IO4 Training the Trainers Guide in English

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2021

FEMTALKSFORUM Training the trainers guide


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Table of con t en t s 1. I n t r odu ct i on

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2. Si t u at i on of Fem al e M i gr an t s: Rel evan ce of t h e pr ogr am m e t o m i gr an t w om en

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3. Fem Tal k s - For u m Th eat r e t r ai n i n g 3.1 For um Theatr e: Idea, Pedagogics and theor y behind 3.2 Executive sum m ar y of the str uctur e of the For um Theatr e tr aining pr ogr am m e in the Fem Talks pr oject (face to face and online deliver y)

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3.3 Piloting of the For um Theatr e tr aining pr ogr am m e in par tner countr ies 11 3.4 Recom m endations and tips for tr ainer s - Checklist

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3.5 The im plem entation of the For um Theatr e Tr aining ? the Exter nal Evaluator ?s 20 point of view

4. Fem Tal k s - For u m Ci r cl esTM

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4.1 Pedagogics and theor y behind For um Cir cles

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4.2 Executive sum m ar y of the str uctur e of the Cir cles pr ogr am m e in the Fem Talks pr oject ? face to face and online deliver y

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4.3 Piloting of the Cir cles m ethodology in par tner countr ies

25 4.4 Recom m endations and tips for tr ainer s - Checklist 4.5 The Im plem entation of the Fem Talks For um Cir cles ? the Exter nal Evaluator ?s 28 Point of View

5. Par t i ci pan t ?s I n spi r at i on al St or i es, Fem al e M i gr an t Jou r n eys an d

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Per spect i ves 5.1 Inova Consultancy, UK

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5.2 Elan Inter cultur el, Fr ance

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5.3 Ar tem isszió, Hungar y

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5.4 Inter ACT, Austr ia

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5.5 M ater aHub / #r eteteatr o41, Italy

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6. Ref er en ces an d Resou r ces

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INTRODUCTION The ?FemTalks Forum ? Theatre activities and Digital Storytelling to Empower Migrant Women, Foster Social Inclusion and Change narratives? Erasmus+ project aims to develop interventions and programmes that support migrant women build their confidence and subsequently their employability skills to fulfil their full potential in their host countries. Seven partners from six European countries came together in 2018 to collaborate on the project.

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Inova Consultancy, UK Odisee, Belgium Elan Interculturel, France Artemisszió, Hungary InterACT, Austria M ateraHub, Italy #Reteteatro41, Italy

The FemTalks Forum Training the Trainers Guide is an integral part of the project. Its goal is to guide and prepare trainers, educators and anyone interested in delivering the training package of the FemTalks project to learn about the Forum Theatre Training Programme and the FemTalks Forum Circles mentoring programme developed by the project consortium. This Guide will equip trainers with the information needed to effectively deliver the FemTalks training package. This Guide complements the Facilitator ?s Guides prepared as part of the project which are available upon request. While the latter includes detailed information about the practicalities and all the tools necessary for the delivery of the sessions, this Guide provides additional theoretical knowledge that is invaluable for the delivery of the workshops. Additionally, this Guide includes tips and recommendations from the project partners based on their pilot deliveries. Firstly, the Guide presents an overview about the relevance of the FemTalks Forum project and the situation of female migrants researched by the project (Chapter 2). Afterwards, there is a detailed description of the Forum Theatre Training Programme (Chapter 3) and the FemTalks Forum Circles (Chapter 4). Finally, stories are showcased from the partner countries. Female migrants who participated in the piloting of the project were invited to share their stories, journeys and perspectives (Chapter 5).

Enjoy the Guide !


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2. Sit u at ion of Fem ale M igr an t s: Relevan ce of t h e pr ogr am m e t o m igr an t w om en

Suppor ting the social inclusion of m igr ants is key for their integr ation in the host countr ies. Accor ding to r ecent statistics, non-EU nationals face the highest r isk of pover ty and social exclusion, follow ed by EU nationals and national citizens. The table below sum m ar ises these statistics for the per iod of 2010-2019 (ibid).

Ther e ar e cer tain challenges and obstacles that m igr ants face w hen they w ant to integr ate in their host countr ies. Ther e ar e per sonal differ ences, and each situation is unique, how ever ther e ar e som e specific bar r ier s that m igr ants often face. Tw o key steps tow ar ds the successful integr ation of m igr ants ar e acquir ing pr oper know ledge of the host countr y?s language and finding a job (Eur opean Com m ission, 2018). These ar e often hinder ed by the var ious challenges r epor ted by m igr ants. At the beginning of the Fem Talks pr oject, pr oject par tner s conducted focus gr oups w ith m igr ant w om en to lear n m or e about their needs and situation. In these focus gr oups, the m ost com m on bar r ier that par ticipants r epor ted w as language. Som e additional challenges m entioned by attendees w er e discr im ination, cultur al differ ences, lack of m ental suppor t and lim itations of a student visa am ongst other s. Focusing on fem ale m igr ants is par ticular ly im por tant because they often face additional challenges com par ed to their m ale counter par ts. The r eason for this is that they ar e double disadvantaged: on the one hand they m ight face challenges as w om en and on the other hand as m igr ants (ibid). Fam ily car e and childcar e ar e often duties of w om en in the fam ily, and this m ay ham per their labour m ar ket inclusion (ibid). Those w om en w ho ar e in em ploym ent and w er e bor n outside the EU often face deskilling. As the thir d gr aph below show s, 40% of those non-EU fem ale m igr ants w ho have ter tiar y education ar e over qualified for the job they have (ibid).

?Amongpeoplelivinginthe EU-27,20%of national citizens, 26%of citizensof other EU Member Statesand45%of non-EUcitizenslivingintheEU facedtheriskof povertyor social exclusionin2019.? (Eurostat,2021)


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Ther efor e, the Fem Talks pr oject aim s to suppor t the integr ation and social inclusion of m igr ant w om en. The pr oject em pow er s fem ale m igr ants to develop their soft skills and boost their confidence as these can lead to a higher integr ation in the labour m ar ket. As a r esult of the pr oject, it is aim ed to decr ease their social exclusion and to boost their em ployability in their host countr ies. Im pr oved self-efficacy and stor ytelling skills ar e beneficial for the labour m ar ket inclusion of m igr ant w om en. Stor ytelling skills contr ibute to their ability to cr aft positive nar r atives and identity pr esentation w hich enhance their em ployability and self-confidence. The Fem Talks tr aining package is based on tw o m ain m ethodologies: For um Theatr e (or iginated fr om the Theatr e of the Oppr essed) and the Cir cles m ethodology. These m ethodologies aim to em pow er m igr ant w om en and they pr oved to be successful tools to achieve the aim s of the Fem Talks pr oject. These m ethodologies ar e pr esented in the com ing chapter s of this Guide.


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3 Fem Talk s - For u m Th eat r e Tr ain in g 3.1 For u m Th eat r e: Idea, Pedagogics an d t h eor y beh in d For um Theatr e is one centr al m ethod in the Fem Talks pr oject. As an inter active and par ticipator y for m of theatr e, it offer s the audience a space for explor ation of alter native action in the fr am ew or k of a pr esented scene. For um Theatr e w or ks fr om the under standing that ever yone has som ething to contr ibute, that ever y w om an,

FORAUGUSTOBOAL, "BEINGACITIZENDOESNOT MEANLIVINGINSOCIETY, ITMEANSCHANGINGIT".

ever y m an, and ever y child can speak up and be hear d. For um Theatr e plays ar e the r esult of an intensive collective and par ticipator y sear ch for w ays of acting and changing str essful, oppr essive situations or str uctur es; it denotes a gr oup dynam ic tr igger ed off by dr am a per for m ance m ethods. Tur ning individual, subjective, and collective exper iences into theatr e and r eflecting on them , w ith the help of theatr ical m ethods of lear ning and r esear ch, leads to condensations in the shape of scenes and im ages that can be w or ked up cr eatively in differ ent w ays. The play, the audience, the for um phase, and the ?joker ? ar e essential for a For um Theatr e per for m ance: For um Theatr e plays usually show social or political situations of conflicts and ar e based on per sonal exper ience. The ?for um m odel? ends w ithout offer ing a solution or a ?good ending?. The ?joker ? acts as facilitator in For um Theatr e, he or she facilitates the com m unication betw een the audience and the actor s on stage. The m ain duty of the joker is to keep the discussion anim ated by asking questions to the audience. The joker also collects ideas and suggestions and encour ages the audience to get involved. A m ain goal of For um Theatr e per for m ances is to sear ch and tr y out differ ent options of acting, behaviour , attitudes, and solutions in and for situations com ing fr om the lives of the par ticipants. Thus, a For um Theatr e per for m ance should never stop in the theatr e: Par ticipants should get insights, im pulses, and ideas for their ?Acting?, actions, behaviour , and attitudes in r eal life. This could r elate to the individual/per sonal level, the gr oup/com m unity level, the public society, and the political level. For um Theatr e is a centr al m ethod of the ?Theatr e of Oppr essed? (TO), w hich had been developed by the Br azilian theatr e dir ector and author Augusto Boal and his colleagues fr om the 70s on. A m ain idea of all TO techniques, exer cises and gam es is to ?use? them as a ?tool? to explor e and change r ealities on var ious levels. For um Theatr e is spr ead over the w hole w or ld. It plays an im por tant r ole in var ious hum an r ights m ovem ents, social justice, and diver sity contexts. Since 1986 it has becom e an official UNESCO tool for social change. ?Theatr e of the Oppr essed? (and For um Theatr e) is linked to Paolo Fr eir e?s ?Pedagogy of the Oppr essed? (2005/1970), and ther e ar e links to Cr itical Pedagogy, to concepts of Par ticipator y Action Resear ch but also to system ic appr oaches.


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Above: Fem Talks m ultiplier in Fr ance, October 2019. Bottom : the Eur opean Fem Talks team at the Joint Staff Tr aining, Decem ber 2019


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3.2. Execu t ive su m m ar y of t h e st r u ct u r e of t h e For u m Th eat r e t r ain in g pr ogr am m e in t h e Fem Talk s pr oject (f ace-t o-f ace an d on lin e deliver y) The Fem Talks For um Theatr e tr aining offer s a safe, cr eative, and par ticipator y space to explor e issues, pr oblem s, conflicts, and challenging situations com ing fr om the lives of the par ticipants. Theatr ical gam es, exer cises and techniques play an im por tant r ole: It is the sym bolic and em otional language of theatr e that ever yone can use and that can help to under stand him - or her self, the r elations to other s and existing pr oblem s and conflicts better. In this sense it becom es a tool to explor e the issues, pr oblem s, and conflicts of integr ation by connecting these issues to ever yday life. And this tool allow s one to find and to ?r ehear se? str ategies to over com e them . Thus, the theatr ical pr ocess and dialogue initiates per sonal and social tr ansfor m ation. The For um Theatr e tr aining in the Fem Talks pr oject? -

is alw ays an exper ience based on the use of differ ent elem ents including the body, voice, gestur e, m ind, senses, and feelings,

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is str ongly inter active and offer safe spaces for dialogue and explor ation of issues, and assum es that ever yone has the capacity to play and to act theatr e,

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connects action and r eflection and builds up br idges to ever y day?s life,

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under stands the r ole of a tr ainer as a facilitator , w ho know s how to cr eate a suppor ting atm ospher e in the gr oup, w ho offer s sever al tools and m ethods of par ticipator y theatr e for the par ticipants and w ho gives im pulses for r eflection and exchanging ideas and insights,

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opens a space w ith var ious im pulses to ?r ehear se for r eality?: new per spectives, insights and actions can be tr ied out and tr ansfer r ed to ?r eal life?,

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involves the ?audience?, the spectator s into the per for m ance pr ocesses and to over com e the bor der betw een ?stage? and ?audience? ? this is alw ays the case dur ing the pr ocess of the tr aining.


