DEVELOPMENT EDUCATION………………………………………....……………………………………….………11

PART C: DREAMTOWN’S PEDAGODICAL APPROACH TO EDUCATION DREAMTOWNS APPROACH TO EDUCATION………………………....…….……………………………………………14 LEARNING OBJECTIVES OF THE COURSE..………………………..…………………………………………………17 COURSE TIMETABLE.……………………………………………………….…………………………………………19

PART D: COURSE OVERVIEW OVERVIEW OF COURSE MODULES…………………………………………………………………….………...………21 MODULE ONE: DREAM. SAFE SPCACE, REFLECTION & VISIONS………………………………...………………………22 MODULE TWO: EXPLORE. DIG DEEPER & INQUIRE……………………………....………………………………………24 MODULE THREE: DESIGN. SOCIAL CHANGE & STORYTELLING………………………………………………………….26 MODULE FOUR: COMMUNICATION. FRAMING & VALUES…………………………………….………………………...28 MODULE FIVE: EXHIBITION OF PROJECT IDEAS………………………………………………………………………….30

PART E: MONITORING TOOLS OUTCOME JOURNALS…………………………………………………………………………………………………....33 TRAVEL DIARY OF LEARNING – CHACK-IN AND CHECK-OUT…………………………………………………….……..35

PART F: EXERCISE CATALOGUE WITH STEP-BY-STEP FACILITATION GUIDES EXERCISES FOR MODULE ONE………………………………...………………………………….………………………38 1.1 SAFE SPACE………………………………………………………...…………………….………………………38 1.2 INTRODUCTION TO THE COURSE, DREAMTOWN AND NAC………………….…….………………………….40 1.3 SDG JEOPARDY GAME……………………………………………………...…………………………………...41 1.4 INTERMEZZO: POVERTY AND WEALTH………………………………………………………………………….42

1.5 CASE CHALLENGES……………………………………………………………...……………………………….43 1.6 GROUPS FORMATION……………………………………………………………..…………………………….44 1.7 DREAM CLOUDS…………………………………….……………………………….…………..……………….45 1.8 TOAST FOR CHANGE…………………………….……………………………….……………..……………….47 1.9 CHECK-OUT……………………….……………………………….……………………………..………………47 EXERCISES FOR MODULE TWO..…………….……………………………………………………………...….…………48 2.1 CHECK-IN…………………….……………………………….……………………………………….…………48 2.2. PROJEKT CYCLE…………………………………………………………………………………………………48 2.3. FAGLIGT INTERMEZZO OM URBANISERING………………………………………………….……………..…..49 2.4. PROBLEM TREE EXERCISE……………………………………………………………………….………………..50 2.5. INTERMEZZO: NOTIONS OF DEVELOPMENT……………………………………………………………………52 2.6. INQUIRE PART 1 – INTERVIEW GUIDE FOR FOCUS GROUP INTERVIEW………………..…….….…….………54 2.7 CHECK-OUT, EVALUATION AND DEBRIEF….…………………………………………………………………….54 EXERCISES FOR MODULE THREE………………………………………………………………………………………….55 3.1. CHECK-IN………………………………………………………………………………………………………..55 3.2. INQUIRE PART 2 – ANSWERS FROM FOCUS GROUP INTERVIEW CONDUCTED BY NAC……………………..55 3.3. INTRODUKTION TO THEORY OF CHANGE (TOC)………………………………………………………………56 3.4. CREATING A THEORY OF CHANGE……………………………………………………………………………..57 3.5. FEEDBACK SESSION ON THEORY OF CHANGE………………………………………………………………..58 3.6. POEM OF CHANGE & STORYBOARD…………………………………………………………………………...60 3.7. CAROUSEL FEEDBACK…………………………………………………………………………………………...61 3.8. CHECK-OUT………………………………………………………………………………………………...……61 EXERCISES FOR MODULE FOUR………………………………………………………………………………….……….62 4.1 CHECK-IN………………………………………………………………………………………………...………62 4.2 DEVELOPMENT COMMUNICATION……………………………………………………………………...………62 4.3 CHANGE THE CONVERSATION – VALUES & FRAMES…………………………………………………...………64 4.4 PRODUCTION OF THE PRESENTATION OF THE PROJECT IDEAS……………………………………...…………65 4.2. CHECK-OUT………………………………………………………………………………………...……………65 EXERCISES FOR MODULE FIVE……………………………………………………………………………..……………..66 5.1 CHECK-IN………………………………………………………………………………………………………...66 5.2 EVALUATION OF THE COURSE…………………………………………………………………………………..66 5.3 MOST SIGNIFICANT CHANGE…………………………………………………………………………………...67 5.4 CO-DESIGNING AN ENERGIZER TO BE CONDUCTED WITH THE TEACHERS………….……………...…………68 5.5 PREPERATION OF THE PRESENTATION FOR THE TEACHERS AND SCHOOL MANAGEMENT….………………...69 5.6 PRESENTATION WORKSHOP FOR THE TEACHERS AND SCHOOL MANAGEMENT………….………………….70 REFERENCES……………..…………………………..………………………………………….……………..…………71

CALL FOR ACTION! Dreamtown believes that young people are knowledgeable, deeply creative and have a unique energy to create innovative and inspiring social change in our global society. It is therefore important to support opportunities for young people to actively take part in shaping their communities in order to create sustainable urban development. Dreamtown sees an exciting potential in working with young people towards strengthening their knowledge about and interest in global development collaborations. As a student at KVUC expresses: ”It is really cool to be part of actually doing something, to get your hands dirty and try to make a difference with them [young people] in Uganda” (KVUC student) Creating contact, exchanging of ideas, getting a deeper insight in different contexts, and making room for critical reflection is important. Creating sustainable social change is a process where we all need to constantly strive to get better and cherish our respect for the lives of others, their stories, and realities. Development initiatives which are ill-informed can potentially do more harm than good. Therefore, this course aims to create an introduction to youth-led urban and social change which emphasises the importance of well-informed projects based on collaboration.

We engage in education about youth-led urban and social change to support young people in facing a complex world. A world which is ambiguous, uncertain, and highly diverse – a world that cannot be put neatly in a box – a world where people cannot be put neatly in boxes.

Dreamtown aims to engage young people in deeper learning, reflection and dialogue on global social change and sustainable urban development, which inspires personal and civic engagement in ways which are interactive, fun, creative and inspires hope and agency in young people. Engagement which is based on a want for global social justice. Engagement that happens through learning that unpacks stories together with young people in our globalising and urbanizing world. Where teachers, facilitators, and students alike are invited to “dig deeper and relate wider” (Andreotti, 2019).

1

INTRODUCTION "It helps to shape [DA: danne] us, rather than educate [DA: uddanne] us [...] - there are freer reins and a different approach to how you think."

This was one student’s reaction in the last session of the course in youth-led urban and social change conducted

by Dreamtown at KVUC in the school’s SDG HF Programme in Autumn 2020. This first implementation of the course creates the foundation for the development of this handbook. Based on evaluations of the course with the young people participating from the HF SDG programme, through consideration of literature, and through reflection of the experience, Dreamtown and its Ugandan based partner Network for Active Citizens will repeat the course in the Autumn of 2021.

Through the course, Dreamtown aim to create a safe space where young people from different cities of the world, can explore and experiment with urban social change together. A course which: a. Provides practical tools from the NGO field to create reflective and context sensitive strategies for social change initiatives b. Allows young people to explore their own assumption and perspectives on international development and global poverty by creating a fun and safe space to explore these assumptions and perspectives.

Creating a deeper understanding of one’s own perspectives and assumption can create long-lasting engagement based on global social justice. c.

Engages learners in a participatory, fun, and creative learning environment which is age-appropriate and inspires hope for the future.

In collaboration with NAC and young activist from Kampala’s ghettos, Dreamtown has co-designed inspiring educational material that reflects the challenges, priorities and approaches that are important for sustainable development in the ghetto communities in Kampala. It has been a priority to co-design the educational material with young people in Kampala’s ghettos to ensure that the course reflects their concerns.

Through the course, Dreamtown and NAC further aim to establish a space for the voice of young activists in Kampala to come forth and shape the communication and framing of development contexts. Besides developing inspiring education materials, NAC supports Dreamtown in creating inspirational relationships between the student group in the Denmark and young activists in Kampala.

2

HOW TO READ THIS HANDBOOK

This handbook is designed to assist Dreamtown in facilitating it’s SDG challenge. The Handbook provides information and tools required to conduct the case challenge by Dreamtown and potentially other NGOs interested.

This handbook is designed so it can easily be read by a variety of actors with different purposes:

For the reader that know Dreamtown and it civic engagement work and need more indebts module and exercise descriptions, read Part D, E, F, G.

If you are interested in knowing more about Dreamtown and how Dreamtown approach to education and it's underlying pedagogical and didactical consideration read Part A, B and C.

In Part E Monitoring tools and Part F Step-By-Step Facilitation Guides, you find good tips for practice, links and references to additional material which can inspire the course as well as examples from practice. These are illustrated in the handbook by the following symbols:

Good tips for practice

Links and references to additional material for inspiration

Examples and stories from practice

The following will introduce each of the chapters of the handbook, describing the overall content of the chapters.

3

STRUCTURE OF THE HANDBOOK

In this handbook, you can find all the information necessary to conduct the course in youth-led urban and social change. The handbook has four main chapters as shown in Table 1.

PART A: DREAMTOWN Part A offers a background of Dreamtown and presents its core values.

PART B: PEDAGODICAL AND DIDACTICAL CONSIDERATIONS Part B introduces some of the pedagogical and didactical consideration Dreamtown have in its civic engagement work in formal school settings. It furthermore introduces the scholars Venessa Andreotti, and Douglas Bourn who have inspired the civic engagement work of Dreamtown. Their research on Global Citizen Education and Development education build bridges between theory and practice.

PART C: DREAMTOWN'S PEDAGODICAL APPROACH Part C present Dreamtown’s approach to education based on Dreamtown’s existing and tested framework Dream – Explore – Design and inspired by the fields of Development Education and Global Citizens Education. Here you will to be introduced to the learning objectives of the course and a one-pager overview of the individual modules of the course.

PART D: COURSE OVERVIEW Part D provides an overview of each of the five-day modules, presenting the learning objective for each of the modules and an exercise overview.

PART E: MONITORING TOOLS Part E introduces the monitoring considerations and tools us in conducting Dreamtown’s SDG challenge.

PART F: STEP-BY-STEP FACILITATION GUIDES Part F offer an exercise catalogue which includes step-by-step facilitation guides for each of the course modules. The exercise catalogue is developed to guide the facilitator in conducting the course exercises.

Under each step-by-step guide, an appendix list is included. Remember to check the appendix list in preparation for the modules.

PART G: REFERENCES, TOOLS & ANNEXES Part G includes the appendixes consisting of templates for exercises, Power Point presentations, videos, etc., which the facilitator needs to conduct the session. The tools and annexes of Part G are not a compiled document but a separate folder (ask Dreamtown for more information and access to the folder).

4

PART A: DREAMTOWN

PART A: DREAMTOWN

DREAMTOWN In the heart of Copenhagen, you find Dreamtown – an NGO committed to working in urban environments around the world. Dreamtown sees that “the wellbeing of young people living in slums is under pressure, and they are marginalised in their access to space in the city” (Dreamtown strategy, 2021). Therefore, Dreamtown strives to see a world with better wellbeing for urban youth.

However, Dreamtown, originally started as a development project – the Dreamtown Project – in Sierra Lone as a part of the volunteer community, RETRO (2004-2017). When RETRO closed in 2017 the Dreamtown project group took the leap and became its own NGO working with and for young people in public space of urban communities.

In partnership with youth-led grassroot organisations in Uganda, Sierra Lone, Kenya and Zimbabwe, Dreamtown now works with young people towards increasing their wellbeing through transforming urban environments into youth-friendly spaces – spaces that are green, creative and safe:

We create SAFE SPACES in slums that enable all young people to take active part in city life.

We create GREEN SPACES in slums that strengthen the resilience of young people and their connection with urban nature.

We create CREATIVE SPACES in slums that inspire young people to learn, play and artistically express themselves.

Dreamtown is a dynamic organisation with a strong foundation of values guiding our daily work in creating change in collaboration with our amazing partners.

6

WELLBEING Wellbeing in not only the overall impact we want to achieve for youth in slums. Wellbeing is an integrated part of how we design projects together with our partners, and of everyday life in the organisation, to create a stress free, flexible, open, and positive environment.

FUN We work hard but have fun at the same time.

DREAMS We are motivated by challenges but guided

Having fun is one of our biggest motivational factors.

by dreams. We carefully listen to the dreams of

We value an informal workspace with p ositive

young people in slums as well as our own. Dreams

vibes, where everybody starts and ends the day with

concern the future. They create a clear vision and

a good feeling.

positive change story around the goals we want to achieve.

COMMUNITY We believe in the power of community.

In a geographical sense, we look at community as

CURIOUS & EXPLORATIVE We are curious and

the places where change happens. In a human sense,

explorative. Both in our understanding of the world

we look at community as the important bonds of

we work in, but also in our approach to finding

friendship, trust and collaboration that enable

solutions for the problems we face, and the dreams

change.

we want to make come true.

VISIBLE IMPACT We believe in visible impact. The CREATIVE & AGILE We are creative and agile. We

impact we create should stand out, be tangible, and

don't rest on solutions that used to work. We are

extremely clear for the people we work with.

always ready to change things and adjust. Everyone is encouraged to bring in new perspectives and

FAILURE We welcome failure as a part of success. We

inspiration.

see failure as an essential part of our process and an opportunity to learn and grow. Allowing failure is

LEARNING We value having an in-depth

the only way to test boundaries and push the

understanding of the contexts we work in, and the

envelope of what we do.

methodologies we use. We value research that takes us deeper than anecdotal knowledge . Constant

PERSONAL Dreamtown is personal. We value

learning is an integral part of doing the best we can

personal relationships, and everyone who is part of

and crucial for enriching our perspectives.

our work has a voice that can be heard and a unique challenges and potentials of the urban context create

STORIES We use storie s to communicate. A story is a

a call to action that will continue to grow in the

form of communication which everyone understands.

future. The urban is our space for creating impact.

