IFM-SEI Camp 2016: Preparation Activity Pack

IFM-SEI CAMP 2016 PREPARATION ACTIVITIES FOR GROUPS

WELCOME TO ANOTHER WORLD

Preparation workshops for the IFM-SEI Camp 2016: Welcome to Another World!

Developed by the team of the Group Helper School of the camp

Graphic Design, Illustrations and Layout Emily Connor

This project was supported by the European Youth Foundation of the Council of Europe.

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Contents 1.

Introduction: IFM-SEI, internationalism and socialist education Friendship bunting Sharing lottery

2.

How do we take decisions at the IFM-SEI camp?

Theme park Who can decide?

3.

What are the rules of the IFM-SEI camp?

Why do we need rules?

4.

Prevention of sexual violence Personal space Emotion walking My body belongs to me!

Consent in action

5.

Prevention of violence What makes me sad and happy?

Violence barometer The battle for the orange

6.

No to racism and nationalism Twitter biographies Planet of aliens The bunny and the rabbit Between cultures?

Word camp

7.

Gender reflective education Blind fighters Fighting with rules Typical boy, typical girl?

Loud whispers

8.

Nonverbal communication Charades Little dictionary

3-8 7 8 9 - 15 11 14 16 - 19 18 20 - 26 21 22 23 25 27 - 32 28 30 32 33 - 44 34 35 39 41 43 45 - 49 46 47 48 49 50 - 52 51 52

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WHAT IS IFM-SEI?

What is IFM-SEI?

At our international camp “Welcome to Another World”, 3000 children and young people from all around the world will form a close community for two weeks – living and learning together, making friends and having fun. In order to prepare for this exciting experience, get to know IFM-SEI, our values and the rules of the camp, we prepared this activity pack for you.

Please run the activities with your camp delegations, so that all participants can already start to reflect on our themes before coming to Reinwarzhofen in Germany. For each topic, we propose several activities for different age groups – you can choose which method will work best for your group, and design your own workshops y p based on our proposals. p p

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The International Falcon Movement–Socialist Educational International is an international educational movement working to empower children and young people to take an active role in society and fight for their rights. We are an umbrella organisation for child and youth-led movements all over the world, educating on the basis of our values of equality, democracy, peace, co-operation and friendship. Through our member organisations and our international activities, we aim to ensure that children and young people are well informed about their rights and are empowered to ensure they are respected. To reach this goal, we organise a variety of activities including seminars, training courses, international camps and conferences.

Our motto is “span the world with friendship”. Only by coming together as a global movement will we be able to challenge and change the current world order. We actively encourage solidarity by providing opportunities for inter-cultural exchange and learning to take place. Our activities work towards this fundamental principle as we can best achieve our aims by learning from each other, working together and supporting each other’s struggles in solidarity.

What does socialist education mean for us?

As part of IFM-SEI’s very name, socialist education is an integral part of who we are and what we do. Our motto is ‘education for social change’ – a change towards more equality, justice, democracy, friendship and peace.

Through group work and activities, we educate on these values but we call it socialist education because the point is not only to learn about certain topics but work with them to achieve something.

We believe that education is the most powerful tool to change the world. Through socialist education, children and young people can learn critical thinking to analyse society, understand power structures and human behaviour.

Camps like this offer the opportunity to meet other groups from across the world with the same ideals, build our own counter-world to capitalist society, put our ideals into practice and experience community life organised in a socialist way.

Who are our members?

IFM-SEI has member organisations in 5 world regions: Africa, Asia, Latin America, Europe and the Middle East. Some have thousands of members, and others only a few dozens, but they all do education for social change!

We believe that socialist education is a lifelong process, therefore everyone should be equal, no matter how old. In socialist education we learn from each other, so it is important that we all feel safe and respected - this way everyone can contribute their experiences, ideas and opinions, listen to others and be more open-minded. Socialist education offers a space for children and young people to formulate their own interests, opinions, standpoints and have the courage to stand up for them; to develop their own ideas about how to change the world and actually change it.

The concept of socialist education is often associated with Kurt Löwenstein, founder of the German ‘Kinderfreunde’ (Children’s Friends). Although it is not a fixed concept, rather something that should be discussed and adapted over and over again according to social circumstances, some of Löwenstein’s ideas regarding the very first ‘Children’s Republic’ summer camps in the 1920s are still relevant today!

He said, “Camps offer an opportunity for experiencing a different type of world, for anticipating and trying out, in practice, elements of a future Socialist society.” With the motto ‘Welcome to another World’ this is exactly what this year’s IFM-SEI Camp is all about, with much more besides!