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Developed by Inter ACT (AU), Elan Inter cultur el (FR) and Ar tem isszió (HU), then r eview ed and adapted by all pr oject par tner s for deliver y in the par tner countr ies, the ?W hat?s M y Stor y? pr ogr am m e is intended for m igr ant w om en that have taken par t in 5 to 7 sessions of gr oup tr aining (10 to 15 w om en per session).

str ategies and to pr epar e the tr ansfer ?back to life?including new insights, per spectives, and w ays of acting.

The pr ogr am m e has been developed to pr opose a ser ies of m odules to discuss the issue of fem ale m igr ation: the pr oject aim s to under stand the obstacles and bar r ier s that stand in the path of integr ation of w om en, to be able to over com e them , and to talk about them in a differ ent w ay thr ough the pr actice of For um Theatr e (and Digital Stor ytelling).

Because of the Covid-19 cr isis, the pilots in tw o countr ies (Hungar y and UK) had to be deliver ed online. Befor e the deliver y of the tr aining, the par tner s had m eetings on an inter national and national level to adapt the or iginal lear ning path of the Fem talks For um Theatr e pilots to the online context. The new ver sion follow ed the m ilestones above m entioned, but both the activities and the tim efr am es w er e tailor ed.

Ther e ar e 5 m ain units to this par t of the pr ogr am m e: 1/ Know ing each other 2/ M ain challenges and obstacles 3/ Connecting issues and challenges 4/ Cr eating and analysing scenes 5/ Explor ing and r eflecting str ategies

For um Theatr e tr a ining: fa ce-to-fa ce The Fem Talks face-to-face For um Theatr e tr aining consists of 5 (half a day) sessions, it star ts w ith gr oupand tr ust-building (1), follow ed by using the tools and the language of theatr e to explor e obstacles and challenges of integr ation fr om an individual (2) and collective per spective (3). This leads to the cr eation of For um Theatr e scenes (4), w hich contains the m ost im por tant and r elevant issues of the par ticipating gr oup. In the last session (5) For um Theatr e is used to explor e and r eflect (alter native)

The pilot 1 and 2 took place face-to-face in Austr ia, Fr ance and Italy.

For um Theatr e tr a ining: Online

Ar tem isszió planned and r ealised tw o tr ainings of 5 sessions each, the dur ation w as 2-2,5 hour s. The w or kshop plan follow ed the or iginal plan of the 5 m odules, using additional online tools to suppor t the gr oup dynam ics (like flinga.fi for gather ing and selection of the issues that em er ged). The pr ocess w as intensive, having the 5 sessions w ithin 2 w eeks tim e, dur ing the after noons. At the fifth session the scenes w er e pr esented by the sm all gr oups for the other par ticipants only, not involving spect-actor s, audience as offer ed in the optional 6. step. Inova Consultancy conducted both pilots online. The fir st pilot w as or ganised for 2 full days. The second pilot w as or ganised into sm aller chunks, divided into 4 m or ning w or kshops. Both pilots w er e a huge success and par ticipants thor oughly enjoyed the sessions.


Headlin e Goes Her e

After the deliver y of the tr aining, som e key lear ning points have been identified for online deliver y of the Fem Talks For um tr aining. These include: -

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The online w or kshops ar e an oppor tunity for w om en w ho m ay not live in Budapest or w ho, for som e r eason (fam ily cir cum stances, insecur ity, anxiety), find it difficult to leave their hom es. Sever al of them also expr essed that they feel safer in their hom es and ther efor e feel m or e com for table shar ing deeper content and stor ies w ith the gr oup, and find it easier to tr y som ething new - like the theatr e. Often ther e is som eone else in the space, so the feeling of fr ee par ticipation can be challenged (not w anting to be ver y noisy, etc.). Engagem ent can be w eaker because of the online for m at: "it is easier to jum p in and out, w or k in par allel, the stakes ar e low er for a leaving than if I have to leave an actual tr aining r oom , and attention can only be m aintained for m uch shor ter per iods". Or ganising sm all gr oups is som ew hat lim ited using online deliver y (you can't leave it to the gr oup to find a pair for them selves, accor ding to their m ood or w ho they haven't been w ith befor e). Pair w or k can be or ganised on online confer encing softw ar e such as Zoom . The lear ner s still found this useful, one noted that she enjoyed ?Getting into pair s and w or king scenes! Connecting w ith other w om en w ho have sim ilar m igr ation stor ies!?. Br eakout r oom s allow ed par ticipants to connect deeper. Using online deliver y does have added benefits such as connecting individuals w ho m ay not have cr ossed paths befor e. In the United Kingdom , the piloting had individuals fr om a w ide r ange of cities. This w ould not have been possible w ith face-to-face deliver y. It is im por tant to state online etiquette for w or kshops. For exam ple, keeping your m icr ophones m uted dur ing cer tain par ts (e.g., w hen the facilitator is descr ibing the exer cises) in or der to avoid noise. Pr ior to the tr aining, it is useful to let the par ticipants know w hat is expected of them in r egar ds to the use of cam er as and m icr ophones. In som e w or kshops, par ticipants m ay feel anxious and uncom for table to show them selves. Thus, in or der for the w or kshop to be car r ied out successfully, par ticipants should be notified about the usefulness of tur ning on a cam er a and m icr ophone. Affir m ative hum s and giggles ar e cut fr om the com m unication as people ar e used to m ute them selves. Ther efor e encour age the par ticipants to tur n on their m icr ophones, if ther e is no sour ce of noise close to them .

In conclusion, the deliver y of the tr aining pr ogr am m e (face-to-face or online) w as a success in all par tner countr ies.

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3.3. Pilot in g of t h e For u m Th eat r e t r ain in g pr ogr am m e in par t n er cou n t r ies

3.3.1 Inova Consultancy, UK

In the UK, both pilots took place online, r espectively M ar ch 2021 and Apr il 2021. In total, 28 w om en fr om M exico, Poland, Br azil, Gr eece, Lebanon, Bangladesh, United States, Pakistan, and India par ticipated in the tr aining pr ogr am m e. The r ecr uitm ent also w as car r ied out online, thanks to Eventbr ite and social m edia, w hich allow ed Inova to r each people fr om all over the United Kingdom . Accor ding to the par ticipants (students, em ployed and unem ployed), the m ain challenge that they faced w as language pr oficiency, but it didn?t affect the tr aining as they w er e all able to com m unicate fluently. It w as the fir st dr am a activity for sever al par ticipants and they felt com for table par ticipating thanks to the pr ior ?icebr eaker s? and activities dur ing w hich they got to know each other ?s nam es, per sonalities and backgr ounds, as w ell as the open-m inded and inclusive atm ospher e. For the facilitator s, adapting the m ater ial to online tr aining w as a challenge but they found it inter esting and r ew ar ding to notice the par ticipants still enjoyed the activities despite the distance betw een all of them . They also adapted the str uctur e of the tr aining, as the second pilot took place ever y m or ning dur ing four days to allow the par ticipants to take car e of their fam ily dur ing the r est of the day. M ost of the par ticipants assur ed they r eally enjoyed the tr aining. Over all, the sessions w er e ver y successful and the par ticipants?engagem ent thr oughout the pr ogr am m e has been exceptional. Ever ybody tr ied their best to take par t in each activity, and they r espected one another dur ing the per for m ances. This idea is r eflected in the high r ates that appear in the final evaluation of the tr aining: sever al w om en affir m it w as enr iching to listen to ever ybody?s stor ies and they felt ?they belonged?. They also felt the tr aining had a positive im pact on their developm ent and skills as they ar e m or e aw ar e of their com petencies, w hich explains w hy they had r ated som e of their skills higher than after the tr aining. Thr ough the sessions, w om en have been able to exchange and they enjoyed talking about their vision of m igr ation thr ough theatr e, even though they w er e not ver y at ease w ith this w ay of expr essing them selves befor e.


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3.3.2 Elan Interculturel, Fr an ce The per iod w hen the pr ogr am m e w as car r ied out in Fr ance (r elatively com plicated due to health cr isis, lockdow n and r estr ictive m easur es) confir m ed that, m or e than ever , it is necessar y to offer tim es for exchange, m eeting, listening and shar ing. In the context of a health cr isis, the team of ELAN felt it w as im por tant to adopt a br oader pr eventive appr oach by placing m or e em phasis on the hum an dim ension, so that the obvious negative consequences of distancing or isolation m easur es, such as anxiety or an incr ease in psychosocial pr oblem s, ar e taken into account. The im pact on w or k, w ell-being, m otivation and social r elations is par ticular ly str ong for people w ho ar e alr eady in a vulner able and pr ecar ious situation. The gr oups w ho took par t in Pilot 1 and Pilot 2 (20 w om en) in Par is w er e quite diver se in ter m s of age (fr om 25 to 55), or igin (Alger ia, Bulgar ia, Tunisia, Cam er oon, Congo, M or occo, Lebanon, Fr ance...), legal status (som e had obtained Fr ench nationality, other s w er e still in the pr ocess of doing so), andfam ily status (w ith or w ithout childr en: although m ost of them (9/12) w er e m other s of sever al childr en). This is w hy, w hen asked "in your opinion, w hat is the biggest challenge for an im m igr ant w om an in Fr ance", the answ er s w er e quite diver se: "having our paper s, finding a job w e like, being independent, language, housing, pr ejudice"... The pr ogr am m e had a r eal im pact on the w om en w ho par ticipated at the tw o pilots in Fr ance. Ver y positive changes w er e noticed after the sessions: end of a toxic r elationship, thesis, m oving, new job oppor tunity, dr iving licence... Over all, feedback fr om par ticipants w as ver y positive and enthusiastic. We w er e able to see in the r esults of the post-pr ogr am m e and pr e-pr ogr am m e evaluations im pr ovem ents in the par ticipants' self-assessm ents. The 5 sessions had a r eally gr eat im pact on their self-confidence!

The icebr eaker for m at follow ed by m or e "in-depth" exer cises to addr ess issues r elated to fem ale m igr ation w or ked ver y w ell: fir st intr oducing confidence, laughter and play, then listening, shar ing and non-judgem ent. Regar ding a futur e developm ent of the pr oject, w e believe that the exper ience of Fem Talks For um w ill m ake us continue to w or k w ith the m ethodology of for um theatr e. Elan have been contacted by a day centr e for fam ilies in Par is w ho w ould like to set up this kind of w or kshop w ith their clients to encour age r esilience in the face of com plex situations in ever yday life. Since the end of the pr ogr am , m ost par ticipants ar e still in touch. One of the w om en fr om the fir st pilot has since cr eated a cater ing ser vice in Par is and m ade the buffet for the final event in Par is!