We believe in the power of storytelling as a means to connect the heart and the mind and build meaningful engagement internally and externally.

PART B: DREAMTOWN’S PEDAGODICAL AND DIDACTICAL CONSIDERATIONS

PART B: PEDAGODICAL AND DIDACTICAL CONSIDERATIONS

PEDAGODICAL AND DIDACTICAL CONSIDERATIONS Dreamtown works in close collaboration with young people in Zimbabwe, Uganda, Kenya and Sierra Leone.

The year 2020 became the year where Dreamtown started to work with education on development with young people in Copenhagen.

The previous years’ work has resulted in reflection about how we want to engage young people in sustainable development, which values to base the engagement on, as well as how to facilitate learning processes within a formal school setting. However, most of all, it has been a process of considering what kind of stories we want to engage young people in Denmark through. Stories about whom? In whose name? And for the benefit of whom?

At Dreamtown, we consider ourselves an interdisciplinary organisation where we always take a curious approach to explore perspectives on new methods, and where continuous learning is a core value. Learning which creates a deeper understanding of the contexts we work in, and the methodologies we use. We further value research that takes us deeper than anecdotal knowledge. Constant learning is an integral part of doing the best we can and is crucial for enriching our perspectives.

Scholars like Venessa Andreotti and Douglas Bourn take their research into action, aiming to build bridges moving in the continuum between theory and practice. These bridges have inspired Dreamtown to deepen its knowledge and understanding of pedagogy and how pedagogical approaches can inform and inspire our endeavours and practices in creating meaningful education on sustainable development. Education unpacking stories of development, inequality and progress focusing on creating deeper learning and reflection in dialogue with others. Education where we “dig deeper and relate wider” (Andreotti et. al., 2019).

This is, and will be, an ongoing and never-ending process where we as an organisation constantly strive towards getting better and cherishing our respect for the lives of others, their stories, and realities in creating education about social change and sustainable urban development.

9

PART B: PEDAGODICAL AND DIDACTICAL CONSIDERATIONS

CRITIQES AND CALLS FOR ACTION

Critiques and calls for action concerning education about global themes and development have recently been extended by scholars within the fields of research on Development Education and Global Citizenship Education.

Dr. Venessa Andreotti is the Canada Research Chair in Race, Inequalities and Global Change and an active participant in the network ‘Gesturing Towards Decolonial Futures’ where she, in collaboration with colleagues, has undertaken several pedagogical experiments. Among these are the Global Citizenship Education and Otherwise programme and the method Open Spaces for Dialogue and Enquiry (OSDE) - resources which will be referred to later in this handbook (Andreotti et.al., 2019; Andreotti et.al., 2006). However, for the curious ready, click here to read more.

Andreotti calls for shifting education away from the story that has so often been told about global development and progress. A story of a division between developing and developed - between global South and global North. A story which is most of all about boxes according to Andreotti: “We need to shift the ways we think about education in order to prepare young people to face a plural and undefined world – a world that doesn’t fit in any box – a world where people do not fit in boxes and I think this is one of the greatest challenges for education” (Decolonial Futures Collective, 2019).

Douglas Bourn calls for a pedagogy for global social justice where civic engagement is based on deeper learning, reflection, and dialogue, rather than an activist model, which has often been promoted by NGOs. Douglas Bourn is Professor of Development Education and currently the Director of the Development Education Research Centre at Institute of Education at the University of London. Education on development, according to Bourn (2014), should focus on the process of learning rather than a fixed end-goal of behavioural change: “All too often in the past, practice within schools on learning about development and global issues has been based on approaches that suggest that providing information, awareness and learning will transform learners’ views about the wider world, leading to engagement and action for change” (Bourn, 2014, p. 4).

Practicing Development Education may very well lead to civic engagement, changing worldviews and choices, however, this should be due to deeper learning and reflection in dialogue with others as well as notions of global citizenship (Bourn, 2015, pp. 98). Development Education as a pedagogical framework should not be seen as a fixed end-goal for education, however, as a learning process striving to learn more through theory and practice. A journey that takes a starting point in the personal experiences of learners and educators.

10

PART B: PEDAGODICAL AND DIDACTICAL CONSIDERATIONS

DEVELOPMENT EDUCATION

Development Education is a field, a theory and a practice that illuminates the question of how to design meaningful education about global themes and development. In book The Theory and Practice of Development Education – a pedagogy for global social justice, Bourn (2014) suggest a pedagogical framework which streamlines Development Education practices.

This framework aims to help educators create meaningful educational experiences for learners based on creating deepen learning and insight about global and development challenges. Bourn (2015) has taken a pluralistic approach to developing a pedagogical framework for Development Education, drawing inspiration from numerous social, cultural and philosophical theories such as development studies, globalisation, global citizenship, cosmopolitanism, postcolonialism, transformative learning and critical pedagogy.

In Bourn’s own words, the practice of Development Education “encourages learners to make connections between their own lives and the lives of others throughout the world. It encourages positive and active engagement in Society based on deeper learning, reflection and dialogue, in ways that the learner feels could contribute to his or her own perspective of what a better world could look like” (Bourn, 2014).

Bourn (2015) focuses on four core principles to consider in education on global themes and development: •

A mindset of ‘Global Outlook’. The ability to look beyond one’s own immediate horizon and acknowledge “the ‘global interconnectedness’ of the world” we live in (Bourn, 2015 pp. 98).

•

Having a deeper insight to how ‘power and Inequality’ shape the world we live in. The debates about power and inequality furthermore naturally implicate debates about the forces of globalisation, postcolonialism, the historical context of development as well as tensions between indigenous and the more dominant Western knowledge systems.

•

‘A belief in social justice and equity’ entails a want to see the world becoming a better place with respect to larger equity. It is a belief in that all should have the chance “for their voices to be heard and understood, but on their terms” (Bourn, 2015, pp.113; 98).

•

‘Commitment to reflection, dialogue, and transformation’. The last element focuses on how the educator should facilitate the process of learning on the abovementioned elements. This means engaging learners in dialogue with others to understand one’s own and others’ perspectives of the world and the people in it. It further means challenging the assumption and stereotypes that may exist and considering why they exist, and upon what they are based.

Dreamtown sees a close connection between the perspectives extended by research on education about development and global themes and our existing values and the work we already do in non-formal education on urban contexts.

11

PART B: PEDAGODICAL AND DIDACTICAL CONSIDERATIONS

The course modules are built upon Dreamtown’s pedagogical approach, which is inspired by Development Education and its practical application through Global Learning (formal education) and Global Youth Work (non-formal education) (also see Adams, 2014). This course lies in between the continuum of formal and nonformal education. It is bringing the non-formal into the formal, creating a non-formal education space within the formal education sector.

Pedagogical research, frameworks and tools from Development Education and Global Citizenship Education provide a language that helps guide our existing work with education for global social justice.

12

PART C: DREAMTOWN’S PEDAGODICAL APPROACH TO EDUCATION

PART C: DREAMTOWN'S PEDAGODICAL APPROACH

DREAMTOWNS APPROACH TO EDUCATION Based on the core values of Dreamtown, our own experiences in facilitating non-formal education, and with inspiration from research such as Development Education and its practice as well as notions of Global Citizenship Education, we here present our approach to education about social change and sustainable urban development.

Dreamtown aims to engage young people in deeper learning, reflection and dialogue on social change and sustainable urban development, which inspires personal and civic engagement in ways which are interactive, fun, creative and inspires hope and agency in young people. Where civic engagement is based on a want for global social justice and happens through learning that unpacks stories of sustainable development together with young people in our ever globalising and urbanizing world. Where teachers, facilitators, and students alike are invited to “dig deeper and relate wider” (Decolonial Futures Collective, 2019).

The course engages young people in practical tools for creating well-informed, context specific social change projects, and at the same time engages young people in a reflective mindset about why and how to create social change and sustainable urban development.

A case competition is the starting point of departure for the course. Sessions of five full days over a period of five weeks provide the physical learning framework for the young people who participate. The students are divided into project groups working with one of three case challenges developed in collaboration with NAC and young activists in Kampala’s ghetto communities.

Each of the three cases are linked to a specific Sustainable Development Goal (SDG). The cases respectively reflect SDG 5: Gender Equality; SDG 13: Climate Action and lastly SDG 11: Sustainable Cities and Communities. The case challenges are posed by young activists from the ghetto communities, and it is now up to the project groups to find innovative ideas that address the challenge they have chosen to work with.

Our educational approach to the process of learning about social change and sustainable development is based on Dreamtown’s existing and tested framework: Dream, Explore and Design1. A framework that takes a participatory, fun, and creative approach to creating learning environments and experiences which have young people at the core.

1

https://www.dreamtown.ngo/impactstories/2021/1/25/dream-and-design-a-dreamtown-co-design-practice

14

PART C: DREAMTOWN'S PEDAGODICAL APPROACH

Dream - We take an explorative and curious approach to our own and the students’ perspectives and assumptions about the world and the dreams young people have for the future.

Explore - Explore and learn more about the context and challenges faced by young people and reflect and inquire upon these.

Design - Design ideas and strategies for tangible change based on collaboration across cities and urban contexts as well as creating stories and narratives based on constructive communication.

15

PART C: DREAMTOWN'S PEDAGODICAL APPROACH

We Dream, Explore and Design with young people by engaging them in global urban outlooks, experiences, and challenges.

Global urban challenges. Dreamtown aims to engage young people in unpacking and exploring global urban challenges which have both a local and global dimension. We experiment with how to create social change though case challenges posed by young people in other urban contexts and reflect and discuss challenges of sustainable urban development, global inequality, and poverty to create deeper learning.

Global urban experiences. We create global urban experiences by connecting young people across urban contexts though videos and online communication such as WhatsApp, Skype and Zoom. We also aim to connect young people through physical visits whenever possible.

Global urban outlooks. We include stories and perspectives from young people we work with across African cities to tell stories about young people who act, motivated by the challenges they face, but guided by their dreams for the future they desire. A story told by young people for young people. We invite young people in Denmark to revisit and explore their own perspectives and assumptions about the world and the people in it.

We invite young people to ‘dig deeper, relate wider’ like Andreotti 2019 and act based on deeper learning and a belief in global social justice.

Global Urban Challenges

Global Urban Outlooks

Global Urban Experiences

16

PART C: DREAMTOWN'S PEDAGODICAL APPROACH

LEARNING OBJECTIVES OF THE COURSE

We believe that creating an educational space which focuses on the process of learning. A process that engages young people in knowledge, skills and exploring their own values which establish a foundation for the young peoples’ competences needed to act.

Knowledge and understanding. The young people participating in the course may develop and strengthen their knowledge on: -

Their own assumptions and perspectives on how inequality and poverty shape our world.

-

The challenges facing young people in urban contexts worldwide and the connections between their life and the lives of young people across the urban contexts and how lives everywhere are connected to global challenges.

-

The SDGs and their practical application though personal and local action and how young people across the world can and have acted upon global challenges.

-

Tools used to facilitate processes for creating change.

Skills. The young people participating in the course may develop and strengthen their ability to: -

Collaborate with others in dreaming, exploring, and designing well-informed and reflective project ideas for social change.

-

Look beyond their own immediate horizon to explore and reflect upon own sense of identity and place in a globally interconnected world.

-

Analyse challenges faced by young people in urban contexts and make inquiries upon these.

-

Express own views, communicate and take active part in discussion on sustainable development and social change in urban contexts.

-

Reflect upon and challenge others’ as well as their own perspective on sustainable development and social change in urban contexts as well as challenging stereotypes.

-

Show empathy for others’ view by listening, comprehending, and respecting diverse voices and perspectives of others on sustainable development and social change in urban contexts.

Values and Perceptions. The young people participating in the course may develop and strengthen values and perceptions that demonstrate notions of: -

Exploring and being curious of their own as well as the values and perceptions of others, and acknowledging their wider societal relevance and how other people’s values influence the values of themselves.

-

A recognition of the importance of young people collaborating across urban contexts in dreaming, exploring, and designing social change that treasure and respect the lives of others, their stories, and realities.

-

A want for the world to become a better place based on cherishing global social justice.

17

PART C: DREAMTOWN'S PEDAGODICAL APPROACH

Learning spaces which allow for young people to develop and strengthen their knowledge and understanding, skills as well as exploring their own values and perceptions, puts a strong emphasis on Dreamtown’s role in facilitating this process of learning. Dreamtown envisions a process of learning: Methodology: -

That takes a participatory, fun, and creative stand to creating learning environments which have young people at the centre.

-

That creates connections and relationships between young activists in Kampala’s ghettos and young people in Denmark, which inspires hope and civic engagement for young people globally.

-

That creates a safe educational space where young people are encouraged to explore and challenge their own assumptions, perspectives, and values.

-

That motivates the young activists to take lead in communicating their own stories, which makes them feel heard.

Subject area: -

That creates a platform where young people can experiment with creating social change in collaborative networks across urban contexts.

-

Which strengthens young people’s analytical and reflective abilities, and which foster critical reflection though working with practical NGO tools.

-

Which empowers young people with the knowledge, skills, and values to act and engage in urban initiatives and development collaborations, locally and globally.

18

PART C: DREAMTOWN'S PEDAGODICAL APPROACH

COURSE TIMETABLE

19

PART D: COURSE OVERVIEW

PART D: COURSE OVERVIEW

OVERVIEW OF COURSE MODULES In the following you will find an overview of each of the five modules of the course. The first page includes the learning objectives, a material list, a narrative description of the module, facilitation process goals and how the facilitator should prepare. The last two pages give an exercise overview of the module and the methods used.