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What is IFM-SEI? Our member organisations and how they say FRIENDSHIP in their language: Africa OGCEYOD – Organisation for Gender, Civic Engagement and Youth Development

Cameroon

Friendship

ASYOUSED – Assembly of Youths for a Sustainable Environment and Development

Cameroon

Friendship

YAG - Youth Advocates Ghana

Ghana

Friendship

YOBEC – Youth for Behaviour Change

Liberia

Friendship

Pioneers of Mali

Mali

Amitié (French)

Action Enfance

Senegal

Amitié (French)

Pioneers of Senegal

Senegal

Amitié (French)

USARJO – Union de la Juventud de Saguia el Hamra y Rio de Oro

Western Sahara

[SADAKA] (Arabic) and Amistad (Spanish)

Asia KKSP Foundation

Indonesia

Antar Bharati

India

Ram Manohar Lohia International Trust

India

Persahabatan (Indonesian) [mitrata] (hindi) [mitrata] (hindi)

Europe Armenian Youth Federation

Armenia

[barekamutýun] (Armenian)

Kinderfreunde - Rote Falken

Austria

Freundschaft (German)

The Falcons Belarus

Belarus

[Sabroustva] (Belarusian)

Faucons Rouges

Belgium

Amitié (French)

Rode Valken

Belgium

Vriendschap (Flemish)

Pionýr

Czech Republic

Pratelstvi (Czech)

DUI - LEG OG VIRKE

Denmark

Venskap (Danish)

Nuorten Kotkien Keskuslitto

Finland

Ystävyys (Finnish)

Georgian Falcons

Georgia [megobroba] (Georgian)

Sozialistische Jugend Deutschlands – Die Falken

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Germany

Freundschaft (German)

Hungarian Childfriends

Hungary

Barátság (Hungarian)

Liepajas Jaunie Vanagi

Latvia

Draudziba (Latvian)

Lithuanian Young Falcon Union

Lithuania

Draugyste (Lithuanian)

Framfylkingen

Norway

Vennskap (Norwegian)

Fénix

Slovakia

Priatelstvo (Slovak)

Esplac

Catalunya

Amistat (Catalan)

Unga Örnar Rote Falken Schweiz Woodcraft Folk

Sweden Switzerland United Kingdom

Vänskap (Swedish) Fründschaft (Swiss German) Friendship

Instituto Moises Lebensohn

Argentina

Amistad

Nueva Generación

Bolivia

Amistad

MIRIM Brasil

Brazil

Amizade (Portugese)

Agrupación Integridad Absoluta

Chile

Amistad

Manque Chile

Chile

Amistad

Fundación Acacia

Colombia

Amistad

Falcons of Ecuador

Equador

Amistad

Mentes en Accion

Honduras

Amistad

MILAVF – Movimiento Infantil Luis Alfonso Velasquez Flores

Nicaragua

Amistad

Club Infantil “23 de Mayo” CHAP

Peru

Amistad

Los Cachorros

Peru

Amistad

Mundo Nuevo

Peru

Amistad

Latin America

Middle East ADICR – Association for the Rights Iran of Iranian Children

[doostee] (Persian)

Hashomer Hatzair

Israel

[jedidUt] (Hebrew)

Noar Oved Vehalomed

Israel

[jedidUt] (Hebrew) [sadaka] (Arabic)

Independence Youth Union

Palestine

Independent Youth Forum

Palestine

Palestinian Red Crescent Society

Palestine

[sadaka] (Arabic) [sadaka] (Arabic) [sadaka] (Arabic)

On the next pages, find some ideas about how you can get to know your partner groups even before the camp starts.

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What is IFM-SEI? Friendship Bunting Objectives •

To get excited to meet new friends from all over the world at the camp!

Materials • • • • •

Fabric Wool, thread or ribbon Fabric glue Scissors Other craft materials you have

Age Duration Group Size

5+ 45 Mins Any

Step-by-step instructions 1. Each participant should cut at least one triangle from the fabric.

2. Using the list of words for friendship in different languages on pages 5 - 6, each participant can decorate their triangle and write ‘friendship’ on it in one of the many different languages.

3. Glue or sew each triangle onto the ribbon or thread.

4. Each person can share their word with the rest of the group and teach everyone how to say ‘friendship’ in different languages. You can bring the bunting with you to the IFM-SEI camp to decorate your village space and say ‘friendship!’ to children from across the world!

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Sharing Lottery Objectives • •

To give some ideas about how to get to know your village partners To think about internationalism and its importance

Preparation For this activity, you will need to get in contact with your village partner group and agree to both do the activity one week.

Age Duration Group Size

6+ 30 Mins Any

Materials • •

A hat or bag Paper and pens

Step-by-step instructions 1. Explain that you are going to do a sharing lottery with your village partner group. Ask the participants, either on their own in small groups or as a whole group, to think about what they can offer to other people from their partner group when they meet on a camp.

2. Everyone should put each idea on a separate bit of paper and write their name underneath before putting it in the hat. Examples might be, ‘I will tell you a joke’, ‘I will play your favourite game with you’, ‘I will give you a massage’, ‘I will wash up your dishes for one day’, ‘I will teach you my favourite song’.

3. Collect all of the ‘prizes’ your group can offer and send the list to the group helper of your village partner’s group.

4. When you receive the list from your partner’s group, print or write out each of the prizes on separate pieces of paper and put them in a hat. At your next group meeting, participants can take it in turns to each pick out a prize.