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3.3.3 Artemisszió, Hu n gar y In Hungar y, the tw o pilots took place online. A total of 25 w om en took par t in the digital sessions. The m ajor ity of them w er e m iddle-class w om en, m ost of w hom cam e to Hungar y for w or k, fam ily or studies. In ter m s of or igin, the gr oup w as com posed of w om en fr om Poland, Br azil, Bangladesh, Venezuela, Jor dan, Ukr aine, Kenya, Rom ania... These tw o pilots conducted in Hungar y w er e str ong in lear ning and discover y, both on the side of par ticipants and tr ainer s. And even though the sessions w er e all conducted on the inter net, the par ticipants' conclusions ar e sim ilar to those identified in the countr ies w her e the pr ogr am took place face to face: "It is interesting to realize that your everyday challenges as a foreigner woman are similar to other women's problems and that you can use comedy and improvise with new people to try to take it easier". For the tr ainer s the pr ocess w as ver y inter esting, full w ith lear ning points and w ith a lot of positive feedback . The par ticipants w er e ver y happy w ith the pr ogr am , they expr essed their inter est in fur ther events as w ell. We hope that they w ill join other pr ogr am s or ganized by the inter cultur al com m unity of Ar tem isszió, w hen the r egulations allow us to m eet per sonally in a bigger cr ow d as w ell. The online appr oach and techniques w or ked w ell, and pr ovided a r ich lear ning exper ience in online theater : (I) The online w or kshops ar e an oppor tunity for w om en w ho m ay not live in Budapest or w ho, for som e r eason (fam ily cir cum stances, insecur ity, anxiety), find it difficult to leave their hom es. (II) Wor kshop at hom e br ings both secur ity and uncer tainty as w ell (a voice m ay accidentally echo in, a figur e m ay pass in the backgr ound, or a par ticipant m ay say that they don't w ant to speak ver y loudly? ). (III) How ever , engagem ent can also be w eaker because of the online for m at: "it is easier to jum p in and out, w or k in par allel, type in a chat that I have to go, the stakes ar e low er for a leaving than if I have to leave an actual tr aining r oom , and attention can only be m aintained for m uch shor ter per iods". (IV) W hat is clear ly a dow nside is that the appr eciation of hum our , and often even its pr esentation is ver y lim ited. It cam e up w hen w e w er e w or king on sketches that, although they pr esented difficult topics, w er e often ver y hum or ous. Although at the beginning of the pr ocess, contr ar y to the conventions, w e asked the par ticipants not to m ute their m icr ophones if possible w hen ther e w as no noise ar ound, so that it m ight be easier to contr ibute to the gr oup discussions, but out of habit and politeness, usually ever yone m uted them selves. But this w ay, the par ticipants could not hear the giggles and laughter , w hich ar e affir m ing and give a sense of achievem ent.


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3.3.4 InterACT, Au st r ia Due to the sanitar y context, the r ecr uitm ent has been r ather com plicated to conduct in Austr ia, but thanks to a lar ge netw or k, Inter ACT could contact m any or ganisations w or king w ith m igr ants. How ever , because of the Cor onavir us lockdow n and the sanitar y context, the activities have been r e-adapted in or der to pr event infections and the fir st pilot had to be delayed by m or e than thr ee m onths. In the end, a total of 26 w om en took par t in the pr ogr am m e in Austr ia, in per son (30 w om en subscr ibed, four of them cancelled because of postponem ents of the fir st pilot). The gr oup w as a highly diver se gr oup in ter m s of age, theatr e exper ience, w or king status, r eligious backgr ound, etc, and cooper ated ver y w ell and ever ybody w as r eady to help each other. The w om en w er e com ing fr om Eur opean and non-Eur opean union. The countr ies of or igin of the par ticipants w er e: Egypt, Syr ia, Afghanistan, Ir an, Rom ania, Spain, Azer baijan, USA, Bulgar ia, UK, Slovenia, Sudan, Niger ia, M ongolia. Refer r ing to the pr e-evaluations and the pr ocess of the w or kshops the m ain challenges in the tw o pilots w er e r ather differ ent: In pilot I it w as par ticular ly the issue of ?finding a job? and then par tly connected to this: m anaging household, childcar e and the job at the sam e tim e; language skills; netw or king; nostr ification and adapting to the cultur e. A ver y high per centage felt discr im inated in Austr ia. In pilot II it w as par ticular ly the issue of ?lear ning the language? and "discr im ination" and then par tly connected to this: (adult) education, school (connected to their childr en), contact/netw or king; adapting to the cultur e, flat-sear ch. Sexual har assm ent w as also a heavily pr ocessed topic.

For um theatr e as the applied m ethod w or ked ver y w ell to w or k on the issues of the w om en. Ver y often it w as possible to find new str ategies to handle the conflicts, som etim es it helped to better under stand the situation, her ow n r ole and the r ole of the antagonist.The (self )confidence w as gr ow ing day by day and at the end w om en expr essed their happiness w ith the gr oup and the theatr e w or k . They spoke about the good gr oup-atm ospher e and gr oup w or k, feeling accepted, having fun, pr ogr ess in Ger m an-speaking, honesty and openness, expr essing one?s opinion, good exchange of exper ience, feeling accepted, being on the m ove and their w ish for an extension of the tr aining. The daily feedback show s that the satisfaction w ith the tr aining w as ver y high. At the end of the tr aining, the par ticipants r ated that they w ould r ecom m end this tr aining, and they felt that they lear ned and im pr oved skills. After analysing the pr e- and the post- evaluations, it is safe to say that the aim s of the tr aining (finding str ategies to over com e obstacles, netw or king, and cr oss-cultur al exchange, im pr ove language and com m unication skills, im pr ove soft tr ansfer able skills like self-confidence, self-efficacy, etc.) w er e fulfilled as an incr ease can be obser ved in alm ost all categor ies sur veyed.


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3.3.5 MateraHub and #reteteatro41, It aly The im plem entation of the IO2 in Italy w as done face-to-face for both pilots. How ever , health m easur es, new r egulations and gover nm ent m easur es have delayed the launch of the sessions and the team (#r eteteatr o41 and M ater ahub) had to adapt to the new conditions and cr eate local par tner ships w ith theatr e schools and m igr ant?s schools to facilitate the im plem entation of the pr ogr am in the best conditions. The tw o pilots w er e conducted w ith a m ixed gr oup of w om en fr om cultur ally and socially differ ent backgr ounds, as w ell as m any differ ences in their faith and beliefs. But all these differ ences in codes, fr am es of r efer ence and life paths have in fact cr eated a m utual cur iosity and no judgem ent. A total of 14 w om en par ticipated in the w or kshops in Italy, fr om Niger ia, Ir an, Ivor y Coast, Spain, M or occo, Cuba, Ecuador , Indonesia and Fr ance.

In each pilot, the m ain challenges for the w om en w er e language lear ning, and for som e the under standing of how the Italian system w or ks in or der to find a job. The pilots w er e ver y successful in Italy, w her e 100% of the w om en r ecom m ended the pr ogr am . The par ticipants all have pleasantly shar ed their exper iences and shar ed their stor ies and r esour ces w ith the other : ?It has cr eated a good cohesion in the gr oup. Integr ation issues have been addr essed, w hich have pr ovoked m any r eflections am ong the differ ent points of view.? On the tr ainer 's side, the findings ar e num er ous: it is ver y im por tant to have a ver y diver se gr oup of w om en fr om ver y differ ent socio-cultur al backgr ounds. This has allow ed us to addr ess both sim ple and basic issues but also to w or k on a cr itical and political sense of their condition as m igr ants and w om en issues such as w om en's autonomy and the desir e to fight for their r ights have also em er ged. In this sense, for um theatr e can str engthen aw ar eness about social difficulties and injustices. But also, as in Fr ance, it w as quite difficult to find w om en w ho w er e w illing to par ticipate all the tim e, because they w er e busy w ith childr en or w or k. Finally, a finding fr om #r eteteatr o41 and M ater ahub is that the Fem talks m ethodology tr igger s a pr ocess of tr ansfor m ation both in those w ho r eceive it and, above all, in those w ho pr opose it. It favour s an appr oach based on the com plexity of life, w ithout looking for solutions, but favour ing r eflection on oneself, m ainly on one's ow n r esour ces, star ting fr om the bar r ier s or cr iticalities, a pr ocess that takes place both in the facilitator s and in the par ticipants. The r esult that w as obser ved m ost clear ly w as the tr ansfor m ation of the r elationship dur ing the sessions am ong the w om en, and w ith the facilitator s. Fr om the fir st sessions to the last, som ething w as bor n, and had been tr ansfor m ed.


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Training the trainers Guide

3.4 Recom m en dat ion s an d t ips f or t r ain er s - Ch eck list Ther e ar e som e im por tant issues r egar ding the r ole of the tr ainer s/ facilitator s in a For um Theatr e pr ocess:

3.4.1 The role of the facilitator (=Joker) in "Theatre of the Oppressed"

?Don?tjudge(yourself and) theothers! Don?t babbleout bynamewhat isconfidentlysaidor doneinthegroupand takecareof yourself and theothers!?

The tr ainer or facilitator in the ?Theatr e of Oppr essed? (or ?Theatr e for Living?) is called ?Joker ?: A Joker is facilitating the For um Theatr e-pr ocess, either it is a shor t w or kshop, a pr oject or even a theatr e pr oduction. These pr ocesses ar e highly inter active, com m unicative, and par ticipator y, and facilitator m ust be in a constant dialogue w ith the gr oup, he or she is w or king w ith the gr oup as a living or ganism . Facilitating is not teaching in the sense of the ?banking? concept of education, w her e teacher s know ever ything and fill up the em pty vessels of the uninfor m ed students (see Paulo Fr eir e: ?Pedagogy of the Oppr essed?). The lear ning pr ocesses ar e based on the exper ience in the theatr ical space, the r eflection and the dialogue in the gr oup ? in this sense ther e is no r ight, or w r ong and per m anent planning-action-r eflection loops ar e essential for the aw ar eness r aising pr ocess. A facilitator in For um Theatr e? -

know s how to cr eate a suppor ting and safe atm ospher e in the gr oup,

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know s the applied theatr e gam es, exer cises, and m ethods fr om his/her ow n exper ience,

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offer s sever al tools and m ethods of par ticipator y theatr e for the par ticipants to explor e issues,

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gives im pulses for r eflection by r aising specific questions, w hich help to explor e issues in a com plex but also exper ience-based w ay,

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tr ies to activate the exchange of ideas and insights.

A facilitator tr ies to establish the follow ing r ules by nam ing them and by taking car e of them .


Headlin e Goes Her e

3.4.2 Basic rules to create a safe space W hat is essential in For um Theatr e pr ocesses is the idea that the facilitator tr ies to cr eate a constr uctive atm ospher e, especially w hen dealing w ith difficult issues. Gam es that ar e just fun and based on tr ust can be ver y useful to cr eate an atm ospher e w her e par ticipants can be r ather honest, and w her e people do not judge har shly. An atm ospher e w her eby par ticipants feel like they can tr ust one another and feel fr ee enough to expr ess them selves fully. But above all the attitude of facilitating is cr ucial, ther efor e no judging, no m aking jokes at the expense of som ebody, dividing people or cr eating destr uctive conflicts. Facilitator s need to com m unicate w ell, in a w ay people under stand the r ules of the gam es and exer cises, feel r espected and listened to. The intr oduction of the basic r ules and the consistent im plem entation is essential. Gr oup and tr ust building activities ar e not a one tim e exer cise, r ather it r equir es continuous m aintenance. In gener al, theatr ical gam es and exer cises have a str ong - as Augusto Boal says - "de-m echanising" im pact (Boal 1996: 60ff ). De-m echanisation str esses the im por tance of the body. Good cor por al w or k pr epar es the body to be able to expr ess and it im pr oves the per ception ability. ?People often get tr a pped into thinking that the ga mes a r e wa r m-ups, a nd the r ea l wor k is in the exer cises a nd I ma ge Theatr e. (? ) The ga mes a r e integr a l to the investigations. The ga mes a r e themselves ima ges ? ea ch per son will exper ience them pr ivately, filter ing the ga me thr ough their own life exper ience. They a r e cr eating links in the wor king gr oup, building gr oup awa r eness a nd tr ust, but they ca n a lso, in sur pr ising ways, unlock a ccess to the issues that the gr oup wa nts to investigate? (Diam ond 2007: 91). That is w hy gr oup r eflection is such a valuable offer for investigations and r eflections on differ ent levels. After ever y gam e or exer cise it is im por tant to give enough tim e to develop and to give space to exchange the exper ience. In the r eflection after a gam e, exer cise, or technique you as a facilitator can gener ally ask tw o kinds of questions: 1. W hen you played the gam e/ did the exer cise: How w as that for you, how did it feel? W hich exper ience did you m ake? W hat did you obser ve? 2. If this gam e/exer cise is a sym bol, how is it r elated to the centr al issue? How is it r elated to r eal life, w hat do you r ecognize?? The exper ience and the r eflection of the exer cises suppor t the gr oup pr ocess but also the pr ocess of sear ching for the r elevant content and issues. Fr om unit to unit, m or e and m or e ?m ater ial?w ill be found and cr eated that at the end leads to the r elevant issues and content of the For um Theatr e scenes.