The experienced facilitator might not need more than this to conduct the session.

For first time facilitators of an exercise or a module, you can find each of the exercises described in further detail in Part F: Exercise Catalogue with Step by Step Facilitation Guides.

Facilitators should consult the material and appendix list in preparation for conducting the module. Here, you find all the necessary resources for conducting the course, including video materials, Power Point presentation, and various templates.

NB! Make sure to have an Outcome Journals template with you at each course module so you can easily note down your observations.

21

PART D: COURSE OVERVIEW

MODULE ONE: DREAM. SAFE SPCACE, REFLECTION & VISIONS LEARNING OBJECTIVES o

o

o

MATERIALS

The students have a sense of a global outlook. The

Flipcharts; Markers; Post cards; Ball for

students have thought about their role as global citizens

check in and check out; Old magazines;

and reflected on poverty, inequality and wealth as well

Coat of Arms templates; CoA’s from the

as knowledge and perspective.

young activists in Kampala; Jeopardy

The students have a deeper understanding of the urban

game; Introduction PP-presentation; Post

context of Kampala in connection to climate change,

cards with empowering pictures of young

sustainable cities and gender equality.

activist for notes when watching videos;

The students at KVUC have a dream and vision for the

Video material from NAC; Alcohol-free

future of urban youth globally.

champagne/sodas + glasses.

SESSION OVERVIEW SAFE SPCACE, REFLECTION & VISIONS. For the first module, NAC have developed three case challenges focusing on SDG 5 (Gender Equality), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action) respectively. It is based on these case challenges that the students envision project ideas addressing the issues voiced by young people in Kampala.

The morning session focuses on creating a safe space, introducing Dreamtown, NAC and the course, as well as unfolding the student ‘frames of reference’ through a dialogue exercise inviting students to reflect on poverty and inequality of the world, as well as how they see their own role and agency in the world. The afternoon session explores the urban context of Kampala through videos from three ghettos in Kampala. The project groups make Dream Cloud collages out of old magazines stating a call for action and how they envision the future for urban youth globally. Lastly, the students will pitch their visions and dreams for urban youth globally by making a Toast for Change.

GOALS FOR FACILITATION Throughout the module, the facilitator has the following process goals: (1) to create and ensure a safe and open learning space where the students feel comfortable sharing their ideas and thoughts; (2) to bond and get to know the students and their talents; (3) to unfold the students’ frames of references and connect their own lives with global challenges.

HOW SHOULD THE FACILITATOR PREPARE? (1) Write the programme of the module with its main activities on a flipchart and hang it up. (2) Spend time learning each of the students’ names on beforehand if possible, it brings a closer connection to the individual.

(3) Read through the exercise overview and respective the step-by-step exercise guides. (4) Read through the monitoring tool of the course.

22

PART D: COURSE OVERVIEW

MORNING SESSION 1.1. SAFE SPACE (45 MIN). The students and facilitator check in by stating their name and how their morning has been. Then the facilitator introduces their own Coat of Arms and invites students to make one. Lastly, the students and facilitator co-create guidelines for the shared learning space on a flipchart and hang up on the wall of the classroom. The facilitator runs through the programme of the day written on a flipchart. Method(s): Check-in with post cards; Coat of Arms (Gruwell, 2007, p. 20); Co-creating learning space guidelines.

1.2. INTRODUCTION TO THE COURSE, DREAMTOWN AND NAC (20 MIN). The facilitator introduces Dreamtown, its Ugandan partner NAC, the young activists from Kampala’s ghettos; a few facts about Uganda; and lastly the course via a Power Point presentation. Method(s): Power Point presentation with videos from NAC. 1.3. SDG JEOPARDY GAME (40 MIN). The module will then zoom in on the SDGs through a jeopardy game focusing on the three SDGs related to the three case challenges posed by the young people in Kampala that the students in the course will be introduced to later in the module. Method(s): Jeopardy.

1.4. INTERMEZZO: POVERTY AND WEALTH (45 MIN). The facilitator invites the students to reflect on how they relate to poverty and wealth and their own role in the world through a dialogue exercise. Method(s): Open Spaces for Dialogue and Enquiry (OSDE) (Andreotti, Barker, & Newell-Jones, 2006) and Double circles (Kagan & Stenlev, 2010, 90).

AFTERNOON SESSION 1.5. CASE CHALLENGES (1 HOUR). The students will be introduced to the three SDG case challenges through videos that NAC have made in collaboration with young activist from three ghettos in Kampala. The students will be introduced to 15 young people via the exhibition of their CoA, and be introduced to the opportunity of getting a WhatsApp pen pal. Method(s): Videos and Primetime Live (Gruwell, 2007 p. 57).

1.6. GROUPS FORMATION (30 MIN). The SDG case challenges are put on three different tables along with flipcharts where the students circulate between the tables and discuss which cases, they find most interesting.

Based on their interest, they form project groups with at least three people. Method(s): Open Space.

1.7. DREAM CLOUDS (30 MIN). Each project group makes a Dream Cloud collage out of old magazines, stating one main call for action or statement (related to one of the SDG case challenges) about the future they envision for urban youth globally. Method (s): Collages of old magazines.

1.8. TOAST FOR CHANGE (30 MIN). Based on the Dream Cloud collages, the students pitch their vision by making a Toast for Change. Method: Toast for Change (Gruwell, 2007, p. 63).

1.9. CHECK-OUT, EVALUATION AND DEBRIEF (30 MIN). The students check-out by sharing the most significant learning point/aha-moment of the day. Method(s): Check-out.

23

PART D: COURSE OVERVIEW

MODULE TWO: EXPLORE. DIG DEEPER & INQUIRE LEARNING OBJECTIVES o

o

o

MATERIALS

The students understand and can reflect upon the deeper forces of

Flipcharts; Markers; Ball for

globalisation in connection to urbanisation and the historical

check-in and out; Old

background of international development.

magazines; Lego; Know-Explore-

The students can analyse and create a systemic overview of the

Learn worksheets; ’Making a

causes and effects of challenges faced by young people, as

Burger’ illustration; Post cards

portraited in the three case challenges, and can identify the

with empowering pictures of

assumption upon which their projects are based.

young activist for notes when

The students can explore and challenge their own and other’s

watching videos.

assumptions and perspectives about the urban setting of Kampala’s ghettos and develop an interview guide inquiring further.

SESSION OVERVIEW DIG DEEPER & INQUIRE. Through this module, the students get an opportunity to deepen their understanding of urban development collaboration and identify, analyse, and create an overview of the challenges faced by young people from Kampala’s ghettos.

The Morning session is dedicated to discussing the dynamic process of a project cycle and co-design what a good project proposal could consist of. The project groups map the nuances of the core causes and effects of the case challenge they have chosen to focus on, by using the analytical tool of the problem tree. The afternoon session starts by the facilitator inviting students to dig deeper and explore their own assumptions and perspectives on development and progress through an intermezzo on the notions of development inspired by the dialogue exercise Open Spaces for Dialogue and Enquiry. The students then develop an interview guide to inquire more about the ghetto context of Kampala which is then shared with NAC. GOALS FOR FACILITATION Throughout the module, the facilitator has the following process goals: (1) Promote and strengthen teamwork and team spirit; (2) Strengthen communication skills of the students; (3) Show and share stories about how change can happen through people’s actions.

HOW SHOULD THE FACILITATOR PREPARE? (1) Write the programme of the module with its main activities on a flipchart and hang it up. (2) Spend time reading though particularly the step-by-step guides for the exercise 2.4. Problem Tree and 2.5. Intermezzo: Notions of Development and their accompanying appendixes.

24

PART D: COURSE OVERVIEW

MORNING SESSION 2.1. CHECK- IN (20 MIN). The facilitator and the students check-in by mentioning one key learning point from the last module and the facilitator introduces the programme of the day. Method(s): Check-in.

2.2. PROJEKT CYCLE (20 MIN). The facilitator sets up chairs in a row, following the logic of the three phases of a project (Planning, Implementation, Change). Each card reflects either one of the three phases of a project cycle (Planning; implementation; change), OR an activity related to each of the three phases. A plenum reflection follows on how the modules relate to the project phases. Method(s): Human Puzzle.

2.3. FAGLIGT INTERMEZZO OM URBANISERING (20 MIN). The facilitator shows the video: PAPER CITY - An Urban Story produced by UN-HABITAT followed by a debrief and an introduction by the facilitator on ‘push and pull factors’. Method(s): Video and flipchart presentation.

2.4. PROBLEM TREE EXERCISE (1 HOUR 40 MIN). The facilitator introduces the problem tree method – an analytical tool to map the nuance of the core causes and effects of the challenges. The project groups formulate a core problem related to the one of the three SDG case challenges and brainstorm on its the effects and the causes. Method(s): Problem Tree AFTERNOON SESSION 2.5. INTERMEZZO: NOTIONS OF DEVELOPMENT (2 HOURS). The facilitator has turned the classroom into an exhibition with drawings and statements concerning notions of development. Based on the exhibition, the facilitator invites the students to reflect on different notions of development through a dialogue exercise, and invites them to take their learning into practice on their project idea. Method(s): Open Spaces for Dialogue and Enquiry (Andreotti et al., 2006).

2.6. INQUIRE PART 1 – INTERVIEW GUIDE FOR FOCUS GROUP INTERVIEW CONDUTED BY NAC (45 MIN).

The facilitator shows the videos made by NAC’s Community Journalists, while the students note down key points from the videos, followed by a plenum discussion. The project groups fill in the first two columns of the Know-Explore-Learn worksheet, then reflect on questions for an interview guide.

After the module, the facilitator sends the interview guide to NAC who will conduct a focus group interview with young people from Kampala’s ghettos (answers will be used in Module Three: Design). Method(s): K-EL worksheet (Gruwell, 2007, 141); Think-Pair-Share (Kagan & Stenlev, 2010, 166) & Dot-mocracy.

2.7. CHECK-OUT, EVALUATION AND DEBRIEF (15 MIN). The students check-out by reflecting individually on their learning process of the day and checking out with one word. Method(s): Check-out.

25

PART D: COURSE OVERVIEW

MODULE THREE: DESIGN. SOCIAL CHANGE & STORYTELLING LEARNING OBJECTIVES

MATERIALS

✓ The students understand and can analyse and carry out

Flipcharts; Markers; Ball for check in and

a Theory of Change for their own project idea. ✓ The students can give and receive constructive feedback. ✓ The students can communicate the change process of project ideas.

check out; Old magazines; Know-ExploreLearn worksheets from Module two: Explore; Theory of Change Power Point presentation; Feedback Sheets; Rhythm for Change templates; Focus group discussion videos; ‘Open Head’ illustration flipchart from Module two: Explore.

SESSION OVERVIEW SOCIAL CHANGE & STORYTELLING. During this session, the students are invited to reflect on how to create informed social change processes. A theory of change is an analytical tool and an approach which challenges one to reflect on and consider the assumption of how to create social change. It can further support one to work informed and strategically towards the vision of a project.

The module digs deeper into developing the project ideas of the project groups and focuses on how they can work with the tool Theory of Change to create a framework for bringing their vision for young people across the world to life (the vision that the project groups created in module one during the toast for change exercise).

However, the morning session begins with a check-in, and then the students work with the answers from the focus group interview that NAC have conducted based on the interview guide developed by the students in Module 2: Explore.

GOALS FOR FACILITATION Throughout the module, the facilitator has the following process goals: (1) Strengthen and support the students’ ability to give and receive constructive feedback; (2) Provide support and inspire the project groups in their process of creating their project ideas; (3) Support the students’ teamwork and team spirit.

HOW SHOULD THE FACILITATOR PREPARE? (1) Write the programme of the module with its main activities on a flipchart and hang it up. (2) Edit the 1 min focus group interview sum up videos sent by NAC into one video. (3) Spend time reading though particularly the step-by-step guides for the exercise 2.4. Problem Tree and 2.5. Intermezzo: Notions of Development and their accompanying appendixes.

26

PART D: COURSE OVERVIEW

MORNING SESSION 3.1. CHECK-IN (20 MIN). The facilitator and students check-in by mentioning one key learning point from the last module and put it on the learning tree. Then the facilitator runs through the programme of the day written on a flipchart. Method(s): Check-in by throwing ball.

3.2. INQUIRE PART 2 – ANSWERS FROM FOCUS GROUP INTERVIEW CONDUCTED BY NAC (20 MIN). The Facilitator shows the video of the focus group discussion conducted by NAC answering interview guide question posed by the students in Module two: Explore. The answers are discussed in the project groups.

Method(s): Think-Pair-Share (Kagan & Stenlev, 2010, 166) and K-E-L worksheet (inspired by Gruwell, 2007, 141).

3.3. INTRODUCTION TO THEORY OF CHANGE (ToC) (30 MIN). The facilitator introduces the Theory of Change tool, how it is used by NGOs and makes corelations between the project cycle (E.2.2) and the problem tree (E.2.4) from Module two: Explore. The facilitator co-creates definitions of ‘theory’ and ‘change’ and a simple ToC with the students. Method(s): Co-creating definition of ToC and Power Point presentation.

3.4. CREATING A THEORY OF CHANGE (1 HOURS 15 MIN). In session one of creating a ToC, the project groups formulate the change they hope to contribute to (impact) as well as the change they hope to create (outcome). This is followed by a feedback session. Method(s): Group work and flipchart presentation by facilitator.

AFTERNOON SESSION 3.5. FEEDBACK SESSION ON THEORY OF CHANGE (1 HOUR). In feedback session, the facilitator co-design the feedback guidelines with the students. Then the students pich their theory of change and get feedback from the other project groups. Lastly, the project groups get time to incorporate. Method(s): Group work, feedback session, 3.6. POEM OF CHANGE & STORYBOARD (1 HOUR). The project groups create a storyboard based on their ToC and then a project narrative by doing a Poem of Change. Method(s): Storyboard and Poem of Change (inspired by Gruwell, 2007, 153).