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3.4.3 Some tips for the facilitators FACE TO FACE

ONLI NE

Offer a space, that is big and com for table enough to m ove, to sit on the floor , to w or k par allel in gr oups w ithout distur bing each other.

Offer an easy-to-use online platfor m for the gr oup, w her e sm all gr oup w or k is also possible (like br eak out r oom s in Zoom ), pr ovide them w ith technical instr uctions and suppor t befor e the fir st session (how to r egister , dow nload the pr ogr am if necessar y, how to connect - befor e the session; how to m ute/unm ute, use the chat function - at the beginning of the fir st session) Ask your par ticipants to use a PC or a laptop for connecting to the sessions r ather than a tablet or phone - this allow s them to see the w hole gr oup and not only 4 people at the sam e tim e.

Explain the r oles of the facilitator s and explain how m uch they w ill be taking par t.

Explain the r oles of the facilitator s and explain how m uch they w ill be taking par t.

Request par ticipants give their consent for photos to be taken dur ing the session.

Request par ticipants give their consent for photos to be taken dur ing the session.

Cr eate a suppor ting and safe atm ospher e in the gr oup by tr ust and gr ound building exer cises.

Cr eate a suppor ting and safe atm ospher e in the gr oup by tr ust and gr ound building exer cises.

Ensur e gr ound r ules ar e discussed in detail. Gauge how com for table people ar e shar ing infor m ation. Cover confidentiality and pr otect the shar ed stor ies of other s.

Ensur e gr ound r ules ar e discussed in detail. Ensur e that ever y par ticipant know s how to com m unicate their opinion (r aise hand physically or w r ite an X in the chat if som eone w ants to shar e som ething, etc.) Gauge how com for table people ar e shar ing infor m ation. Cover confidentiality and pr otect the shar ed stor ies of other s.

Establish the follow ing r ules by nam ing them and by taking car e of them : ?Don?t judge (your self and) the other s! Don?t babble out by nam e w hat is confidently said or done in the gr oup and take car e of your self and the other s!?.

Establish the follow ing r ules by nam ing them and by taking car e of them : ?Don?t judge (your self and) the other s! Don?t babble out by nam e w hat is confidently said or done in the gr oup and take car e of your self and the other s!?.

Alw ays give im pulses for r eflection by r aising specific questions, w hich help to explor e issues in a com plex but also exper ience-based w ay

Alw ays give im pulses for r eflection by r aising specific questions, w hich help to explor e issues in a com plex but also exper ience-based w ay.

Tr y to docum ent w ell by w r iting on flipchar t and by m aking pictur es: w hat ar e the issues, associations? of the im ages/ scenes?

Tr y to docum ent w ell by using adequate sur faces (w hiteboar d in Zoom , flinga.fi, scr um blr.ca, m entim eter.com ): w hat ar e the issues, associations? of the im ages/ scenes?

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FACE TO FACE

ONLI NE

Keep checking ever yone is ok (r ead body language)

Tr y to check r egular ly if ever yone is OK (asking dir ectly the gr oup, cr eating space for ver bal feedback at the end of the sessions and taking the feedback ser iously)

Be br ave, cur ious, and bold: be led by par ticipants. If they talk about difficult life situations w hich they seem to w ant to explor e, go w ith the flow. Tr y to be in a dialogue w ith the gr oup.

Be br ave, cur ious, and bold: be led by par ticipants. If they talk about difficult life situations w hich they seem to w ant to explor e, go w ith the flow. Try to be in a dialogue with the group.

Offer br eaks, even if you have pr epar ed m or e activities into your tim e available.

Offer br eaks, even if you have pr epar ed m or e activities into your tim e available. It can be difficult to m aintain attention on Zoom for an extensive per iod of tim e, as it can be quite tir ing. It w ould be helpful to divide the w or kshops into sm aller sessions acr oss m or e days, r ather than full days.

Give enough space for the closing cir cles at the end.

Give enough space for the closing cir cles at the end.

Evaluation for m s to be com pleted dur ing the session.

Evaluation for m s to be com pleted dur ing the sessions or betw een the sessions. Str ategy can be to put the link of the online for m in the chat by the end of the session.

Depending on the language skills in the gr oup: keep your explanations and statem ents as clear , sim ple and shor t as necessar y and possible.

At the end of the session, it is useful to r eflect w ith the lear ner s about their exper iences and feelings. If ther e ar e any lear ner s w hich m ay feel negative em otions, it is r ecom m ended that the facilitator speaks to the lear ner after the session to ensur e they ar e not alone w ith their feelings once the Zoom session ends. M ake use of functions such as br eakout r oom s to encour age connection and to let par ticipants get to know one another. If par ticipants ar e getting into char acter s, they can use the ?r enam e?function on Zoom w her e they can specify their char acter nam e.

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Training the trainers Guide

3.5 Th e im plem en t at ion of t h e For u m Th eat r e Tr ain in g - Th e ext er n al evalu at or 's poin t of view 3.5.1 Impact

Ininterviewsparticipants emphasisedinternal impacts,suchasthe significant positive psycho-emotional effect the FTTsessionshadonthem individually,thestrong social bondsformedwith other participantsand facilitators,andthe increasedsenseof communityandsolidarity withother migrant women

All ten participants interviewed expressed highly positive views about their participation in the Forum Theatre Training (FTTs). The fact that all participants interviewed were so positive about their participation is worth emphasising given the superdiversity of participants; participants from over 20 nationalities took part with ages ranging from early 20s to mid-40s; while some participants had acting experience most did not; participants included academic researchers, professionals working for international corporations, stay at home mothers, and elder care workers, with educational backgrounds ranging from post-secondary to post graduate. This positivity was also expressed by both those who took part in online and face-to-face sessions, indicating the impact and viability of conducting the Forum Theatre Training through both mediums. Participants emphasised the relevance of the issues explored in the Forum Theatre Training, and the utility of the coping strategies developed.

Psychological, Emotional, and Social Impacts Participation in the FTTs had deep and meaningful impacts on migrant women?s attitudes and psycho-emotional states. Interviewees noted highly significant improvements in their sense of personal empowerment and self-belief, as well as positive changes in attitude and outlook. This increased self-confidence was often reflected in behaviour changes, such as the more proactive pursuit of personal. Many women interviewed also underlined the impact of feeling less isolated and alone. Given that many migrant women experience feelings of intense loneliness and isolation, particularly stay at home mothers less able to expand their social circle and especially during the pandemic, alleviating these emotions through social interaction and community building was highly impactful. A further internal impact was the sense of solidarity and shared difficulty that developed among participants; realising that many of them faced similar issues in their personal and professional lives, as well as in their relations with their host country, helped place their problems in perspective. Additionally, the super diversity of participants underlined the intersectional nature of the issues they faced as migrant women in conjunction with other identities (e.g. mother /professional/working class etc.). Practical Impacts Although the primary impacts were internal, the FTTs final outputs focused on the joint development of strategies for dealing with common challenges. All participants indicated that the practicality of these strategies, derived from their co-production with other migrant women, was helpful in dealing with common challenges. One example given by interviewees was of dealing with their children?s teachers, and how to navigate both the differing learning cultures of their host nations as well as biased behaviours of some teachers. Prior to taking part in the FTTs participants felt less able to manage the different learning environment and were unable to challenge biased teachers appropriately. Following the FTTs, interviewees expressed feeling more confident and more capable of managing these challenges due to the strategies explored in the FTTs.


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3.5.2 Factors influencing Forum Theatre Training's implementation The r ecr uitm ent str ategies adopted by the differ ent national par tner s, and even betw een pilots one and tw o w ithin the sam e countr y, had a significant and often dir ect im pact on the pr ofile/backgr ound of par ticipants. For exam ple, the Fr ench par tner r ecr uited par ticipants differ ently in pilot one to pilot tw o; the for m er thr ough online str ategies and fr om w ithin their ow n beneficiar y lists, r esulting in a par ticipant gr oup that, in the com par ison w ith other national par tner s, had a higher pr opor tion of univer sity educated and pr ofessional w om en. How ever , in the second pilot they r ecr uited par ticipants fr om an NGO in their netw or k that w or ked w ith victim s of gender -based violence, and the m ajor ity of P2 par ticipants w er e sur vivor s. As such, w hile the FTT m ethodology w or ked w ell for both gr oups, ther e w er e clear differ ences in par ticipant pr ofiles and needs as a r esult of how they w er e r ecr uited. As the FTT activities engage w ith per sonal difficulties and individual exper iences of challenging situations, they can stir up str ong em otions am ong par ticipants. As such, consider ation should be given to having staff on hand tr ained in suppor ting psycho-social and em otional w ellbeing. One of the m ost significant im pacts on par ticipants w as the chance to w iden their social cir cle, w hich tended to be som ew hat lim ited, especially for those unem ployed or not in education. In the FTT sessions str ong social bonds develop betw een par ticipants thr ough the exam ination of com m on challenges. As such, consider ation should be given to how to suppor t these social bonds once the FTT sessions have been concluded, w hether thr ough inviting par ticipants to m ultiplier events, cr eating W hatsApp or other social m edia gr oups, or conducting social events w ith par ticipants after the FTTs have finished. Ther e ar e distinct cultur al appr oaches to the concept of ?theatr e?and the action of ?acting?differ ently; for som e, theatr e is a for m of play and solely a leisur e activity; for other s a m edium for tr ansm itting m or e easily accessible social values and m essages; for other s, as a m echanism for under taking m eaningful and pr oductive w or k . These differ ing cultur al per spectives on the utility of theatr e m ay im pact on w hether par ticipants fr om differ ent cultur al gr oups see the value in par ticipation and m ay also im pact on how they par ticipate in sessions, i.e., w hether they see the FTTs as fun and gam es or as ser ious and m eaningful w or k . This is par ticular ly the case w hen conducting FTTs online; FTT m ethodology r equir es active par ticipation, w her eas digital confer encing technology facilitates passive engagem ent (e.g., by m uting oneself and tur ning off the cam er a). Passive engagem ent is m or e likely if a par ticipant sees theatr e as less m eaningful ?play? r ather than im por tant ?w or k?. As such, facilitator s should be m indful of this potential dynam ic, pr epar ing par ticipants for active engagem ent, m onitor ing inter est thr oughout the cir cles and encour aging par ticipation w her e necessar y.

3.5.3 Participant quotes Participant One: Italy: Southeast Asian background, currently unemployed I've been going thr ough som e difficulties in my per sonal life, and under the covid lockdow ns I've felt extr em ely lonely and alone. I lear ned about the Fem Talks pr oject thr ough my language school, and I'm so glad I joined, it has been an am azing exper ience. The facilitator s w er e incr edibly kind and suppor tive, and r eally helped cr eate a sense of safety and com for t w ithin the sessions. I've been feeling ver y alone, and so hear ing fr om the other w om en m ade m e r ealise that I'm not as alone as I thought. It?s given m e som e per spective and helped m e deal w ith som e of the per sonal challenges I've been str uggling w ith. I'd love to be m or e involved in pr ojects like this in the futur e. Participant Two: France: M ixed European/East Asian background, marketing professional I w as inter ested in taking par t in som ething like this, but r eally I didn?t think it w ould get so deep? it had a big im pact on m e and the w ay I felt about myself and my identity as a m igr ant w om an. The facilitator s cr eated a non-judgem ental space that I felt com for table in, and I r ecognised so m uch of myself in the exper iences of the other w om en. It w asn?t just about how w e all felt though, w e also talked about developing str ategies for dealing w ith com m on pr oblem s, w hich w as r eally useful, and just hear ing other per spectives on sim ilar pr oblem s w as r eally helpful too.


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4. Fem Talk s For u m Cir cles 4.1 Pedagogics an d t h eor y beh in d For u m Cir cles Inova Consultancy?s concept of cir cle m ethodology has em er ged fr om exper ience w or king w ith gr oups and developing gr oup discussion appr oaches. Theor etically, the pr ocess r elates back to Revans?action lear ning theor y, w her e he pr oposed a w ay of questioning in gr oups w her e co-m em ber s ar e effectively co-lear ner s and suppor ter s along each per son?s individual lear ning path and jour ney of self-aw ar eness. The gr oup exper ience enables people?s individual stor ies to r esonate, and m em ber s of the gr oup find they lear n fr om hear ing the exper iences of other s. Action lear ning also m eans that w ithout action, ther e is no lear ning. Individual cir cle m em ber s ar e able to exper im ent outside the cir cle on changes in behaviour , using planned actions, tr ial and er r or , and adapting their ideas accor ding to per ceived effects. They then r epor t back to their colleagues successes and issues for discussion. For exam ple, a m em ber w anting to find m or e self-confidence in challenging a neighbour m ight r ehear se conver sations in the gr oup, m ake sm all behaviour al changes and tr y differ ent w ays of appr oaching the neighbour in conver sation and br ing back a ver bal account to the gr oup to discuss w hat w or ked, w hat did not w or k and next plans. This appr oach to per sonal developm ent locates agency w ithin the individual. They m ake decisions and ar e fr ee to take on boar d ideas and r eject ideas. The m ain appr oach used by people in the gr oup is questioning. Questions ar e used because they tap into our r esour cefulness and latent abilities and pr e-conscious aw ar eness. The cir cles also encour age r eflection; the questions pr om pt deeper thinking and discussion enables the individual to play ar ound ideas, for m ulating plans for action. Pur e advice-giving fr om gr oup m em ber s is discour aged and the individual holding the pr oblem is per ceived as r esour ceful and able to for m a plan w ithout r eplicating som eone else?s exper ience. Each situation or challenge is of cour se unique!

Questioning is highly valued as a pedagogic appr oach. Questions ar e associated w ith the thinking skills as exem plified by Bloom ?s taxonomy (W ilson, 2020)

Exam ples of questions r elating to the thinking skills of Bloom ?s taxonomy: Know ledge/r em em ber ing: ?Can you reflect on/ remember what happened when ? ?? Com pr ehension: ?Explain to me how you thought this would work out? ? Application: ?Where else have you seen this tried out?? Analysis: ?Explain to me what you perceive happened there?? Synthesis: ?What conclusions can you draw from these events?? Evaluation: ?Can you measure how effective that approach was?? Analysis, synthesis, and evaluative questions r elate to higher -or der thinking skills, of gr eat use w hen thinking cr itically about one?s life.

?Thosebest abletohelp indevelopingtheself are thosecomradesin adversitywhoalso struggletounderstand themselves? - Revans,1983citedby ActionLearning Associates,2021.


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The Cir cles M ethodology? also uses stor ying w hich gives par ticipants the oppor tunity to r eflect on how they constr uct the stor ies of their exper ience. Ar e they at the centr e or action? Do they w atch fr om the side-lines? Ar e they pr otagonists car r ying for w ar d action? Do they agitate and challenge like antagonists? How do they fr am e the plots of their lives, per haps w ith positivity and hope, or has the stor y gained an air of negativity w hich per vades their self-efficacy? W ho ar e their her oes and her oines? W hat suppor ter s ar e on their side? How do they over com e pr oblem s and setbacks? How do they stor y and constr uct their identities? W hat r esolutions have their life stor ies found? (National Co-or dinating Centr e for Public Engagem ent, 2017). The pr ocess used in the m ethodology is as follow s, w ith each individual taking tim ed tur ns to explor e their challenges:

Video explaining the Circles methodology: https://youtu.be/LAbwRFRTxeU

4.2. Execu t ive su m m ar y of t h e st r u ct u r e of t h e Cir cles pr ogr am m e in t h e Fem Talk s pr oject ? f ace t o f ace an d on lin e deliver y The Cir cles pr ogr am m e in the Fem Talks pr oject w as filled w ith successful stor ies of self-developm ent, soft skill acquisition and m uch r eflection! As par t of the Fem Talks pr oject, each par tner countr y car r ied out tw o pilots of the Cir cles. Due to the COVID-19 pandem ic, som e par tner s adapted the m ethodology to car r y out the Cir cles in an online envir onm ent. The Fem Talks pr oject, aim ed at m igr ant w om en, utilised the m ethodology of the Cir cles to ?Think, Reflect and Act?. This specially cur ated w ay to achieve per sonal developm ent w as hosted face-to-face in som e countr ies w her e ar ound 5 lear ner s m et for a few sessions to discuss their challenges, goals, and aspir ations, and utilise the gr oup to set effective action goals to achieve objectives. The Cir cle par ticipants w ho attended the Fem Talks Cir cles often have the sam e goal in m ind - to build confidence in them selves, find w or k or explor e self-em ploym ent. The Cir cles also help to incr ease the belief one has in them selves; this incr eased self-efficacy is key to im pr oving integr ation and developing em ployability skills, m aking im pact even gr eater. For the pr oject, the facilitator m ater ials developed for the Cir cles w er e used to guide the piloting and offer ed backgr ound and infor m ation on how to apply this m ethodology w ith the tar get gr oup. The Facilitator ?s Guide helped facilitator s in both the online and offline deliver y, as additional m ater ials w er e pr ovided to help par tner s achieve successful online piloting.


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Training the trainers Guide

4.2.1 Face-to-face delivery

4.2.2 Online delivery

Face-to-face deliver y involves the getting together of a handful of lear ner s in a r oom setting w ith a facilitator. In this type of deliver y, it is r ecom m ended that the lear ner s sit in a Cir cle and explor e their challenges together. People ar e encour aged to pr ovide feedback and open questions to other s, to m ake them fur ther r eflect on their goals. This aspect of lear ning fr om other s adds a fur ther intent to tur n dr eam s and goals into r eality. The facilitator guides the discussion and is ther e to r esolve any issues that m ay ar ise.

In the online envir onm ent, w om en m et online to discuss the sam e ar eas of per sonal developm ent. The joy of being online did encour age the com ing together of w om en all over the countr y - it helped w om en access this fr ee tr aining pr ogr am m e fr ee of str ess (and fr ee of char ge, thanks to the Er asm us Plus pr ogr am m e!). We had seen w om en access our pr ogr am m e fr om ar eas w her e they w ould not have had the oppor tunity to do so other w ise. Wom en w ho m ay have pr eviously found it difficult to attend the tr aining, such as m other s car ing for childr en at hom e, w er e able to connect w ith us m or e flexibly.

It is im por tant to be w ar m , inviting, suppor tive and show inter est in people: feel fr ee to be light-hear ted, per haps even use hum our. The aim is to be a r eassur ing pr esence and to validate exper ience. Rem em ber contr acting and com m unication expectations about the r unning or der and w hat w ill happen, your r ole and also give tips on tur n-taking, such as not offer ing advice but using questions to help the individual explor e their thinking. So, for exam ple it?s m or e useful to ask: ?W hat have you tr ied so far ??, r ather than giving advice such as: ?W hen I w as a m anager , I did X. W hy don?t you tr y that??. The latter question is a leading question disguising advice-giving. The aim is to enhance agency by keeping the individual in char ge of their ow n decision-m aking. As a facilitator , notice r eactions and inter vene if necessar y. ?Could you r ephr ase that as a question??is a useful inter vention. Encour age openness, disclosur e and assum ption testing. We ar e her e to exam ine our thinking and to be open to other s and to be open to challenging our existing thinking patter ns or dear ly-held assum ptions and guiding ideas. Encour age par ticipants to m ove fr om their com for t zone to their challenge zone. Involvem ent in the cir cle should be str etching, yet suppor tive.

The online w or ld also offer s an oppor tunity to m ake use of exciting new functions. For exam ple, br eakout r oom s can be used for the Cir cles w her e lear ner s can join a r oom w ith a sm all gr oup of people and a facilitator. In each br eakout r oom , lear ner s can m ake gr eater connections, get to know one another , have m or e tim e for r eflection, and use the pow er of the gr oup to r eceive feedback and m otivation!


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4.3. Pilot in g of t h e Cir cles m et h odology in par t n er s cou n t r ies

Artemisszió, Hu n gar y In Hungar y, the Fem Talks Cir cles w ent ver y w ell. Despite COVID-19, the pilot 1 sessions w er e able to take place face-to-face. Wom en cam e together to connect w ith one another , and they w er e ver y engaged w ith the activities that the facilitator s pr oposed. The facilitator s of the session had exper ience in coaching and w or king in gr oups w ith non-for m al m ethods. The sessions w er e w ell str uctur ed, w ith a facilitator pr esent to ensur e tim e w as m anaged effectively. The tr ainer s tailor ed the pr ogr am m e to the needs of the par ticipants. The feedback they had r eceived show ed that par ticipants im pr oved in their skills and enjoyed the sessions. For pilot 2, alter native plans w er e put in place to take the Cir cles online due to the pandem ic. Despite the new envir onm ent, the discussions that took place in the Cir cle becam e deep and per sonal, w hich w as a gr eat outcom e. The gr oup w as able to connect w ith one another. The facilitator s adapted to the situation w ell and the r esour ces pr ovided by Inova Consultancy for guidance w ith online deliver y pr oved to be useful. The feedback at the end w as positive and lear ner s enjoyed the sessions.

Inova Consultancy, UK The piloting in the United Kingdom w as a success. Both pilot 1 and pilot 2 w er e car r ied out online due to COVID-19. The piloting w ent w ell; Inova Consultancy tr ainer s have extensive exper ience w ith car r ying out the Cir cles m ethodology online. In both pilots, the facilitator s of the session w er e able to cr eate a safe and encour aging envir onm ent, w her e par ticipants w er e confident to take par t using both their cam er as and m icr ophones. The lear ner s w ho attended the Cir cles w er e engaged and eager to shar e their stor ies. In pilot 1, par ticipants w er e ver y glad to have been pr ovided an oppor tunity to connect w ith other s and found exer cises such as SM ART goal setting and m indfulness par ticular ly useful. In pilot 2, for m any lear ner s the m ost tr easur ed par t of the exper ience w as m eeting like-m inded w om en. An extr a session w as deliver ed as a r esult of the high inter est in the Cir cles. Lear ner s built m any skills ar ound netw or king, confidence, cr itical thinking, am ong other skills. The par ticipants of the Cir cles w er e invited to join a W hatsApp gr oup, w her e w om en continue to shar e oppor tunities and their exper iences. The im pact of the Cir cles is ongoing as the peer suppor t has not ceased.


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Elan Interculturel , Fr an ce The piloting at Elan w as also a gr eat success. The fir st and second pilot w er e car r ied out face-to-face. The exper ience w as insightful for both the facilitator s and the m igr ant w om en w ho attended the pilot. The m ethodology had a str ong positive im pact, lear ner s felt m or e m otivated and cr eative, and they w er e m or e em pow er ed to go for w ar d w ith their goals and over com e challenges. The w om en w ho attended the pilot ar e still in touch and continue to m otivate them selves. They shar e good tips and shar e their pr ogr ess w ith the gr oup. The feedback r eceived w as ver y positive, show ing that the Cir cles ar e a successful m ethodology to use w ith this tar get gr oup. In pilot 1, the w om en w er e able to develop their skills and felt like a bond w as shar ed and cr eated betw een one another. Elan w as able to cr eate a safe atm ospher e for w om en to shar e their exper iences, w hich one lear ner noted w as appr eciated. Pilot 2 show ed gr eat pr ogr ess in the developm ent of soft skills in the w om en that attended the tr aining. The w om en felt they had lear ned a lot and w er e able to shar e w ith one another. It w as a gr eat exper ience w ith w om en feeling suppor ted!