3.7. CAROUSEL FEEDBACK (45 MIN). Carousel feedback is a knowledge sharing exercise combining presentation and giving feedback in one. The project groups exhibit the products they have created throughout the first three modules and then circulate to the other groups’ exhibited products to give feedback on the feedback sheet next to each of the exhibitions. Method(s): Carousel Feedback (Kagan & Stenlev, 2010, p. 112).

3.8. CHECK-OUT (15 MIN). The students check-out by sharing a learning point or an aha-moment of the day.

Method(s): Check-out by popcorn method.

27

PART D: COURSE OVERVIEW

MODULE FOUR: COMMUNICATION. FRAMING & VALUES LEARNING OBJECTIVES

MATERIALS

✓ The students can recognise and analyse different frames and

Flipcharts; Markers; Ball for check

framings used by NGOs in communication campaigns about development and critically reflect on the implications of these.

in and check out; Old magazines.

Development communication

✓ The students can recognise and analyse own values and critically

exhibited frames consist of an

reflect on how these values inform frames and framing as well as

image and an accompanying

how they, as students, can take part in changing the conversation

description and question sheet

about communication around development and social change. ✓ The students can create constructive and nuanced communication about their project idea based on deeper reflection on own values, frames, and framing.

The frames, framing and constructive communication power point presentation.

SESSION OVERVIEW By module four, the project groups have developed a complete theory of change for their own unique and innovative project idea based on inputs and advice from young activists in Kampala’s ghettos.

The morning session of module four focuses on the values, frames and framing often used by NGOs to communicate development and social change to the public. The facilitator then introduces how values are connected and influence frames and framing of development and social change, and the students explore their owns values and how they can use frames and framing in presenting their project idea based on constructive and nuanced communication.

The rest of the module is dedicated to the production of the presentation of the project ideas. During the project groups’ work, the facilitator extends two dialogue challenges. The first concerns visualization, and the second messages and narratives.

GOALS FOR FACILITATION. Throughout the module, the facilitator has the following process goals: (1) Promote an open learning space for students feel comfortable reflecting on own values and frames where it feels safe to change opinions and perspectives; (2) Ask questions which make the students reflect on own values and how values are connected to frames and framing of development and the ‘global south’; (3) Support the project groups in producing their presentation of their project ideas.

HOW SHOULD THE FACILITATOR PREPARE? (1) Write the programme of the module with its main activities on a flipchart and hang it up. (2) Read up on theory of change and values, frames, framing and constructive communication (see step by step guide). (3) Make the Class Project Book based on the Poem of Change and the storyboard the students created During Module three: Design.

28

PART D: COURSE OVERVIEW

CHECK-IN (20 MIN). The facilitator and students check-in by mentioning one key learning point from the last module and put it on the learning tree. Then the facilitator runs through the programme of the day written on a flipchart. Method(s): Check-in.

DEVELOPMENT COMMUNICATION (1 HOUR 30 MIN). The facilitator sets up an exhibition of the frames most used in communication about development in Denmark in the classroom. Each frame exhibited consists of an image and an accompanying description and question sheet. The project groups are invited to look at the exhibition of frames. Each group gets one frame they should pay particular attention to and answer the questions posed on the question sheet.

After the project groups have circulated between each of the exhibited frames, the groups present the frame and their answers to the question of the frame they have been asked to pay particular attention to.

The facilitator sums up after the exhibition by introducing the concept of frames and framing and their connection to values and emphasizes the important of constructive and nuanced communication. Mehtod(s): Development communication exhibition frames and project group presentations and Power Point presentation.

CHANGE THE CONVERSATION – VALUES & FRAMES (30 MIN). The facilitator asks the project groups to reflect on the values and frame(s) guiding the communication about their project idea. The values and frames guide how the project group present their project idea visualization and narratively. Method(s): Group work.

PRODUCTION OF THE PRESENTATION OF THE PROJECT IDEAS (REST OF THE MODULE). The rest of the day, the project group have time to produce their presentation of their project ideas. The presentation must include a visual component of some sort, a clear one sentence key message or statement, and a narrative description of the project, its outcomes, and main activities (either presented written, via audio or a video). Method(s): Group work.

CHECK-OUT (30 MIN). The students check-out by sharing a learning point or an aha-moment of the day.

Method(s): Check-out.

29

PART D: COURSE OVERVIEW

MODULE FIVE: EXHIBITION OF PROJECT IDEAS LEARNING OBJECTIVES

MATERIALS

✓ The students can express and communicate their own

Flipcharts; Markers; Ball for check in and check out; Post cards with empowering pictures of young activist for notes when watching videos; Most Significant Change interview guide; Certificates.

learning process to their teachers and school management. ✓ The project groups present their project ideas in an enthusiastic and confident manner. ✓ To learn from the students’ experience from participating in the course.

SESSION OVERVIEW

The last of the course is about evaluating the course with the students and learning how learning can help improve the course in the future. The student interview each other about the most significant change they experienced during the course and the facilitator co-creating the presentation workshop for the teachers and school management with the students. A workshop where it will be the students take on the facilitating role, exhibiting their own learning process to their teachers and school management. It is important that it is the students who, in their own words, and though self-designed methods, explain how they experienced the course. The students then present their project ideas and receive feedback from NAC. Finally, the winning group is announced.

GOALS FOR FACILITATION Throughout the module, the facilitator has the following process goals: (1) Boost the students’ self-confidence in facilitating and taking responsibility for presenting their own process of learning. (2) Support students in planning how they would like to facilitate their own learning process, but be sure to only support and not take over their process.

HOW SHOULD THE FACILITATOR PREPARE? (1) Write the programme of the module with its main activities on a flipchart and hang it up. (2) Edit the feedback video and the video of the announcement of the winning project idea. (3) Plan and confirm with the teachers of the class and the school management at what time they can join the project idea presentation workshop.

30

PART D: COURSE OVERVIEW

MORNING SESSION 5.1 CHECK-IN (20 MIN). The facilitator and students’ check-in by mentioning one key learning point from the last module and put it on the learning tree. Then the facilitator runs through the programme of the day written on a flipchart. Method(s): Check-in by throwing ball.

5.2 EVALUATION OF THE COURSE (1 HOUR). Taking a starting point in the travel diary flipchart, the students give feedback to each of the course modules going one by one, while the facilitator writes the comments and learning points down. Method(s): Pair-Share (inspired by Kagan & Stenlev, 2010, 166).

5.3 MOST SIGNIFICANT CHANGE (1 HOUR). The Most Significant Change exercise is a qualitative monitoring, evaluation, and learning (MEL) tool, that can create deeper learning about the changes the project has contributed to, as well as how the project has contributed to the changes experienced. A helpful tool to unfold and capture stories of change. Method(s): Most Significant Change.

5.4 CO-DESIGNING AN ENERGIZER TO BE CONDUCTED WITH THE TEACHERS (20 MIN). The students design a fun energizer or game facilitated by the students when the teachers and the school management come for the presentation of the course and the project ideas. Method(s): Co-designing with students.

AFTERNOON SESSION 5.5 PREPERATION OF THE PRESENTATION FOR THE TEACHERS AND SCHOOL MANAGEMENT (1 HOUR).

The students have time to prepare the presentation of their project ideas which they later present to their teachers and school management. The facilitator and students further discuss how to present the course and the key learning points of the evaluation of the course. Method(s): Co-designing workshop and group work.

5.6 PRESENTATION WORKSHOP FOR THE TEACHERS AND SCHOOL MANAGEMENT (1 HOUR 45 MIN). The students present the course to the teachers, first welcoming them and introducing the programme of the workshop: Introduction and welcome; Energizer; Review of the different course modules; Presentation of the project ideas by project groups and feedback by NAC; Announcement of the case competition winner by NAC and young people in Kampala. By the end, Dreamtown hand over the certificate to the winners.

Method(s): Methods are designed by students.

31

PART E: MONITORING TOOLS

PART E: MONITORING TOOLS

OUTCOME JOURNALS During the course, we use Outcome journals to keep track on the changes we expect, hope for and dream of creating. The figure below illuminates the progress markers developed for the course with the HF SDG Programme autumn of 2021. Progress Markers is a monitoring tool that can provide insight into the changes and changes in behaviours, actions, and/or relationships.

The changes we expect to see can very well be the foundation for any deeper changes created throughout the course. We dream that this course can be a starting point for the students to act upon global challenges as global citizens – action based on deeper learning and reflection.

To learn more about how to use outcome journals in your project work and how it can be used in monitoring, evaluation and learning, click here and see the facilitator’s guide produced by Civil Society in Development (CISU): “Global Citizenship Education - how to measure and improve the impact”

33

PART E: MONITORING TOOLS

STUDENTS IN THE COURSE IN SOCIAL CHANGE AND SUSTAINABLE URBAN DEVELOPMENT OBSERVED CHANGE

SIGNIFICANCE OF CHANGE

CONTRIBUTION OF COURSE

THE CHANGE WE EXPECT Progress marker 1: We expect that the students express how they have learned more about their own assumptions and perspectives.

Progress marker 2: We expect that the students are actively involved in dreaming, exploring and designing project ideas for social change by taking innovative approaches to SDG case challenges posed by NAC, which the students present in a dedicated and committed way.

THE CHANGE WE HOPE FOR Progress marker 3: We hope that the students express a belief that change can happen through the actions of people and that young people across the world can have a say in and act in collaboration upon global challenges.

Progress marker 4: We hope that the students express enthusiasm for participating in the course and are eager to dig deeper and relate wider.

Progress Marker 5: We hope that the students express their appreciation towards the methods used during the course and think they are fun, engaging. Also that they feel that their voice is being heard and listened to, and that their ideas are valued and acted upon in the facilitation of the course.

THE CHANGE WE DREAM ABOUT Progress marker 5: We dream that the students passionately express a belief in and a want for global social justice and values of diversity locally and globally.

Progress marker 6: We dream that the students express their commitment towards and passion for addressing global issues as global citizens.

LEARNING QUESTIONS Unexpected change Factor preventing or promotes change

34

PART E: MONITORING TOOLS

TRAVEL DIARY OF LEARNING – CHECK-IN AND CHECK-OUT During the course, we engage the student in monitoring, evaluation and learning and tracking their own learning process through a travel diary. The facilitator draws a road with five swings and no surrounding on a flipchart in preparation for the first module. The five swings represent the five modules of the course. We fill in the surrounding around where the road swings with the ahamoments, learning and reflection points that each student writes down on post-its and voices

The Dialogue handbook page Check-in p. 110112. Click here.

during the check in and check out exercises. The Travel Diary of Learning will be used in Module 5: Exhibition for evaluation the whole course.

OBJECTIVES

30 MIN

1. To create a safe learning space where the students feel that they can openly share their thoughts and ideas without judgment.

2. To support the students’ confidence in participating in the course and give all the students a voice and a chance to introduce themselves and state a personal learning point.

MATERIALS ✓ 40 random post cards ✓ Ball ✓ Post-its

3. To build relations between the students and the facilitator(s) by getting to know a little more about each other.

STEP BY STEP CHECK-IN FOR MODULE ONE: DREAM 1. Introduction to the check-in and check-out exercises (module one only).

For the first check-in of the course (module one: Dream), start by asking the It is important to get a good sense of each of the students, their strengths, and potentials. Getting a good sense of the students builds relation between the students and facilitator(s) and contribute to ensuring that the exercises we use speak to the students’ own individual experiences and unique talents - a key point in social justice teaching (Gruwell, 2007, p. 1).

students to sit in a circle and tell them to imagine that we a going on a journey and that this course is that journey.

The last thing one does before going on a journey (if by flight) is to check in and show one’s passport and boarding card – hence who you are - so that what we will do in a moment.

Next, say that sometimes when taking a long journey one might send pictures and small stories home describing one’s experiences - we will do the same by checking out after every module by writing down learning

35

PART E: MONITORING TOOLS

points/aha-moments and reflections on posits and putting them on the flipchart of the empty road – that, by the end of the course, will be filled with valuable lessons, learnings and reflections.

Remember to state that we check in because we value all your individual voices and checking in and out of each module is a way to ensure that everyone is heard - even if it is just a little. Further, state that a check in (or check out) is voluntary in the sense that it is okay to not say anything, but everyone will have the chance to say something.

Conclude by stating that this journey is not about the destination, but about the process – what matters is the process of learning.

2. State that today we check in with a snapshot moment form our morning.

3. You spread random post cards on the floor in the middle of the circle.

4. Ask the students to pick one up representing a snapshot moment form their morning and do the same.

5. Then the students and yourself ‘check in’ one at a time by saying your name and presenting a statement about their morning.

NB! The first check in is different. It will mainly focus on creating a safe space and getting to know the students.

CHECK-IN FOR MODULE 2-5.

1. Sit or stand in a circle. Ask the students to reflect individually for 1 min on the most significant learning point they remember form the last module and writes it down on a sticky note.

2. The facilitator introduces a ball and starts by sharing their own ahamoment.

3. Throw the ball to a student who then shares their aha-moment and throws the ball to another student to shares their aha-moments, etc. The check-in is finished when all the students have had the ball.

4. Ask the students to put their post-it(s) on the travel diary road map flipchart.

For each of the four check ins, pick one additional thing you would like to know (or even ask the students what they would like to know about each other). It can be anything - the number of siblings they have, their favourite place in the city, the colour of their toothbrush.

5. Present the programme for the module in overall themes and exercises.

CHECK-OUT FOR MODULE 1-5 1. Sit or stand in a circle. Ask the students to individually reflect for 1 min on the most significant learning point/aha-moment of the day and write it down on a sticky note and Invite the student to write reflection and learning points down during the module and put it on the travel diary road map flipchart.

put it on the travel diary road map flipchart.

2. The facilitator introduces a ball, and starts by sharing their own aha-moment.

3. Throw the ball to a student who then shares their aha-moment and then throws the ball to another student to shares their aha-moments, etc. The check-in is finished when all the students have had the ball.

4. Ask the students to put their post-it(s) on the travel diary road map flipchart.

36

PART F: EXERCISE CATALOGUE WITH STEP BY STEP FACILITATION GUIDES

PART F: STEP-BY-STEP FACILITATION GUIDES

EXERCISES FOR MODULE ONE 1.1 SAFE SPACE

OBJECTIVES

45 MIN

1. To create a safe learning space where the students feel that they can openly share their thoughts and ideas without judgment from their co-students or the facilitators.

2. To get a good sense of each of the students, their strengths, and potentials to ensure that the exercises speak to the students’ experiences and based on using their unique talents.

METHOD(S) ✓ Check-in with post cards ✓ Coat of Arms (Gruwell, 2007, p. 20) ✓ Co-creating learning space guidelines

MATERIALS ✓ 40 random post cards for check in ✓ Flipchart, markers, and tape for writing learning space guidelines and hanging it up APPENDIXES ✓ Coat of Arms templates for the students ✓ CoA’s from the young activists in Kampala

STEP BY STEP 1. CHECK-IN (20 MIN). Please refer to the section monitoring tool - Travel Diary of Learning – Check-in and Check-out for the Check-in and Check-out facilitation guide.

The Dialogue handbook page Check in p. 110112. Click here

NB! Breaks (besides lunch breaks) are included in the time estimated for the exercises and should be given when the students express that they need them. Discuss with the students how and when breaks should be given. A good estimate is a 10 min break after 45 min-60 min exercises. Some exercises require more energy than others and might need longer breaks.

2. COAT OF ARMS (5 MIN). Then present your own pre-prepared Coat of Arms and invite students to make their own. Invite them to take a look at the exhibition of the Coat of Arms of the young The Freedom Writers Diary Teacher’s Guide.

For an extract google books click here

people and key NAC staff in Kampala that you have hung up in the classroom. The coat of Arms is a tool used in Social Justice Teaching, to get to know the students you are working with. The Coat of Arms is a way for the young people in Kampala and the students in the class to get to know each other a bit better.

38

PART F: STEP-BY-STEP FACILITATION GUIDES

3. GUIDELINES FOR THE LEARNING SPACE (20 MIN). Lastly, the students and facilitator

The Dialogue handbook page Check in p. 112115. Click here

co-create a set of guidelines for the learning space. a. Asks the students “what does it require for us to have a great learning environment?” and write the students’ suggestions down on a flipchart and check with the students that you have the rights formulation. b. After the set of guidelines have been written, ask the students “how do we ensure this environment?”. If e.g. “open space” has been suggested, then ask how we ensure an open space what kind of behaviour does that call for. c.

When it is done, check that all the students agree with the guideline and hang it up on the wall of the classroom.

4. PROGRAMME. Lastly, you present the programme of the day that you have written on a flipchart.

✓

Introduction to the Course, Dreamtown and NAC ✓

Write the overall themes but do not write when or how long the exercises will take. In that way, you have more flexibility if an exercise takes longer or shorter time than first anticipated.

✓

Intermezzo: Poverty and Wealth

✓

Case Challenges

✓

Groups Formation

✓

Dream Clouds

✓ ✓

SDG Jeopardy Game

Toast for Change Check Out, Evaluation and Debrief

NB! Remember to ask the students if it is okay for them that Dreamtown takes pictures of them when during the modules. State the purpose of these pictures and encourage clarifying questions of their usage to ensure that the students are comfortable about the facilitator taking pictures and videos.

39

PART F: STEP-BY-STEP FACILITATION GUIDES

1.2 INTRODUCTION TO THE COURSE, DREAMTOWN AND NAC

OBJECTIVES

20 MIN

1. To introduce the students to Dreamtown, NAC and the young activists in Kampala.

2. To introduce the course and its modules.

MATERIALS ✓ A projector and computer

METHOD(S) ✓ Power Point presentation ✓ Videos from NAC

✓ Flipcharts and markers APPENDIXES ✓ Introduction Power Point Presentation ✓ Videos from NAC

STEP BY STEP 1. DREAMTOWN & PARTNERS. Start by introducing Dreamtown as an organisation; our vision and mission, core activities and where in the world we have partnerships and briefly the main activities done in each country.

2. FROM COPENHAGEN TO KAMPALA. Then introduce the project from Copenhagen to Kampala, the case competition approach to the course as well as the five modules.

3. VIDEO GREETING FORM NAC. Put on the video that NAC have preprepared. Here, NAC and the young activists in Kampala address the students directly and briefly explain the work they do.

40

PART F: STEP-BY-STEP FACILITATION GUIDES

1.3 SDG JEOPARDY GAME

OBJECTIVES

40 MIN

1. To introduce the students to general knowledge about the three SDGs related to the three case challenges posed by the

MATERIALS

young activists in Kampala (SDG 5, 11 &13) and outline their existing knowledge on the SDGs, in a fun and interactive

✓ A projector and computer

manner.

METHOD(S)

APPENDIXES ✓ Jeopardy Power Point Game

✓ Jeopardy game

STEP BY STEP 1. INTRODUCING THE SDG JEOPARDY GAME (5 MIN). Start by introducing the SDG jeopardy game by explaining that we now zoom in on the three SDGs related to the three case challenges posed by the young activists in Kampala through a jeopardy game. Jeopardy is a quiz where the students are challenged to know the answers, but equally as important ask the right questions!

2. GROUPS (5 MIN). Divide students into groups and ask the groups to come up with a team name and sound.

3. PLAY JEOPARDY! (30 MIN). a. Explain the rules to the students. The game consists of 18 boxes divided between three SDGs – each box has a statement and a question. The teams take turns in picking a box, e.g. Climate Action (200). b. When you click on the chosen box on the front page of the Jeopardy Power Point game and once again on the slide, a statement appears. c.

Read it out loud for the students. The team who first says their team sound win the right to pose the question that they think the statement is an answer to. Thus, the team should answer by guessing what the question is to the statement. The team must start by saying “what is …?” or “who is …?”, otherwise their turn is forfeited to the team who said they sound second to first.

d. When the team has stated their question for the statement, you simply click on the slide revealing the correct question for the statement. Click again on the arrow to go back to the front page with the score board. If the question for the statement is correct (or close too), then write the points into the score board. If not, the other teams do not get a chance and no points are given. e. The game is over when all the boxed have been picked.

Making team names and sounds can promotes team spirit.

Make sure to explain the rules thoroughly and allow time for question and clarification when you explain the rules of the game.

41

PART F: STEP-BY-STEP FACILITATION GUIDES

1.4 INTERMEZZO: POVERTY AND WEALTH

OBJECTIVES

45 MIN

1. To unfold, reflect upon and challenge own and others’ assumptions about poverty and wealth and recognise the wider socie-

MATERIALS

tal relevance of these.

2. To reflect on own role and part in the world.

APPENDIXES

3. To negotiate the meaning of change and support critical and independent thinking informing responsible and conscious deci-

✓ Question for reflection and

sions about one’s own life.

debate

METHOD(S) ✓ Open Spaces for Dialogue and Enquiry (OSDE). ✓ Double circles (Kagan & Stenlev, 2010, 90).

STEP BY STEP 1. INTRODUCTION TO EXERCISE (5 MIN). Introduce the exercise by stating that we a going to debate a few questions concerning poverty and wealth and our own perception of our role in the world.

2. FORM DOUBLE CIRCLES (30 MIN). a. Explain to the student that to discuss these questions, we are going to form two circles, one inner circle where people stand with their back to the middle of the circles AND an outer circle where people face the middle of the circles, so that each person in the inner circle face a person in the outer circle. b. The facilitator asks the students a question which they have 5 mins to discuss. The outer circle then moves clockwise to the next person in the inner circle. The facilitator asks another question which they again have 5 mins to discuss. The facilitator asks a total of four question before moving to debrief the exercise.

3. DEBRIEF (10 MIN). Ask the students what they discussed and if there was anything that surprised them.

42

PART F: STEP-BY-STEP FACILITATION GUIDES

1.5 CASE CHALLENGES

OBJECTIVES

1 HOUR

1. To introduce the students the three SDG case challenges posed by the young activists in Kampala (SDG 5, 11 &13).

MATERIALS

2. To show the students that change is possible and can happen through the action of young people.

✓ A projector and computer ✓ Post cards of young activists

METHOD(S) APPENDIXES

✓ Video ✓ Primetime live (Gruwell, 2007 p. 57).

✓ SDG case challenge handouts ✓ Video from NAC

STEP BY STEP 1. INTRODUCTION. Make a general introduction to the three SDG case challenges and explain how the case challenge competition works, the prize, and how we, during the modules, will be in contact with NAC via WhatsApp and send them updates on the development of the project ideas. The students are invited to join the group if they are interested.

2. HANDOUTS. Hand out the post cards showing pictures of the young activists on one side. The other side is blank for notetaking. Ask the students to take notes during the videos, either written or by drawing, for the reflection after each case challenge video.

3. SDG CASE CHALLENGE VIDEOS. Show one of the SDG case challenge videos and then reflect in plenum on the main challenges and potentials presented by the young activists in the video. Show the next case challenges video, reflect in plenum, and do the same with the last case challenge video as well. A break might be needed.

When showing the case challenges, draw attention to how these case challenges are presented by the young people who experience these challenges in their daily lives. And it is a deliberate choice to show young people who have agency and act to make their community a better place to live.

4. COAT OF ARMS EXHIBITION. Introduce the exhibition of the Coat of Arms of 15 young activists from Kampala’s ghettos by letting them circulate among them.

5. A WHATSAPP PAL. Lastly, introduce to students to the opportunity of getting a WhatsApp pen pal from Kampala and discuss with the students who would like to join the opportunity.

43

PART F: STEP-BY-STEP FACILITATION GUIDES

1.6 GROUPS FORMATION

OBJECTIVES

30 MIN

1. To great project groups.

2. To allow the student to explore the case challenges and their interests.

MATERIALS ✓ Flipcharts and markers

METHOD(S) ✓ Open Space

APPENDIXES ✓ Handouts for each of the SDG case challenge

STEP BY STEP 1. SETTING UP THE SPACE. Place the three SDG case challenge on three different tables respectably along with a flipchart, makers and post-its.

2. GROUP BASED COURSE. Explain to the student that they are now going to form project groups consisting of at least three people and maximum five. The project groups will work together to develop a project idea related to at least one of the case challenges for the rest of the modules.

3. FORMING PROJECT GROUPS. Invite the students to circulate between the tables where the handouts on the SDG case challenges lie and discuss which cases, they find most interesting.

Tell the students to come to you when they have decided on a group.

Go around and sense how the formation of project groups is going, if anyone need help or have question to the case challenges.

Group formation can be a sensitive process so make sure to be ups on the students, so no one feels that they are left alone

44

PART F: STEP-BY-STEP FACILITATION GUIDES

1.7 DREAM CLOUDS

OBJECTIVES

30 MIN

3. To engage the project groups in dreaming about the future they want for young people in urban contexts worldwide.

4. To have fun and be creative!

MATERIALS ✓ Flipcharts, markers; Old magazines, SDG case challenge handouts.

METHOD(S) ✓ Dream Clouds

APPENDIXES ✓ Handouts for each of the SDG case challenge

STEP BY STEP 1. SETTING UP THE SPACE. Spread the old magazines and the handouts for each of the SDG case challenges out on the various tables in the classroom along with tape, glue, markers and scissors.

2. GIVE MATERIALS. Give each project group a piece of A3 carton paper.

3. INTRODUCE THE EXERCISE. Introduce the Dream Cloud exercise by explaining that each project group is tasked with making a dream cloud; a cloud with the groups’ dreams for what the ideal future looks like for young people globally. It is time to get creative, have fun and dream.

The dream cloud should state one main call for action or statement (related to one of the SDG case challenges) about the future the project groups envision for urban youth globally. State Dreamtown’s own dream - its vision for young people in urban context.

4. CIRCULATE. Circulate between the project groups while they are working to make yourself available for questions and ask the group questions about what they are dreaming about.

45

PART F: STEP-BY-STEP FACILITATION GUIDES

Here are two examples of the Dream Clouds made by two of the project groups in the HF SDG programme who took the course in autumn 2020.

The Dream cloud on the right illuminates the dream of making knowledge on climate change fun to gain and accessible everywhere.

The dream cloud to the left shows a dream about that young mothers feel safe and experience strengthened wellbeing.

46

PART F: STEP-BY-STEP FACILITATION GUIDES

1.8 TOAST FOR CHANGE

OBJECTIVES

30 MIN

1. To acknowledge the challenges facing young people in urban contexts worldwide and highlight the global interconnectedness of the world.

2. To take a step towards recognising the importance of

MATERIALS ✓ Flipcharts and markers

young people collaborating across urban contexts in

✓ Alcohol-free champaign and soda

dreaming, exploring, and designing social change based

✓ Eco-friendly one-use champaign

on global social justice.

METHOD(S) ✓ Toast for change (Gruwell, 2007, p. 63).

glasses APPENDIXES ✓ Toast for change illustration

STEP BY STEP 1. INTRODUCE THE TOAST FOR CHANGE. Introduce the toast for change exercise by explaining that the point of the exercise is to take the first step in crating change – stating a dream about how we want the future to be for young people everywhere.

2. BRAINSTORM (15 MIN). Based on the Dream Cloud collages, the project groups brain-

The Freedom Writers Diary Teacher’s Guide.

For an extract google books click here

storm on a vision they want to work towards – a change they dream about on behalf of young people in urban contexts globally – a toast for change!

3. PREPARE BUBBLES. In the meantime, you prepare the champaign glasses, so each student can have a glass of soda or alcohol-free champaign if they want to. And draw the toast for change illustration on a flipchart.