InterACT, Au st r ia The Cir cles w er e car r ied out face-to-face in Austr ia by Inter ACT for pilot 1 and pilot 2. As a r esult of the sessions, the w om en w ho attended w er e able to connect w ith like-m inded individuals and develop a r ange of soft skills. The w om en w er e encour aged to develop new ideas. The use of SM ART goals w as especially effective in show ing lear ner s how to achieve a goal step by step. In both pilots, Inter ACT cr eated a W hatsApp gr oup w her e the w om en continue to stay connected. In both pilots, the or ganisation of the Cir cles w ent w ell, tim e w as m anaged w ell w hich helped w ith the facilitation of an effective session. In pilot 1, lear ner s shar ed that they w er e ver y excited, sur pr ised and satisfied w ith how m uch they benefited fr om the Cir cles. They w er e able to gain clar ity fr om the sessions and found that w or king together on a ?pr oblem ? helped them to set a goal and m ake steps tow ar ds it. In pilot 2, the exper ience w as also ver y positive, lear ner s felt they w er e able to gain benefits fr om netw or king, goal setting and the suppor t pr ovided by the facilitator s. One par ticipant even m entioned they w er e ?fascinated? by Fem Talks For um !


Fem Talk s For u m

MateraHub, It aly M ater ahub car r ied out both pilot 1 and pilot 2 of the Cir cles face-to-face. The activities car r ied out in the piloting w ent w ell, and the m igr ant w om en w ho attended thor oughly enjoyed them . Par ticular ly, in pilot 1, activities such as ?At my best?, ?Sm ar t Goals? and the questions in the inter view exer cise w er e beneficial for their self-r eflection and developm ent. The facilitator s of the Cir cles w er e able to effectively br eak the ice in the Cir cles, and this w as ver y m uch appr eciated by the lear ner s. Ther e w as an open atm ospher e am ong the individuals. The feedback r eceived at the end of the Cir cles w as ver y positive and the w om en w er e able to develop a r ange of soft skills, r eady for their next steps in em ployability, entr epr eneur ship or in other ventur es. In pilot 2, a total of 3 sessions w er e conducted. The w om en w er e able to have a deep discussion ar ound a r ange of challenges and topics. The open discussion about one's futur e im age has foster ed the w or k on sm ar t goals. The w om en r eflected that it is im por tant to plan their goals, r ather than sim ply have an am bition. The sessions w er e ver y fr uitful for their planning of goals and their per sonal developm ent. To conclude, the Fem Talks Cir cles have been a huge success in each par tner countr y. Acr oss Eur ope, w om en have com e together to shar e their exper iences, challenges, and goals, and in tur n they w er e able to gain new per spectives and m otivation.

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4.4. Recom m en dat ion s an d t ips f or t r ain er s - Ch eck list FACE TO FACE

ONLINE

Build r appor t, develop icebr eaker s and get people m oving and w or king alone and in pair s.

Wor k har d to build r appor t at the star t, engage lear ner s in talking, pr esenting elem ents of life stor ies, com m unicating in ice br eaker s ear ly on. It can feel m or e exposing online, so take car e to notice how com for table people ar e.

Ensur e gr ound r ules ar e discussed in detail. Gauge how com for table people ar e shar ing infor m ation. Cover confidentiality and pr otect the shar ed stor ies of other s.

Discuss gr ound r ules. Offer an outline of w hat w ill be expected. Gauge how com for table people ar e shar ing infor m ation. Cover confidentiality and pr otect the shar ed stor ies of other s. Online it is im por tant to help people feel com for table and r educe anxiety. Cer tainty helps.

Explain the r oles of the facilitator s and explain how m uch they w ill be taking par t

Explain the r oles of the facilitator s and explain how m uch you w ill be taking par t. Ensur e you ar e w illing to dem onstr ate ideas and activities, if you do not m ind shar ing, you w ill set the tone for the event.

Request par ticipants give their consent for photos to be taken dur ing the session.

Request par ticipants give their consent for r ecor ding and scr eenshots to be taken dur ing the session, using the chat box and take scr eenshots of this. If using zoom you can save the chat at the end separ ately. Click on the thr ee dots in the chat to save it.

Offer br eaks, but you m ay be able to pack m or e activities into your tim e available.

Offer m or e fr equent br eaks and var iety in activities as online deliver y can be m or e tir ing than face to face.

Ensur e you take notes about each par ticipant?s r equir em ents and challenges.

Ensur e you take notes about each par ticipant?s r equir em ents and challenges. This w ill enable you to scaffold activity aligning w ith their needs and challenges as sessions pr ogr ess.

Keep checking ever yone is ok (r ead body language)

Keep checking ever yone is ok (r ead body language). Take stock, adapt plans as r equir ed.

Evaluation for m s to be com pleted dur ing the session.

Evaluation for m s to be com pleted dur ing the session. It helps if you can pr epar e google for m s and dr op the link into the chat box. It is difficult to obtain for m s once people have left the session. A m em ber of staff can m onitor r etur ned r esponses and thank par ticipants. This gentle peer pr essur e im pr oves the likelihood of evaluations being r etur ned.

Agr ee how the gr oup w ill com m unicate in betw een sessions e.g., by em ail or W hatsApp. Ensur e you have all par ticipant details to com ply w ith the details of the pr oject application.

Agr ee how the gr oup w ill com m unicate in betw een sessions e.g., by em ail or W hatsApp. Per haps you can help par ticipants to for m a com m unity and m eet or r em ain in touch after the event. Ensur e you have all par ticipant details to com ply w ith the details of the pr oject application.

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FACE TO FACE

ONLINE

Be br ave, cur ious and bold: be led by par ticipants. If they talk about difficult life situations w hich they seem to w ant to explor e, go w ith the flow.

Be br ave, cur ious and bold: be led by par ticipants. If they talk about difficult life situations w hich they seem to w ant to explor e, go w ith the flow. Constantly debr ief and check how par ticipants inter pr et events. Find out w hat r esonates for them in the stor ies of other s.

Ask par ticipants to be them selves but to give them selves another nam e- this cr eates a bit of distance and scope for r eflection.

Ask par ticipants to be them selves but to give them selves another nam e- this cr eates a bit of distance and scope for r eflection. Par ticipants can change their nam es to their pseudonym s in zoom .

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4.5 Th e Im plem en t at ion of t h e Fem Talk s For u m Cir cles - Th e Ext er n al Evalu at or 's Poin t of View

4.5.1 Impact - Sim ilar to the FTT sessions, the par ticipants w er e over w helm ingly positive about their exper ience w ith the Fem Talks For um Cir cles, r egar dless of par ticipant backgr ound. In contr ast w ith the FTT sessions the Fem Talks For um Cir cles w er e m or e outw ar dly focused w ith a clear em phasis on setting exter nal goals deter m ined by the par ticipant and suppor ted by the gr oup. As par ticipants chose the goals they w anted to w or k tow ar ds, they w er e highly com m itted to achieving them and taking the necessar y steps tow ar ds them . Seeing pr ogr ess tow ar ds these goals and r eceiving positive feedback fr om other par ticipants built on the em pow er m ent developed thr ough the FTT sessions and gave par ticipants a str ong sense of pur pose and dir ection w hich m any felt they had lacked. Tw o elem ents of this w er e par ticular ly im pactful; the fir st w as the setting of SM ART goals (specific, m easur able, attainable, r elevant, and tim e sensitive) w hich w as used to clar ify and define goals, as w ell as setting indicator s m easur ing pr ogr ess tow ar ds per sonal am bitions; m eeting m id-point SM ART indicator s built a sense of achievem ent that spur r ed par ticipants to w or k tow ar ds their next goals. The second w as the suppor tive r ole played by other par ticipants in offer ing encour agem ent and advice. This w as par ticular ly im por tant w hen goals w er e not attained, as par ticipants had often invested significant effor ts and w er e highly disappointed not to m eet goals. Additionally, sever al w om en w ith pr ofessional backgr ounds w ho w er e str uggling to r e-enter their field benefited fr om lear ning this w as a com m on issue and not one par ticular to them . The suppor tive r ole of peer s in the Fem Talks For um Cir cles helped develop per sonal r esilience, encour aged the r eassessm ent of failur es thr ough constr uctive feedback, and facilitated lear ning pr oductively fr om their exper iences.


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4.5.2 Factors Influencing the FemTalks Forum Circle's Implementation W hile both the Fem Talks For um Cir cles and the FTT sessions depend in lar ge par t on cr eating a positive, open and non-judgem ental space built on inter per sonal r elations, the r appor t and tr ust betw een par ticipants is ar guably m or e im por tant her e. W hile the FTT sessions r equir e discussion of com m on pr oblem s, the Fem Talks For um Cir cles r equir e par ticipants to r eveal per sonal goals and challenges, incr easing the sense of vulner ability. As such, although the sequencing of FTT sessions and Fem Talks For um Cir cles differ ed in each countr y and both sequencing options achieved highly positive im pacts on par ticipants, those w ho did the Fem Talks For um Cir cles after the FTT sessions r em ar ked on the benefit of having established str ong inter per sonal r appor t and tr ust thr ough the FTT. Additionally, som e par tner s held infor m al social gather ings befor e conducting the cir cle sessions as a w ay of r e-establishing r appor t. Although all par ticipants inter view ed benefited fr om the Fem Talks For um Cir cles, those w ith am bitions to enter the w or kfor ce and those fr om pr ofessional backgr ounds seem ed to have benefited m ost.

4.5.3 Participant Quotes Participant One: Austria: North African background, trained graphic designer, currently stay at home mother In my ow n countr y I w or ked in a pr ofessional field, but since ar r iving her e I've spent m or e tim e w ith my fam ily than my w or k? so I've been feeling a bit depr essed about not follow ing my car eer or w or king outside my fam ily. I found the cir cles r eally helpful w ith gaining a sense of per spective as so m any other pr ofessional m igr ant w om en have had the sam e exper ience. The cir cles have r eally helped w ith taking a m or e str uctur ed appr oach to finding w or k in my field, and I feel m or e confident about looking for w or k and my car eer pr ospects than I did befor e.

Participant Two: Austria: West African background, STEM graduate, currently stay at home mother For m e the cir cles had a huge im pact on my m otivation and appr oach to job hunting. I tr ained as a scientist in my countr y, but I haven't been able to w or k in my field since ar r iving her e. I don?t have m any fr iends her e, so to talk w ith people fr om the FTT sessions about my goals and get encour agem ent w as r eally m otivating. For exam ple, I w as thinking about doing a language qualification to help m e find w or k . The cir cles helped m otivate m e to finally do it. And then, w hen I failed, they helped encour age m e to tr y again. W ithout this encour agem ent I don?t know if I w ould have tr ied again, but it w ould definitely have been har der to deal w ith the failur e. The SM ART goals as w ell w er e r eally r eally helpful. I hadn?t hear d of these befor e, but it w as a big help in planning my next steps, and now it?s becom e par t of how I appr oach all my pr oblem s.

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Training the trainers Guide

5. Par t icipan t 's In spir at ion al St or ies, Fem ale m igr an t s jou r n eys an d per spect ives

?I startedtobelieve moreinmyowncapacity andscheduletasksmore efficiently.?- Livia

In the follow ing chapter the par ticipants of the pr ojects ar e speaking: They ar e telling som e stor ies, they ar e shar ing insight and new per spectives of their jour neys r elated to the Fem Talks pr oject and their lives...