4. MAKE A TOAST FOR CHANGE. Invite the project groups to take a glass and stand in a circle. Each project group now gets 1 min to present their vision through a toast for change on behalf of urban youth globally.

After each toast, we cheer and take a sip.

5. DEBRIEF. Ask the students how they feel after hearing the toasts. Record their responses on the flipchart.

1.9 CHECK-OUT, EVALUATION AND DEBRIEF

CHECK-OUT (30 MIN). For more information on how to facilitate a check-out, read the section on Travel Diary of Learning – Check-in and Check-out which you will find under the chapter Monitoring Tools.

47

PART F: STEP-BY-STEP FACILITATION GUIDES

EXERCISES FOR MODULE TWO 2.1. CHECK-IN

CHECK-IN (20 MIN). For the Check-in and Check-out facilitation guide, please refer to the chapter on monitoring tools under the following heading Travel Diary of Learning – Check-in and Check-out.

2.2. PROJEKT CYCLE

OBJECTIVES

20 MIN

1. To introduce and reflect on the project phases and the typical activities within each phase.

2. To allow the students to reflect on their own process and where they are in the process of creating a project.

3. To promote teamwork.

METHOD(S) ✓ Human Puzzle

MATERIALS ✓ Cards of activities related to the project phases APPENDIXES ✓ Cards of activities related to the project phases

STEP BY STEP 1. SETTING UP THE SPACE. Set up 15 chairs in a row.

2. PICK CARDS (5 MIN). Ask the students to pick a card. Each card reflects either one of the three phases of a project cycle (Planning; implementation; change), OR an activity related to each of the three phases (see appendix). If there are more than 15 students, add more statements to the change phase of a project.

3. HUMAN PUZZLE (5 MIN). Tell the students that they should now work together to find out which chair they think that the element they drew belongs to, so that they create the right order of the project’s three phases.

4. DEBRIEF (15 MIN). A plenum reflection follows concerning the definition of a project and how the modules of the course relate to the project phases. In the course, we focus on the planning phase of a project. Further, reflect on the elements important for a good project proposal. Draw attention to that it is rarely, if ever, that a project follows the plan first set out, so one must be agile and flexible in the implementation of the project. Change happens in complex ways - not in a straightforward process.

48

PART F: STEP-BY-STEP FACILITATION GUIDES

2.3. FAGLIGT INTERMEZZO OM URBANISERING

OBJECTIVES

20 MIN

1. To analyse and reflect on the major challenges cities face and the solutions the UN-HABITAT suggests.

2. To get the students started reflecting on challenges in urban

MATERIALS

contexts, preparing them to find their own urban challenge

✓ Post-its

that they want to work with during the next exercise where

✓ Computer and projector

they make a problem analysis.

✓ PAPER CITY - An Urban Story made by UN-HABITAT

METHOD(S) ✓ Video ✓ Flipchart presentation for Pull and Push factors

STEP BY STEP 1. INTRODUCTION (2 MIN). Introduce the exercise by explaining that we are now to dig a little deeper in the challenges of large cities like Copenhagen and Kampala by watching a brief video that UN-HABITAT has produced.

To get to the video: PAPER CITY - An Urban Story made by UN-HABITAT click here.

2. NOTE DOWN. Asks the student to note down two things while watching the video: a key challenge of cities and one key point of how to rethink The speaker in the video speaks very fast. Therefore, it might be a good idea to stop the video at 1 min 20 secs. Where the video changes from challenges of cities to how UNHABITAT suggest rethinking cities.

cities?

3. SHOWS THE VIDEO (5 MIN). PAPER CITY - An Urban Story made by UN-HABITAT. 4. DEBRIEF (13 MIN). Ask the students to discuss the video in pairs for 2 mins and then turn to a plenum discussion. Draw attention to the concept ‘push and pull factors’.

Read more about Push and Pull factors here.

49

PART F: STEP-BY-STEP FACILITATION GUIDES

2.4. PROBLEM TREE EXERCISE

OBJECTIVES

1 HOURS 40 MIN

1. To analyse a self-chosen urban challenge and map the nuance of the core causes and effects hereof.

MATERIALS

2. To test the students’ hypotheses and assumptions.

3. To be creative and have fun!

✓ Flipchart, post-its and markers ✓ Problem tree handout

METHOD(S)

APPENDIXES

✓ Problem Tree ✓ Problem tree handout

STEP BY STEP Make a flipchart illustration of a tree with a crown and roots (make good space for the roots).

1. INTRODUCTION (15 MIN). Introduce the problem tree method by explaining that it is an analytical tool to map the nuance of the core causes and effects of a problem – a classic tool NGO used to make a problem analysis. Problems are usually complex. By making a problem tree, one can map the problem and unfold why the problem has arisen or is occurring. Conclude by explaining the three elements of a problem tree (core problem, effects, and causes) by referring to the drawing of a tree that you have preprepared (see Problem Tree handout).

2. SUM UP OF SDG CASE CHALLENGES (15 MIN). In plenum, ask the students to state what they remember about the case Analysis can be difficult and frustrating. Therefore, the students might need continuing feedback from you.

A good tip is to circulate between the project groups while they work. You learn loads by circulating between the groups and hearing their discussion. You can simply observe their learning process, encourage them by ask questions, help them formulate their ideas. It is furthermore a way to strengthen you relation and build rapport with the students (Nash and Almarode, 2020).

challenges. Have copies of the case challenges that the students can refer to and their post cards upon which they took notes.

Now it is the project groups’ turn to make their problem tree. They have 1 hour 30 min to create their problem tree, including a break that they can take when they need it.

Another good tip is to hunker down, next to the table where the group works so you are at eye level with the students.

50

PART F: STEP-BY-STEP FACILITATION GUIDES

3. HAND OUT A FLIPCHART, post-its and markers to each group for developing their problem tree.

4. CORE PROBLEM (15MIN). The project groups brainstorm on one core problem they want to work on.

5. EFFECTS (15 MIN). The project groups then go on to brainstorm on the effects of their chosen problem.

6. CAUSES (30 MIN). The project groups then brainstorm on the causes of the core problem they have chosen.

7. SCOPE (10 MIN). Lastly, the project groups, once the project groups have created the problem tree, they delimit it by deciding which sequence of consequences they want to work with.

In our case, it is both about mapping the problems the project groups are working on, as well as testing the students’ hypotheses and assumptions. Later during the module, the project groups will inquire upon these hypotheses and assumptions by creating an interview guide that will be send to NAC to conduct a focus group discussion with young activists from Kampala’s ghettos.

”It is precisely at the point [in problem tree exercise] that you get that moment where you go “okay this is how it is conHere are two examples of the problem trees made by two of the project groups in the HF SDG programme who took the course in the Autumn of 2020.

The problem tree to the left analyses the problem of teenage pregnancy.

nected” Student from the HF SDG programme at KVUC. "It became a little more real [in the problem tree exercise] I think - you got more cause to the problem. One suddenly became a thousand.” Student from the HF SDG programme at KVUC.

The problem tree on right analyses the problem of food insecurity.

51

PART F: STEP-BY-STEP FACILITATION GUIDES

2.5. INTERMEZZO: NOTIONS OF DEVELOPMENT

OBJECTIVES

2 HOURS

4. To unfold, be curious about and engage with the complex processes and notions of development, what development implies, and how it is perceived by numinous perspectives in a way that makes one feel safe to share own perceptions and perspectives.

5. To reflect upon and challenge own and others’ assumption and perspectives on development and acknowledging the wider societal relevance of these and how other people’s values and perspectives influence your own.

6. To negotiate the meaning of change and support critical and independent thinking informing one to make responsi-

MATERIALS ✓ Drawing and statement concerning notions of development APPENDIXES ✓ Drawing and statement concerning notions of development ✓ Question for individual reflection ✓ Question for group reflection

ble and conscious decisions about your own life.

METHOD(S) ✓

Open Spaces for Dialogue and Enquiry (OSDE)1.

STEP BY STEP MAKING THE EXHIBITION. The facilitator has turned the classroom into an exhibition with drawings and statements concerning notions of development. When the students join the room, the facilitator invites the students to an exhibition - an exhibition on the notions of development.

For more information concerning the method ‘Open Spaces for Dialogue and Inquiry’ click here.

1. GOING TO THE EXHIBITION [20 MIN]. The students are invited to go around in pairs of three and discuss: who is ‘us’ and ‘them’ in the statements and drawings? How is ‘development’ defined in the statements/drawings? And write their answers down on a postcard that the facilitator hands out.

2. REFLECTION ON THE EXHIBITION IN PLENUM [20 MIN]. Call the students to plenum and ask what they have discussed.

1

NB! This exercise is based on and inspired by Andreotti et al. (2006): The statements about development (p. 8), and the individual and group reflection question for creating informed thinking (p. 9) have been developed by Andreotti et al. (2006). Read the full education material for the method Open Spaces for Dialogue and Enquiry click here.

52

PART F: STEP-BY-STEP FACILITATION GUIDES

a. Asks the students to place themselves at the perspective they most sympathise with and ask them why they stand where they do. b. Then asks the students to do the same with the statements/drawings they least sympathise with and asks them why they stand where they do. c.

Ask the students what assumption they think that these perspectives are based on? And what implication these assumptions have?

3. VIDEO ABOUT YOUNG PEOPLE IN ZIMBABWE AND HOW THEY DEFINE DEVELOPMENT [15 MIN]. a. The facilitator shows the video TIME IS NOW by the House of Art Associations in Zimbabwe supported by Dreamtown via the Roskilde Festival Foundation. b. Ask the students to take note of the key points they see in the video. c.

Ask the students to first discuss in pairs for 2 min how they think the young activists think about development.

d. Turn to a plenum discussion about what the students have discussed.

4. INDIVIDUAL REFLECTION [5 MIN]. a. Now the facilitator asks the students to reflect individually on the following questions (see the appendix list).

5. GROUP REFLECTION [20 MIN]. a. After the individual reflection, the students should join in their project groups and choose one of the following questions to discuss (see the appendix list). b. The students should make one statement and one simple drawing illustrating their perspective on the question within the time given. Their creations will be hung in the classroom as a part of the exhibition.

6. GOING FORWARD [30 MIN]. a. The facilitator now asks the students to discuss how this relates to their vision and the ideas they have had so far for the project and how these reflections can inform their work going forward. b. The students are then asked to make a project idea brainstorm based on their problem tree and consider how they can address the core causes of their problem tree and how they can make their vision for young people come true through a concreate project idea.

NB! Take note that the check-out of the day focuses on debriefing the day and let students express their point of view concerning the learning space.

NB! Remember a 10 min break during the exercise.

53

PART F: STEP-BY-STEP FACILITATION GUIDES

2.6. INQUIRE PART 1 – INTERVIEW GUIDE FOR FOCUS GROUP INTERVIEW

OBJECTIVES

45 MIN

1. To inquire upon the reflection and perspectives brought up by the groups’ problem tree analysis and the reflection exercise Intermezzo: Notions of Development.

2. To make an interview guide which can inform the project groups’ project ideas further.

METHOD(S) ✓ K-W-L worksheet (Gruwell, 2007, 141); Think-Pair-Share (Kagan & Stenlev, 2010, 166) & Dot-mocracy

MATERIALS ✓ Flipchart, post-its and markers APPENDIXES ✓ Videos made by NAC’s Community Journalists ✓ Open Head’ illustration

STEP BY STEP 1. SHOW VIDEO AND DISCUSS VIDEO. Show the videos made by the Community Journalists. Invite the students to note down key points from the video while watching, and in a plenum, discuss the main points of the video and the notes the students have taking.

2. INTRODUCE THE KNOW – EXPLORE – LEARNED WORKSHEET. Ask the project groups to brainstorm on what they already know about the context of Kampala’s ghettos and what they want to know more about to inform their project idea. Fill in the first two columns of the worksheet and come up with three questions for each group based on the worksheet.

3. OPEN HEAD. Ask the project groups to write their questions down on a sticky note and put outside of the ‘Open Head’ illustration that the facilitator has drawn on a flipchart (inspired by Gruwell, 2007, p. 87).

4. DOT-MOCRACY. In plenum, the students agree on a total of ten questions that to form an interview guide by using dot-mocracy (using makers to make a dot next to the question the students find most relevant). NB! After the module, the facilitator sends the interview guide to NAC who will conduct a focus group interview with young activists from Kampala’s ghettos (answers will be used in Module Three: Design).

2.7 CHECK-OUT, EVALUATION AND DEBRIEF

For more information on how to facilitate a check-out, read the section on Travel Diary of Learning – Check-in and Check-out which you will find under the chapter Monitoring Tools. NB! This check-out is only 15 min long.

54

PART F: STEP-BY-STEP FACILITATION GUIDES

EXERCISES FOR MODULE THREE 3.1. CHECK-IN

CHECK-IN (20 MIN). For the check-in and check-out facilitation guide, please refer to the chapter on monitoring tools under the following heading Travel Diary of Learning – Check-in and Check-out.

3.2. INQUIRE PART 2 – ANSWERS FROM FOCUS GROUP INTERVIEW CONDUCTED BY NAC

OBJECTIVES

20 MIN

1. To dig deeper into the lives of and global urban challenges faced by young people in urban contexts worldwide.

2. To make connections between own life and the lives of young people across the urban contexts.

METHOD(S)

MATERIALS ✓ Flipchart, post-its and markers APPENDIXES ✓ Video of the focus group discussion conducted by NAC

✓ K-E-L worksheet (inspired by Gruwell, 2007, 141)

✓ Open Head’ illustration

✓ Think-Pair-Share (Kagan & Stenlev, 2010, 166).

✓ K-E-L worksheet

STEP BY STEP 1. SHOW FOCUS GROUP DISCUSSION VIDEO. Show a video of the focus group discussion conducted by NAC which answers the questions posed by the students in the interview guide they developed in the Module two: Explore, while the student note down key points on sticky notes to the answers provided by the young people give during the focus group interview.

2. OPEN HEAD. After the video, the students put their notes inside the ‘Open Head’ illustrated on a flipchart, and the students’ notes are discussed in plenum.

3. KNOW-EXPLORE-LEARNED WORKSHEET. Lastly, the students write what they have learned into the third column of their K-E-L worksheet to be used in the further development of their project ideas.

55

PART F: STEP-BY-STEP FACILITATION GUIDES

3.3. INTRODUKTION TO THEORY OF CHANGE (TOC)

OBJECTIVES ✓ To create deeper knowledge of how to practically create reflective, respective, and well-informed change.

METHOD(S) ✓ Co-creating definition of ToC and Power Point presentation.

MATERIALS ✓ Flipchart, post-its and markers.

30 MIN

APPENDIXES ✓ A 2-pager introduction to Theory of Change for the facilitator to prepare. ✓ Power Point presentation illustrating the connection between theory of Change, the project cycle (Module two: Explore E.2.2.) and the problem tree (E.2.4).

STEP BY STEP 1. CO-DESIGN DEFINITION. Asks the students what theory means. The students brainstorm until the facilitator deems that the world has been defined and then does the same with the word change.

For more information concerning the Theory of Change click here.

2. INTRODUCE THE TOOL. Go on to introduce the tool of Theory of Change through a preprepared PowerPoint presentation stating that Theory of Change is a tool used by NGOs that helps organizations look at what kind of change they want to create and how to get there. Further, state the difference between a Theory of Change and a Problem Tree (E.2.4) to give the students a good overview of how the theory of change tool relates to the previous exercises and modules.

3. CO-CREATE SIMPLE EXAMPLE. Ask the students for an example of a goal/vision and co-design a simple Theory of Change on the flipchart.

56

PART F: STEP-BY-STEP FACILITATION GUIDES

3.4. CREATING A THEORY OF CHANGE

OBJECTIVES

1 HOUR 15 MIN

1. To collaborate with others in designing well-informed and reflective project impacts and outcomes for creating social change.

MATERIALS

2. To challenge own assumption about how change happens.

✓ Flipchart, post-its and METHOD(S)

markers

✓ Group work and flipchart presentation by facilitator.

STEP BY STEP 1. INTRODUCE SESSION ONE OF ToC (10 MIN). Explain to the groups that they are now to formulate the change they hope to contribute to (impact) as well as the change they hope to create (Outcome) and that later in session two on the ToC, they will formulate concreate activities of the project. Further, give an example of a project impact and outcome and let the students ask for clarifications.

2. PROJECT IMPACT (15 MIN). The project groups brainstorm on the ‘impact’ of their project idea.

3. PROJECT OUTCOMES (20 MIN). Then the project groups brainstorm on the projects’ 'outcomes'.

4. ACTIVITIES (30 MIN). Explain that the groups are to innovate concrete activities of the project. Brainstorm on a few activities in plenum before sending the groups out to develop their own activities of their project idea.

If time allows it, you can introduce the change triangle (10 MIN) – an analytical tool used by NGOs to ensure the sustainability of the project by considering different clusters of activities (capacity strengthening, advocacy, and strategic services).

For more information concerning the change triangle, click here or read page 18 of the Guide for the Formulation of Ngo Projects developed by the Project Advice and Training Centre (find it in the Appendix list).

57

PART F: STEP-BY-STEP FACILITATION GUIDES

3.5. FEEDBACK SESSION ON THEORY OF CHANGE

OBJECTIVES

1 HOUR

1. To recognise the role of feedback and strengthen and develop skills in receiving and giving constructive feedback.

2. To strengthen the students’ confidence and communication skills.

MATERIALS ✓ Flipchart, post-its and

METHOD(S)

markers

3. Group work and flipchart presentation by facilitator.

STEP BY STEP 1. WHY FEEDBACK & CO-DESIGN FEEDBACK GUIDELINES (20 MIN). Before the project groups pitch their impact and outcome for their respective project ideas, ask the students why we give feedback. Why is feedback important, and what can we learn from giving and receiving feedback? Based on the discussion, co-design a set of guidelines with the students concerning how to give and receive verbal feedback and refer to the guidelines of learning space made during Module One: Dream.

2. PITCH AND FEEDBACK! (30 MIN). Invite the project groups to do a 2 min-pitch on the impact and outcomes of their project idea one by one, while the other project groups give feedback.

3. INCORPORATE FEEDBACK (10 MIN). The project groups incorporate the feedback they have received.

“It was at that point [in course 4 on change theory] that we realized that our project was not just a public space for young people, but it was actually much deeper […] we got into something with human vision in how children and young people create identity for themselves. It ended up being very deep in a really good way, which we had not actually taken into account or had not thought about at all when we started our project” Student from the HF SDG programme at KVUC.

If there is time you can discuss the role of verbal and nonverbal feedback.

Discuss with the student what nonverbal feedback looks like and draw attention to the role of active listening and body language. Ask the students what they consider active listening and how one is an active listener.

58

PART F: STEP-BY-STEP FACILITATION GUIDES

Being able to give and receive feedback in constructive ways is an important skill. Therefore, let the students be a part of exploring what feedback is and designing guideline for constructive feedback (Nash and Almarode, 2020).

Each project group listening to the pitch can have a specific feedback assignment based on the co-designed feedback guidelines. Examples hereof could be: Feedback assignment one: focus on making elaborative question on something that they felt was unclear for in the pitch.

Feedback assignment two: focus on constructive suggestions or ideas for further development Feedback assignment three: group four focus on giving feedback on the element working well Feedback assignment four: group five focus on giving feedback on the groups body language while presenting.

59

PART F: STEP-BY-STEP FACILITATION GUIDES

3.6. POEM OF CHANGE & STORYBOARD

OBJECTIVES

1 HOUR (INCL. BREAK)

1. To strengthen the students’ creative and innovative expression and communication of own project ideas for social change in urban contexts.

2. To create short and sweet descriptions of own project ideas.

MATERIALS ✓ Flipchart, post-its and markers

METHOD(S)

APPENDIXES

✓ Group work and flipchart presentation by facilitator. ✓ A Poem of Change (inspired by Gruwell, 2007, 153).

✓ A Poem of Change template

✓ Class project book.

✓ Project Storyboard template

STEP BY STEP 1. A POEM OF CHANGE (30 MIN). Hand out the Poem of Change templates to the group and explain that they are now to create a narrative about their project idea by creating a Poem of Change (inspired by Gruwell, 2007, 153).

2. STORYBOARD (15 MIN). Next, the groups make a storyboard based on their ToC. Ask if

To read more about storyboards click here

anyone can elaborate on what a storyboard is and briefly draw an example on a flipchart.

The storyboard should include a main character. By working with a main character, the focus is on who is the primary target group for the project.

To engage the project groups more, you can make a mini competition about who has created the best name for their poem of change. The winner gets a small award of your choosing.

3. CLASS PROJECT BOOK (AFTER THE SESSION). Based on the Rhythm for Change and storyboards for each of the project ideas of the project groups, the facilitator will create a class project book.

60

PART F: STEP-BY-STEP FACILITATION GUIDES

3.7. CAROUSEL FEEDBACK

OBJECTIVES

45 MIN

1. To strengthen and develop skills in receiving and giving constructive feedback.

MATERIALS

2. To strengthen knowledge sharing across the project groups.

✓ Flipchart, post-its and METHOD(S)

markers

✓ Carousel Feedback (Kagan & Stenlev, 2010, p. 112)

STEP BY STEP Carousel feedback is a knowledge sharing exercise combining presentation and giving feedback in one where the project groups exhibit the products they have created throughout the first three modules.

1. SETTING UP THE SPACE (5 MIN). The project groups exhibit their products around the room. A feedback sheet is put next to the each of the project groups’ exhibitions. The project groups leave their own exhibition and move clockwise to the next project group’s exhibition.

2. CIRCULATE (40 MIN). The project groups discuss for 10 mins about the exhibition of the other groups to give feedback on the feedback sheet which is hung up next to each of the exhibitions. After the 10 mins, the project groups circulate again.

3.8. CHECK-OUT CHECK-OUT (15 MIN). For more information on how to facilitate a check-out, read the section on Travel Diary of

Learning – Check-in and Check-out which you will find under the chapter Monitoring Tools.

61

PART F: STEP-BY-STEP FACILITATION GUIDES

EXERCISES FOR MODULE FOUR 4.1 CHECK-IN

CHECK-IN (20 MIN). For the Check-in and Check-out facilitation guide please refer to the chapter on monitoring tools under the following heading Travel Diary of Learning – Check-in and Check-out.

4.2 DEVELOPMENT COMMUNICATION

OBJECTIVES

1 HOUR 30 MIN

1. The students can recognise and analyse different frames and framings used by NGOs in communication campaigns about development and critically reflect on the implications of these.

MATERIALS ✓ Tape for hanging up the exhibit. ✓ Post-its for note taking.

METHOD(S)

APPENDIXES

✓ Interactive exhibition ✓ Power Point: Frames for exhibition ✓ Power Point: Change the Conversation – Values & Frames

STEP BY STEP 1. SETTING UP THE SPACE. Set up an exhibition of the frames most commonly used in communication about development in Denmark. Here, 5 different frames appear: progress frame; victim frame; social justice frame; the global village; and blame us. Each frame is shown through an image and an accompanying test concerning the frame as well as a few reflective questions for the audience.

2. WELCOME & ASSIGNMENT (10 MIN). Welcome the student to the exhibition and explain how we will engage with the exhibition by explaining that each project group is assigned a frame they should present after the exhibition.

3. EXHIBITION (35 MIN). The project groups now go to the different exhibited frames and discuss two questions: What the frames make them feel, and what comes to mind when they see the image representing the frame.

62

PART F: STEP-BY-STEP FACILITATION GUIDES

4. PRESENTATION OF FRAMES AND ANSWERS TO QUESTION (30 MIN). After the project groups have circulated between each of the frames, the groups have 3 mins to present the frame and answers to the two questions.

For a moving moment digging deeper into the importance of nuances stories watch the Ted Talk: The dangers of the singe story by Chimamanda Ngozi Adiche. Click here.

5. FRAMES, FRAMING AND CONSTRUCTIVE COMMUNICATION (15 min). The facilitator sums the exhibition up by introducing the concept of frames and framing in connection to values by concluding on the importance of constructive and nuanced communication and the dangers of the one-sides and simple story or narrative. Allow time for a plenum reflection.

To read the full course material that this exercise has been based upon read the course material developed by the danish donor organisation Civic Society in development (CISU) (click here).

For more information about frames and framing, consult The Narrative Project report (Click here); The Common Cause Communications Toolkit (click here); Finding Frames by Andrew Darnton with Martin Kirk 2011 (Click here); and the article by Mirjam Vossen & Baldwin Van Gorp (2017) The Battle of Ideas About Global Poverty in the United Kingdom, The Netherlands, and Flanders (click here).

63

PART F: STEP-BY-STEP FACILITATION GUIDES

4.3 CHANGE THE CONVERSATION – VALUES & FRAMES

OBJECTIVES

30 MIN

1. The students can recognise and analyse own values and critically reflect on how these values inform frames and

MATERIALS

framing as well as how they, as students, can take part in changing the conversation about communication

✓ Flipchart, post-its and markers

around development and social change.

METHOD(S)

APPENDIXES ✓ Power Point: Change the Conversation – Values & Frames

✓ Power Point presentation.

STEP BY STEP The facilitator starts the groups off with an exercise to consider the values guiding the communication about the project.

1. VALUES (15 MIN). The facilitator asks two questions: Which values does your project group cherish the most?

And are the values represented in your project idea (and the product you have presented so far)?

2. FRAMES (15 MIN). Based on the values, the groups are tasked with considering the frames they would like to use. The values and frames are important to guide how the project groups undertake visualizing and describe (through audio or text) their project idea for their presentation.

To read more about constructive journalism take a look at Catherine Gyldensted’s book From Mirrors to Movers. To read it click here.

To read more about constructive communication about development and frames, framing and values click here.

64

PART F: STEP-BY-STEP FACILITATION GUIDES

4.4 PRODUCTION OF THE PRESENTATION OF THE PROJECT IDEAS

OBJECTIVES

REST OF THE MODULE

1. To create constructive and nuanced communication about own project ideas based on deeper reflection on own values, frames, and framing.

METHOD(S) ✓ Group work

MATERIALS ✓ Flipchart, post-its and markers, old magazines, Computers & phones APPENDIXES ✓ Power Point: Dialogue Assignments

STEP BY STEP 1. INTRODUCTION TO PRODUCTION OF PRESENTATION. Explain that it is now the project groups turn to consider how they communicate and present their project idea. The project idea presentation must have a visual component of some sort, a clear one sentence message/statement and a narrative description of the project, its outcomes, and main activities (either presented written or via audio, e.g. recorded or through a video).

2. BRAINSTORM IN PROJECT GROUPS. The project groups start brainstorming on how to present their project idea, inspired by the frames and values the group has chosen. According to the project groups working process, they will be given two dialogue assignments. The first concerning visualization and the second messages and narratives.

3. SEND PRESENTATION TO NAC. By the end of the module, the students will send their presentations to NAC, and the case competition panel consisting of young activist from Kampala’s ghettos. The case competition panel will pick the winning project ideas which will be announced in Module 5: Exhibition of Project ideas.

4.2. CHECK-OUT

CHECK-OUT (30 MIN). For more information on how to facilitate a check-out, read the section on Travel Diary of Learning – Check-in and Check-out which you will find under the chapter Monitoring Tools.

65

PART F: STEP-BY-STEP FACILITATION GUIDES

EXERCISES FOR MODULE FIVE 5.1 CHECK-IN

CHECK-IN (20 MIN). For the Check-in and Check-out facilitation guide, please refer to the chapter on monitoring tools under the following heading Travel Diary of Learning – Check-in and Check-out.