5.1 In ova Con su lt an cy, UK LIVIA One of the lear ner s of the Fem Talks pr ogr am m e w as Livia, a Br azilian bor n w om an w ho m oved to the United Kingdom in 2016. Livia has studied jour nalism and is now looking to m ake a car eer change by specialising in com m unication. Her new passion and inspir ation has helped her em bar k on this alter native r oute in jour nalism . Livia is actively involved in the local com m unity and has an adventur ous spir it. She enjoys explor ing new places and finding exciting spots to visit. She is now on an entr epr eneur ial jour ney; she offer s ser vices for m ar keting guidance and has star ted her ow n online netw or king events to br ing together like-m inded entr epr eneur s. She is in the pr ocess of w r iting her ow n book, filled w ith stor ies of m igr ant w om en living her e in the U.K. W hat's m or e, she is also know n for her Instagr am blog account ?Living In Sheffield?w her e she blogs about places to go and her ow n exper iences. W ith 5,000 follow er s, she has a high r each w hich allow s her to continue to netw or k and fulfil her passion and dr eam s. Livia decided to join the Fem Talks pr oject as she w anted to feel m or e encour aged to w or k on her goals, she w anted to go fur ther w ith her aspir ations. She also w anted to im pr ove her confidence. As a r esult of the pr oject, Livia has im pr oved a w ide r ange of skills including confidence, cr itical thinking, com m unication, m otivation, and m any other s. Reflecting on her jour ney in the Cir cles, she felt she had benefited fr om the pr oject as she had star ted to feel m uch m or e confident in a pr ofessional and per sonal w ay. She m ostly enjoyed getting to know m or e about her self and r eflecting on her ow n jour ney and achievem ents. Livia found hear ing other w om en?s stor ies ver y inspir ational and em pow er ing.


Fem Talk s For u m

5.2 Elan In t er cu lt u r el , Fr an ce

Ghada

Ghada w as bor n in Tunisia and has spent m ost of her life ther e as an auxiliar y and car egiver. W hen she ar r ived in 2007 in Fr ance for fam ily r easons, she fir st w anted to lear n the language in or der to find a place to live and a job. Sever al obstacles stood in her w ay, but she w as able to over com e them thanks to har d w or k and her "desir e to get out of it", by sur r ounding her self w ith the r ight people and by par ticipating in sever al pr ogr am s and com m unity tr aining pr ogr am s. Today, Ghada is at the head of a w or ld cuisine r estaur ant and a solidar ity gr ocer y stor e! Her ?tip? w ould be, for m igr ant w om en, to never neglect their skills : ?integr ation on one side is alw ays unfair. All the people w ho com e fr om all over the w or ld have skills. We can alw ays lear n fr om each other ?. The tw o m ain challenges that she faces w hen she ar r ived in Fr ance and that she w anted to w or k on dur ing the Fem Talks For um pr ogr am m e w er e : 1. Discrimination : "I left my job as a car egiver because the nur se had given m e a position w her e I had to m anage the car e team w ith people older and exper ienced than m e w ho had been ther e for 20-25 year s and so they didn't accept. I had just ar r ived, I didn't speak Fr ench w ell, I didn't m aster the codes and so it w as too difficult, I decided to leave that and w or k for myself. " 2. Stereotypes (being a woman, being North African) : "The fact that I am a w om an, in the w or kplace, M aghr ebi or Afr ican in gener al poses a pr oblem . Som e people think that w e?r e "subm issive", they don't pay attention that w e?r e w om en like all w om en and that w e need to exist thr ough our selves, not thr ough our husbands, br other s or father s. But thanks to her m ultiple r esour ces and desir e to m ake it, Ghada w as able to put in place m ultiple str ategies to r esolve these conflicts. She testifies: ?I got in touch with a lot of associations that encourage women, that explain to them a little bit the path, the difficulties, that listen to them, that give them advice, that was very important. I advise women not to neglect their know-how, to advance through their know-how. It is important, when you master things you should not neglect it. I said to myself, I want to, I'm going to succeed, I want to succeed, so that also helped me, the will and then the desire to get out and to integrate. With FemTalks, I met other women who had similar paths, who had encountered the same obstacles. Together, we were able to discuss it and exchange resources, and leave with more confidence in ourselves and in the future!" About her par ticipation in Fem Talks For um , Ghada says she has only positive m em or ies of an exper ience that helped her feel m or e com for table w ith her body ("theater makes you face yourself and others, without judgments. I usually hide my body as much as possible, but having to play and take positions in front of others, without judgement, helped me and I want to continue doing theater") and get in touch w ith other w om en facing the sam e challenges.

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Natalia

Natalia is a 35 year s old w om an fr om Ar gentina. After studying in Buenos Air es (including 4 year s at the Fr ench high school) she cam e to Fr ance for w or k . Today, she w or ks at L?Or éal Par is.

Accor ding to her , the biggest challenges r elated to integr ation in Fr ance ar e : Goi n g ou t of you r com f or t zon e : « When I arrived, the hardest thing was to get out of my comfort zone, to get out of this fear that we all have, I think, which is very human, the fear of the unknown, of what we don't know or what requires an effort to go towards the other to build a circle in which we feel good, from a somewhat cold environment to a more warm environment where we feel a little more surrounded. » Don 't be al on e : « It took me time to get into a routine and not feel alone in that routine, trying not to be left to yourself is something that took me a while. » Th e l an gu age / accen t : « Even if the French language is complicated, I went to the French high school in Argentina and I had this chance there, which was a real accelerator when I arrived in France, to be able to talk at work. » Fr en ch adm i n i st r at i on : « [The needs I had] to have people explain to me a little bit about the easy ways to access things, whether it was job search, education, or just administrative procedures. »

W hat em anates fr om her jour ney in Fr ance and the r esour ces she w anted to highlight in the Fem Talks For um pr ogr am m e is the im por tance of developing exter nal r esour ces, not r em aining alone, building a netw or k? How ever , inter nal r esour ces seem par ticular ly necessar y such as having self-confidence, not being afr aid of being afr aid and seeing your differ ence as an added value : ?You have to see fear as something motivating for the future, that is, as an engine, as if it were oil in an engine, or gasoline as something that will push me and not something that will slow me down?. Today, Natalia has tur ned her m igr ation exper ience into a str ength : ?I think that the landscape around me in France is not at all the same as in Argentina, more cultural diversity, a different history, a different rigour, a different requirement, so all this learning about local codes is a process that is very interesting to live through and that has taught me new things and made me evolve on the way I see the world. So I think it's as if wearing these years of life in a country that is not mine, has allowed me to wear increased glasses, it's as if I see the world a little more enriched?. About her exper ience in Fem Talks For um (Pilot 1 - io2), she says: "I loved meeting this group, after three days I felt like I had known you for a lot longer. I wish I had discovered this program when I first arrived in France, I think it can help a lot of women to lower the level of threat that a situation can represent, and to realize that we have all been through the same stages, and that we are... strong! "

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5.3 Ar t em isszi ó , Hu n gar y At the end of the second online theatr e pr ocess w e asked our gr oup about w hat they br ing w ith them fr om the com m on w or k . These ar e som e thoughts they shar ed.

?I think individually w e ar e in a situation w her e w e discover about our selves, a lot of things, and those situations actually help us to lear n and gain new skills. Thr ough this w or kshop I think it w as a r em inder for m e to self r eflect, thr ough the activities w e did, r ole play and the scenes. I r eally enjoyed that, I think this is my biggest takeaw ay, that how I r eact or how I w ill. M aybe som eone else w ould do that, because w e never think about how the other per son m ight r eact to the situation. This r eflection point w as a gr eat lear ning point. Thank you, both. I w ould like to par ticipate m or e, if ther e is another stage of the w or kshop for that.? (M .)

?For the dynam ics, it is ver y har d online som etim es. For m e the best takeaw ay is the feeling of building som ething together. We cam e fr om differ ent countr ies, differ ent languages, differ ent cultur es, and w e built som ething together. And the m ost im por tant thing is to tr y to under stand the m otivation for m e. Because I w as w or king w ith the bad char acter s and tr ying to feel how they feel about that, w hy they r eact like that. M aybe w e can em pathize, feel som e com passion for w hoever is like that, because m aybe they ar e suffer ing, they ar e fr ustr ated, they ar e isolated.? (S.)

?I have m any takeaw ays. I've used to w or k w ith r oleplay and dr am a for other setups. Either business envir onm ent or w ith other m ethodologies in ther apy. ? I r eally liked that although w e w er e not in the sam e r oom w e got so close and I think that the quality of the stor ies and the content of the stor ies r eally testifies to this closeness, thr ough play. ? So my fir st takeaw ay is that not ever ything has to be ser ious. You can play and still do ser ious w or k . Ther e isn't one solution for ever yone. So I have a tendency to be a fixer and to tr y to help people w ith the solution that I have w ith my exper ience, but I have to pay m or e attention to w hat it is the per son actually needs and how the per son w ould solve it. ? The other one is a w onder ful gr oup of w om en w hich I hope to m eet som eday soon.? (G.)

?I w ould also like to say thank you to ever yone and I w as happy to be par t of this gr oup. And I also feel like I've lear ned a lot and it w as kind of ther apy for m e too, to open up about feelings and things w ith other people and I also r ealised how im por tant is the body language and the connections to our bodies and how w e feel, especially w hen w e have that exer cise to m ake a statue. I think it w as the thir d session. And so my statue w as a little bit about anxiety or feeling held back and I felt also like the statue and I r ealized like r eally w e ar e so m uch connected to our bodies w ith the em otion. The only thing I m issed w ould be m or e dance or body pr actices, but I under stand that in online space it doesn't w or k so m uch. But still I'm happy I could par ticipate and I w ould join other pr ogr am s if ther e is a possibility.? (A.)

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5.4 In t er ACT, Au st r ia

Prisca M y nam e is Pr isca M m adu fr om Niger ia and I live in Austr ia w ith my fam ily. I am m ar r ied and I have tw o kids. I studied M icr obiology in Niger ia and I w ant to continue w ith M aster Studies in M olecular M icr obiology and Biotechnology. I like to connect to people, especially those fr om differ ent socio-cultur al backgr ounds; I am cur ious and alw ays r eady to explor e new things. Cur r ently I am occupied w ith household w or k, but I look for w ar d to continuing my studies soon. I have m any challenges her e in Austr ia par ticular ly as a student and a young m um . Som e of these challenges include lear ning Ger m an to a study level, speaking and under standing Ger m an, studies and fam ily tim e m anagem ent, fr iendship m aking and also dealing w ith r acial differ ences fr om the society. The Fem Talks For um pr oject w ith its inter esting pr ogr am s like For um Theatr e, For um Cir cles and Digital Stor ytelling has benefited m e and so m any other m igr ant w om en. Dur ing the For um Theatr e w e expr essed our selves thr ough m ovem ents and play. It w as an inter active and com m unicative gather ing w hich helped us to pr esent our challenges as m igr ant w om en her e in Austr ia. We played these pr oblem s as theatr e scenes and analyzed them . The For um Cir cles w ith its m ind m apping possibilities and Sm ar t goal m ethod helped m e and the other par ticipants to m ake a sm all positive step tow ar ds our big tar gets. Digital Stor ytelling gave us the oppor tunity to tell our stor ies to the w or ld w hich w as fun-filled for us. Per sonally, these pr ogr am s str engthened and em pow er ed m e not to give up in my car eer , not to be afr aid of tr ying again even w hen I fail, and also to believe in my abilities. Thanks

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Sara

M y nam e is Sar a Cr ockett. I have lived in Gr az, Austr ia since 2004 and am or iginally fr om the United States. In the U.S., I ear ned bachelor 's and m aster 's degr ees in botany (B.S., M .S.) and m olecular biology and biochem istr y (B.S.), as w ell as a Ph.D. in phar m acognosy. I cam e to Eur ope for love after m ar r ying a m an fr om Ger m any. W hen I fir st cam e to Austr ia in 2004, my life w as suddenly ver y differ ent: I had no fam ily, no fr iends to suppor t m e...no m oney of my ow n, no job, and I couldn't speak Ger m an. I w as lucky enough to get a postdoctor al position at the univer sity in natur al pr oducts chem istr y later that year. Ther e I slow ly built up a cir cle of fr iends and im pr oved my language skills. But then in 2012, the position w as gone...1 ½ year s of unem ploym ent and m or e than 150 applications later , I decided to star t my ow n business. In 2013, I star ted a sm all business (Sar a's Scientific Tr anslations, w w w.sar as-science.com ) and cur r ently offer w or kshops, pr oofr eading, editing (academ ic English) and tr anslations fr om Ger m an to English. But these last year s have been an uphill str uggle that have left scar s. Again and again, I encounter situations or people w ho see m e only as a 'for eigner ', and it is as if I am thr ow n back to the star ting position. Thr ough my w or k, I m et the team at Inter ACT and w as excited w hen I lear ned about the Fem Talks For um . I loved the idea of being able to par ticipate in a For um Theatr e w or kshop, as w ell as getting per sonalized suppor t in the m entor ing cir cle! Since 2007, I have volunteer ed my tim e in sever al associations, especially the 'Inter national Wom en's Association of Gr az' (w w w.iw agr az.or g). I have seen how difficult ar r iving and 'integr ating' can be for people fr om other countr ies in Austr ia? especially for the w om en w ho often com e her e because of their husbands. I also found the idea of lear ning m or e about digital stor ytelling fascinating! I am ver y happy that I could par ticipate in the Fem Talks For um pr oject, because it gave m e m or e m otivation, str ength, and a chance to m eet new gir lfr iends!