5.2 EVALUATION OF THE COURSE

OBJECTIVES

1 HOUR

2. To listen to and include the students’ opinions and considerations concerning the course.

3. To learn from the students’ experience from participating in the course.

MATERIALS ✓ Flipchart, post-its and markers

METHOD(S) ✓ Pair-Share (inspired by Kagan & Stenlev, 2010, 166).

STEP BY STEP During the course, we have engaged the students in monitoring, evaluation and learning and tracking their own learning process through a travel diary. In preparations for the first module, the facilitator drew a road with five swings and no surrounding on a flipchart, representing the five modules. During the course, these swings have been filled with the aha-moments, learning and reflection points that each student has contributed with through the check in and check out exercises during the course.

1. SETTING THE ROOM (15 MIN). The facilitator hangs up the travel diary flipchart and, in collaboration the students, hang up each of the products they have made during the course.

2. EVALUATION MODULE ONE (45 MIN). Going through module by module, taking a starting point in the notes put on the travel diary flipchart, the students are invited to discuss two question in pairs: a. Which exercises and methods worked best? b. What could be improved if we are to the course again?

After sharing in pairs, invite the students to share their consideration in plenum. The facilitator writes the students’ comments and learning points on the flipchart, representing each course module hanging next to the travel diary flipchart. Do the same for each of the first four modules. Lastly, the facilitator debriefs the evaluation.

66

PART F: STEP-BY-STEP FACILITATION GUIDES

5.3 MOST SIGNIFICANT CHANGE

OBJECTIVES

1 HOUR

1. To create for deeper learning informing future work internally in Dreamtown and externally to show the results from the course to donors, members, the public, and possible future partnerships.

2. To create a space for the students to reflect on their most significant learning moments during the course.

METHOD(S) ✓ Most significant change (CISU)

MATERIALS ✓ Flipchart, post-its and markers APPENDIXES ✓ Most Significant Change Interview Guide for students

STEP BY STEP 1. INTRODUCTION TO THE MOST SIGNIFICANT CHANGE (10 MIN). Start by explaining that the Most Significant Change exercise is a qualitative monitoring, evaluation, and learning (MEL) tool, that can create deeper learning about the changes a project has contributed to, as well as how a project has contributed to the changes. A helpful tool to unfold and capture stories of change that might not have been expected when planning the project. It creates deeper learning informing future work internally in Dreamtown and externally to show the results from the course to donors, members, the public, and possible future partnerships. Tell the students that they are invited to be co-researchers in exploring the most significant changes.

2. PICK INTERVIEWERS. Ask each project group to pick an interviewer for their group. The interviewer receives an interview guide with a brief introduction to the exercise, one main question and a few supplementary questions.

3. MOST SIGNIFICANT CHANGE GROUP INTERVIEWS (30 MIN). The interviewer then facilitates a focus group discussion on the most significant changes experienced during the course by students in the project group.

Either ask the groups to record their discussion, or pick a note keeper to write down the key point of the discussion.

4. CIRCULATE between the project groups and follow up by asking clarifying questions to the groups where needed.

67

PART F: STEP-BY-STEP FACILITATION GUIDES

5. ANALYSE THE STORIES OF CHANGE AND PICK THE MOST SIGNIFICANT STORIES (20 MIN). Invite the students to share the changes they discussed in the project groups and ask which story of change they find most significant and why.

If there is time, ask what the students liked best about what has been shared; To learn more about the method Most Significant Change and how it can be used in monitoring, evaluation and learning, click here and see the facilitators guide produced by Civil Society in Development (CISU): “Global Citizenship Education - how to measure and improve the impact”

what did they find surprising?; what do the stories that have been shared illustrate about the course?; what do they consider stands out among the stories?; and lastly, which changes do the students find that most of them share?

If time runs quickly, then analyse the last question after the course based on the students’ most significant change interviews. Pick the stories which you consider show some of the nuances of the course and write a short 1-2-page impact story about the course.

5.4 CO-DESIGNING AN ENERGIZER TO BE CONDUCTED WITH THE TEACHERS

OBJECTIVES

20 MIN

1. To engage the student in taking lead in facilitating a fun and interactive process.

2. To engage the student in creating a learning space based on their terms - a space where they are on their own ground.

MATERIALS ✓ Flipchart, post-its & markers

METHOD(S) ✓ Co-design energizer

STEP BY STEP 1. INTRODUCTION TO FACILITATION OF OWN LEARNING PROCESS (5 MIN). Explain to the students that we (the facilitators) now hand over the facilitation to them. It is their turn to take lead in presenting their own learning process for the teachers. Tell the students that we will, of course, support them, but it is them who present and lead their teachers through what they have created and developed during the course.

2. DEVELOP ENERGISER (15 MIN). Tell the students that they now have the opportunity to design a fun energizer for their teachers to start off with. Discuss with the student which energizer they want to create and how they are going to facilitate it. Who will present and facilitate it? How long time should be allocated for it?, etc.

68

PART F: STEP-BY-STEP FACILITATION GUIDES

5.5 PREPERATION OF THE PRESENTATION FOR THE TEACHERS AND SC HOOL MANAGEMENT

OBJECTIVES

1 HOUR

1. To strengthen the students’ facilitation skills by designing a facilitation process of their own learning process for their teachers and school management.

2. To strengthen the students’ confidence and belief in their own

MATERIALS ✓ Flipchart, post-its & markers

abilities and learning.

METHOD(S) ✓ Co-designing workshop and group work

STEP BY STEP 1. PREPARATION OF PROJECT IDEA PRESENTATIONS (15 MIN). The project groups now have time to prepare their presentation of their project idea which they later present to their teachers and school management.

2. PREPARATION OF THE COURSE OUTCOME PRESENTATIONS (20 MIN). Discuss with the students how to present the course and the key learning points of the evaluation of the course - who is to say what and when?

3. PRACTICE PRESENTATION. Make a trial run with the students. Further, support the students who have signed up for presenting the course and the key learning points. They might need to discuss their presentations with you. Lastly, in plenum, write down the elements to be presented on a flipchart, with names of responsible persons as following: -

Facilitator who welcomes and introduces the overall goal of the course (1 Person);

-

Energizer (1 Person)

-

Module presentation: Module 1 presentation (1 Person); Module 2 presentation (1 Person); Module 3 presentation (1 Person); Module 4 presentation (1 Person)

-

Facilitator who guides the process of the project groups’ presenting (1 Person)

69

PART F: STEP-BY-STEP FACILITATION GUIDES

5.6 PRESENTATION WORKSHOP FOR THE TEACHERS AND SCHOOL MANAGEMENT

OBJECTIVES

1 HOURS 45 MIN

3. To strengthen and develop skills in receiving and giving constructive feedback.

4. To strengthen knowledge sharing across the project groups.

MATERIALS ✓ Computer

METHOD(S) ✓ Methods are designed by students

✓ Feedback video from NAC ✓ Video of the Announcement of the winning project idea APPENDIXES ✓ Certificates

STEP BY STEP The students present the course to the teachers, first welcoming them and introducing the programme of the workshop: 1. Introduction and welcome (5 MIN).

2. Energizer (10 MIN).

3. Review of the different course modules (20 MIN).

4. Presentation of the project ideas by project groups and feedback by NAC (50 MIN).

5. Announcement of the case competition winner by NAC and young Activist in Kampala (10 MIN).

6. By the end, Dreamtown hand over the certificate to the winners and students (10 MIN).

70

PART G: REFERENCES, TOOLS & ANNEXES

REFERENCES Adams, P. (2014). Young People and development: The Role of Global Youth Work in Engagement and Learning. In S. McCloskey (Ed.), Development education in policy and practice (pp 83-102). Palgrave Macmillan.

Adiche, C. N. [Chimamanda Ngozi Adiche]. (2009, July). Chimamanda Ngozi Adiche TEDGlobal 2009 [Video file]. Retrieved from https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story Andreotti, V., Barker, L. & Newell-Jones K. (2006). Open Spaces for Dialogue and Inquiry: Critical Literacies in Global Citizenship Education [Booklet]. Retrieved from https://decolonialfutures.net/osde/ Andreotti, V., & Warwick, P. (2007). Engaging students with controversial issues through a dialogue based approach. Unter: Citized–Citizenship & teacher education [Booklet]. Retrieved from https://www.academia.edu/276975/Engaging_Students_With_Controversial_Issues_Through_a_Dialogue_B ased_Approach_2007_ Andreotti, V. O., Stein S., Suša, R., Čajkova, T., d’Emilia D., Jimmy, E., Calhoun, B., Amsler, S., Cardoso, C., Siwek, D., & Fay, K. (2019). Global Citizenship Education Otherwise – Study Guide [Booklet]. Retrieved from https://decolonialfutures.net/portfolio/global-citizenship-education-otherwise/ BBC. (n.d.). Urban growth - push and pull factors. Retrieved from https://www.bbc.co.uk/bitesize/guides/zwtqnbk/revision/1 Bond (2015). The Narrative Project report. Retrieved from Bond website: https://www.bond.org.uk/resources/the-narrative-project-user-guide Bourn, D. (2014). The Theory and Practice of Global Learning. Development Education Research Centre, Research paper No. 11, 1-47. Retrieved from https://discovery.ucl.ac.uk/id/eprint/1492723/1/DERC_ResearchPaper11TheTheoryAndPracticeOfGlobalLearning[2].pdf Bourn, D. (2015). The theory and practice of development education: a pedagogy for global social justice.

Routledge.

CISU – Civil Society in Development (n.d.). The Development Triangle [Pamphlet]. Retrieved from file:///C:/Users/45297/Downloads/DevelopmentTriangle%20(1).pdf Crompton, T. & Weinstein, N. (2015). Common Cause Communication: A Toolkit for Charities. Retrieved from Common Cause Foundation website: https://valuesandframes.org/downloads Darnton, A. & Kirk, M. (2011). Finding Frames: New ways to engage the UK public in global poverty. Retrieved from Bond for International Development website: https://www.bridge47.org/resources/12/2018/findingframes-new-ways-engage-uk-public-global-poverty-0

71

PART G: REFERENCES, TOOLS & ANNEXES

Dreamtown (2019, November 28). Time Is Now [Video file]. Retrieved from https://www.youtube.com/watch?v=kRuyY2DhwDg&ab_channel=Dreamtown Decolonial Futures Collective (2019, October 22). Connect4change conference 2019: Digging Deeper and Relating Wider, an invitation [Video file]. Retrieved from https://www.youtube.com/watch?v=kZXWti_kxH4&ab_channel=DecolonialFuturesCollective Essley, R., Rief, L. & Rocci, A. (2008). What Are Storyboards?. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/what-are-storyboards/ Gruwell, E. & & The Freedom Writers Foundation (2007). The Freedom Writers Diary Teacher’s Guide. London: Broadway Books. For an extract google books go to: https://books.google.dk/books?id=scXKYqttpmYC&lpg=RA1PR1&hl=da&pg=PA20#v=onepage&q&f=false Gyldensted, C. (2015). From Mirrors to Movers: Five Elements of Positive Psychology in Constructive Journalism [Provider of electronc version]. Retrieved from https://issuu.com/cathrinegyldensted1/docs/from_mirrors_to_movers_pdf._full__ Helde, M. L. (2020). The Dialogue Handbook. Retrieved from https://duf.dk/fileadmin/user_upload/Editor/documents/International/Dialogambassadoererne/DialogueHa ndbook__final-169600__1_.pdf Larsen, E. T. (2013). Course Material and Toolbox: Reframing the Message - Changing Narratives [Booklet] (R. Sønderriis, Trans.). Retrieved from https://www.cisu.dk/cisu.dk/reframing-3 Kagan, S. & Stenlev, J. (2010). Cooperative learning: undervisning med samarbejdsstrukturer - 46 strukturer til alle skolens fag. Malling Beck.

Kronsted, S. (2021). Dream and Design: A Dreamtown co-design practice. Retrieved from https://www.dreamtown.ngo/impactstories/2021/1/25/dream-and-design-a-dreamtown-co-design-practice Nash, R., & Almarode, J. (2020). The interactive classroom: practical strategies for involving students in the learning process (Third edition.). Corwin.

Ongevalle, J. V. & the FRAME, VOICE REPORT! Project Team in CISU (n.d). Global Citizenship Education - How to measure and improve the impact [Booklet]. Retrieved from https://www.framevoicereport.org/resources/ Project Advice and Training Centre (n.d). Guide for the Formulation of Ngo Projects developed by the Project Advice and Training Centre [Pamphlet]. Retrieved from https://www.cisu.dk/v%C3%A6rkt%C3%B8jer/projekt/projektudvikling Richey, L. A., Braskov, R. S. & Rasmussen, L. B. (2013). Finding Danish Frames – Communication, Engagement and Global Justice. Retrieved from CISU website: https://www.cisu.dk/cisu.dk/reframing-3

72

PART G: REFERENCES, TOOLS & ANNEXES

Savola, P. & Harjunpää J. (2020). How to Engage Citizens with the Sustainable Development Goals [Booklet].

Helsinki, Finland: Finnish Development NGOs Fingo, 2020. Retrieved from https://www.framevoicereport.org/media/8705/how-to-engage-citizens-with-the-sustainable-developmentgoals.pdf Sheehan, J. (2005). Going Global! Good Practice Guidelines For Development Education In Youth Work [Booklet]. Retrieved from https://www.youth.ie/wp-content/uploads/2010/10/Going_Global_2005_0.pdf UN-Habitat worldwide (2014, October 4). PAPER CITY - An Urban Story [Video file]. Retrieved from https://www.youtube.com/watch?v=-Bqx2BuFjik&ab_channel=UN-Habitatworldwide Vossen, A. M. J. ., & Gorp, B. van. (2017). The battle of ideas about global poverty in the United Kingdom, the Netherlands, and Flanders. European Journal of Development Research, 29(4), 707–724. https://doi.org/10.1057/s41287-016-0055-2

73