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37

5.5 M at er aHu b an d #r et et eat r o41, It aly

Soumia Soum ia has been a r eal discover y dur ing the Italian Pilot of the Fem Talks For um pr oject. Soum ia is a ver y young w om an of M or occan or igin, she has 3 childr en and she has been m ar r ied for 9 year s, exactly since she m oved fr om M or occo to Italy. She has a diplom a in her countr y, w or th little in Italy, but she is ver y sm ar t, intelligent and objectively beautiful. Her sm ile is contagious. Her s w as an "ar r anged" m ar r iage by the couple's cousins, but - Soum ia says w ith shining eyes - it w as im m ediately a "love m ar r iage". M y husband showed me his genuine good during our first years of marriage and his good came at the time when I was the worst in my life. We got married in M orocco, with my family, but shortly afterwards he gave me the documents and the visa to come to Italy. So, a few months later, I arrived here - told dur ing the pilot. Her stor y w as bor n spontaneously after m aking a "plastic sculptur e" as par t of the tr aining pr ogr am of "W hat's my stor y tr aining" and she explains in detail w hat she w anted to r epr esent. The w om an lying under a blanket is the one w ho does not have the str ength to leave the house ... yet after m any effor ts and thanks to her husband, Soum ia star ts to go out. Yet the fear and sense of disor ientation ar e so gr eat. I walked for years with my eyes turned to the ground, I didn't dare to look people in the eye. Also, the language didn't help me. Then I realized that I had to do something, try to get going and having my first daughter was the trigger that allowed me to have my first relationships with the city. She had to start school, I had to interact. So I enrolled in an Italian school. The CPIA helped me a lot. I realized that my intelligence was not enough and I had to start over to learn. The activity for eseen by the pr ogr am , the plastic and non-ver bal r ender ing, allow ed Soum ia to expr ess w ithout the use of too m any w or ds the over com ing of a situation of discour agem ent and anguish that she has nour ished for m any m onths as soon as she ar r ived in Italy. Her stor y w as so m uch in contr ast w ith her sunny and open natur e that it tr igger ed pr ocesses of shar ing and em pathy am ong the w om en, and Soum ia w as the engine and the dr iving for ce of the gr oup also dur ing the Cir cles. She w as able to guide and m otivate the other w om en and w anted to pay hom age to us w ith her m int gr een tea, w ear ing her tr aditional dr ess and special occasions. You have been my special occasion. M y husband and children sensed from the weeks of training a change in me, a positive change. I made an appointment with friends, with those who like me were looking for their place in this city. I'm making an effort to do what we planned during the circles: I'm marking in my logbook the places to visit on my own in this city that is still very unfamiliar to me, and I hope to have other opportunities to have experiences like these. In the meantime today we are together - you and me - in this cafe and I feel that I am no longer a foreigner and that I have a circle of new acquaintances.


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Glaedis Glaedis has a special w isdom that com es fr om her studies and her appr oach to life. M entor ing Cir cles br ought out a str ength and self-aw ar eness that sur pr ised and m otivated all of us. Glaedis is a young Cuban w om an in her thir ties, w ith a degr ee in philosophy, in Italy for sever al year s. She is now living in Potenza as a guest of a pr osper ous local fam ily w ho hir ed her as a car egiver to take car e of an elder ly m an 24 hour s a day. She has little tim e for her self, m uch she dedicates to her "kind but a bit demanding old man ... like all lucky, elderly people!...a characteristic inherent in all those who have had so much and want the attention they demand." Glaedis is tall and str ong, both physically and in spir it, m anifesting a nom adic and steadfast natur e at the sam e tim e. It seem s like an oxym or on (ever y m an and w om an has opposite natur es), but Glaedis is a w om an on the m ove outside her self to keep her self fir m and steady inside. You can tell this im m ediately by the w ay she chooses to tell her stor y dur ing Cir cles' "IceBr eaker " gam e. W ith this im age pr esented, Glaedis chooses the "backpack" to talk about her self. "I am used to living with my backpack always ready. I don't have a fixed abode, my home is always a new place - She tells us - I have everything I need always with me. M y backpack is always ready for me to leave and discover other places. I'm never completely rooted in one place, but I know how to take what I need to enjoy that moment in my life. I am impulsive and often pay the consequences of this attitude of mine, but I have learned to live with this nature of mine." The w ay she speaks leaves ever yone speechless. Glaedis seem s to have had m any lives ... but each one left a tr ace and m ade her the beautiful w om an w e see sitting w ith us ar ound the table. "The second object - she continues - that tells about me, you can't see in the picture ... it's in my backpack (she smiles). It's my notebook, my diary in which I write down everything I don't know, the desires I would like to realize and the sentences I want to memorize, new words of the language I'm learning". And indeed, Glaedis is not afr aid to ask for help. On the fir st day in the tr aining, she asked m e to w r ite for her in her diar y a m essage for her em ployer s, in w hich she gave pr ecise indications of the tim es she w as busy in the tr aining. I w as sur pr ised by this desir e for pr ecision ... She asked for clar ification on punctuation and asked for a for m al attitude in her w or ds. Pr ofessional. W hen w e star t w or king on the Sm ar t Goals, Glaedis suggests w e all have this diar y - w hich w e im m ediately decide to im plem ent by giving all the w om en a sm all notebook - so w e can m ar k pr ogr ess and futur e plans. She suggests that w e all m ar k dow n the m issteps and the good things and com e back to them after som e tim e, so that they can give them selves the r ight goals. Her pr esence m ade the pilot m or e com plete and allow ed us to exper im ent w ith new actions that w e hope w ill be useful for ever yone. "I've understood a lot about myself during this experience - She told us dur ing one of the fir st "follow up" evenings or ganized by the Italian par tner s - I've understood that I have to do everything I can to be more and more autonomous. Autonomy for me means to have grown up and to have achieved what I left for the first time. I want to have my own home and I want to study. I realized that nursing is something that can be part of my life and I want to make it my job. But I want to do it well, with titles and everything that will allow me to guarantee my own space in this city that I'm starting to feel more and more mine". Glaedis, in fact, tells us ar ound a m ulti-ethnic buffet that she decided to send her official docum ents fr om Cuba in or der to enr oll in a univer sity cour se for childcar e educator s and in the m eantim e she is tr aining to be a pr ofessional car egiver. We can only w ish her "good luck!"


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6. Ref er en ces an d Resou r ces Action Lear ning Associates (2021), Reg Revans, https://w w w.actionlear ningassociates.co.uk/action-lear ning/r eg-r evans/#:~:text=Revans%20w as%20convinced%20that%20for ,for %20individual%20and%20or ganisational%20developm ent

A jour ney into the For um Theatr e pr ocess w ith The Pasadena Playhouse and Im aginAction (2016) https://w w w.youtube.com /w atch?v=0NGqL3Jz5N8 Antel, S. (2016), Webinar : The secr ets of action lear ning ? w hat m akes it so pow er ful?, http://w w w.actionlear ningassociates.co.uk/w ebinar -the-secr ets-of-action-lear ning-w hat-m akes-it-so-pow er ful/ Boal, A. (1996), Gam es for Actor s and Non-Actor s. Fir st published in 1992. London-New Yor k: Routledge. Diam ond, D. (2007), Theatr e for Living. The ar t and science of com m unity-based dialogue. Tr affor d Publishing. Doher ty, J. (2017), Skilful questioning: the beating hear t of good pedagogy, https://im pact.char ter ed.college/ar ticle/doher ty-skilful-questioning-beating-hear t-pedagogy/ Eur opean Com m ission (2018), Integr ation of m igr ant w om en, A key challenge w ith lim ited policy r esour ces, https://ec.eur opa.eu/m igr ant-integr ation/featur e/integr ation-of-m igr ant-w om en Eur ostat (2021), M igr ant integr ation statistics - at r isk of pover ty and social exclusion, https://ec.eur opa.eu/eur ostat/statistics-explained/index.php/M igr ant_integr ation_statistics_-_at_r isk_of_pover ty_and_social_exclusion

For um Theatr e: How to Use it in Non-For m al Education? https://w w w.youtube.com /w atch?v=ANtkDBd9UNI Fr eir e, Paolo (2005/1970), PEDAGOGY of the OPPRESSED. https://envs.ucsc.edu/inter nships/inter nship-r eadings/fr eir e-pedagogy-of-the-oppr essed.pdf Inova (2020), The M entor ing Cir cles? - w hat ar e they and how can you benefit? video https://youtu.be/LAbw RFRTxeU Inter ACT (2017), COM M ON GROUND THEATRE LABS. INSIGHTS AND STRATEGIES IN REFUGEE RELIEF. https://w w w.com m on-gr ound.netw or k/ Inter CAP (2019), Developing capacities together. Eur opean CSO-univer sity netw or ks for global lear ning on m igr ation, secur ity and sustainable developm ent in an inter dependent w or ld https://developtogether.eu/en/ M ethods For Social Change - Im age and For um Theatr e https://de.slideshar e.net/ar tfusion/m ethods-for -social-change-im age-and-for um -theatr e M idha, G. (2010), Theatr e of the Oppr essed: A M anual for Educator s https://scholar w or ks.um ass.edu/cgi/view content.cgi?ar ticle=1010&context=cie_capstones M ixed Theatr e Com pany (2019), Cr eating a For um Theatr e Play: Par t 1 ? Intr oduction https://w w w.youtube.com /w atch?v=M hP2yEIL22s National Co-or dinating Centr e for Public Engagem ent (2017), How to use? nar r atives and stor ytelling, https://w w w.publicengagem ent.ac.uk/sites/default/files/publication/how _to_use_nar r ative_and_stor ytelling.pdf Taite, J. (2013), Intr oducing For um Theatr e as a tool to explor e Issues of equality and discr im ination https://w w w.youththeatr e.ie/content/files/WORKSHOP-Intr oducing-For um _2021-01-26-150242.pdf Tham bu, N. Em pow er ing Cr itical Pedagogy thr ough For um Theatr e in Teaching and Lear ning of M or al Education https://pdfs.sem anticscholar.or g/b309/9c831f59a1f3ffd7522fe3a530dc2da4cb06.pdf Theatr e for Living and Conflict Tr ansfor m ation ? A Video w ith David Diam ond/ Theatr e for Living https://theatr efor living.com /video_and_sound.htm W ilson, L.O. (2020), Under standing the Revised Ver sion of Bloom ?s Taxonomy, https://thesecondpr inciple.com /essential-teaching-skills/bloom s-taxonomy-r evised/


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