Other ideas Perhaps you can take a group photo and send it to your partner group with a letter or email and explain what you look forward to and which prizes you each received. You could even try and arrange a group Skype session and pick your prizes out of the hat simultaneously together.

You could make a funny questionnaire for the other group and send it to them to answer. They could be questions about typical things of your group, organisation and camp or other things like your favourite animal.

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DECISION MAKING

How do we make decisions at the IFM-SEI camp?

There is a democratic system in place for the towns and the central level of the camp. Each village will send representatives to town meetings to discuss the common programme and other issues arising between villages that form one town together. Each town then selects representatives to attend meetings on the central level to discuss central issues.

There will be central meetings that only deal with programme, and others that only deal with logistics, so that they don’t get too long.

In your village you will need to decide together with your partner organisations which decision-making model you prefer. Opposite are some ideas on how you could organise your village democracy.

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Child participation At our camps, it’s important that everyone is involved in making decisions and has an equal voice – from the youngest member to the group helpers.

We shape our life at the camp all together, and everyone’s opinion matters. Maybe we have different levels of experience, but we can all discuss and decide together.

When you develop your model of democracy, think about that it fits with both the children and the helpers. Here below you can find two activities that allow you to think more about how children should participate in decision-making.

And if you want to start taking part in the decision-making of IFM-SEI, then we also have something for you! Right after the camp, the IFM-SEI Congress – our highest decision-making body – will take place. It will decide, among other things, on the strategic work plan for the next three years.

You can already feed into this work plan and learn more about IFM-SEI at the same time through some dynamic activities for your group. Have a look here for more information: http://ifm-sei.org/christine/ help-develop-ifms-new-workplan/

1. Representative democracy This is the model that will be used on a town level. Each group chooses one or two speakers to represent them. The speakers come together and talk about the issues of their groups. After a decision has been made, these representatives will bring it back to their groups. g p

2. Imperative mandate For this model of democracy the people representing their group cannot give their own opinion in meetings, but must represent the opinion of the group. The groups can change their delegates at any point if they are not satisfied with them. The group discusses all suggestions together and decides what they want the delegate to say in a meeting. If there is no shared opinion in the meetings of delegates, they take the discussion back to their groups, sharing the arguments with them. The decisions of the group are then brought back to the meeting of delegates.

3. Plenary session In this model of democracy, all members of the village meet to discuss suggestions all together. There are two ways to take decisions: You can take a vote and the majority decides, or you can discuss until you reach a consensus.

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Decision making Theme park Objectives • • • •

To simulate different models of child participation To understand different forms of participation To understand the role of adults in child participation To motivate young people to actively participate in the camp democratic system

Materials • •

•

Copies of the role cards and the situation (appendix) Lots of craft materials to build the theme parks – old cardboard, matches, match-boxes, glue, sticky tape and coloured paper (including pink and green, or change the role descriptions to match the colours available).

Blindfolds

Age Duration Group Size

16+ 90 Mins 20+

Step-by-step instructions 1. Divide the participants into 5 groups. Ask each group to agree on two people who will play the role of an adult. Hand out the situation and role cards accordingly.

2. Also distribute materials and props, such as the blindfold, and then give participants 20 minutes to build the model.

3. After 20 minutes, come back together for a presentation of the models. Once everyone has presented, ask them to stand up and shake their body to shake off their roles. Once everyone is themselves again, debrief.

Debriefing • • • • • • • •

•

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How was the exercise?

Explain what happened in your group step by step.

What were the main differences between your groups? How did the adults behave in each of the situations?

What do each of your situations show about the participation of children?

What did it symbolise that some people were blind-folded or had one hand tied behind their back?

Were some groups’ experiences more participatory than others? Whose experience was most participatory?

How would you order them on a scale?

Do you think that all of these experiences involve participation? Which ones (if any) do not?

Here you can explain the camp democracy model and show how it is possible to be an active participant on the camp – in the democratic system as a village and town delegate. By running programme, by performing as an artist for the cultural programme…

Why is active participation important on the camp? How would you feel if everything was decided and organised by the adults?

Situation Congratulations! Your organisation has been granted funds from the Foundation for Active Participation to build an ecological amusement park. Co-operation with the group of children and young people that was described in your application is a crucial aspect of your project.

According to the activity agreement, we now ask you to provide us with a model of your amusement park.

You have 20 minutes to build it. To build the model you may use matches, toilet paper rolls, match-boxes, glue, sticky-tape and paper. Everything should be built on the cardboard base.

Role card - Group 1 Adults: Your aim is to promote your brand (your colours are pink and green) as well as co-operation with McDonald’s restaurant. At the site of the park you would like to build a car park for McDonald’s with a mini theme park for children. In the future this theme park will become the main source of income for your organisation. You would like to use the help of the young people in your group to help build a fence for the model, but according to your ideas. You don’t inform the young people in your group about your aims but ask them to sign the list of participants as this is necessary for the grant you have been given.

Young people: You are young ecologists. You have heard that an organisation you got in contact with has received a grant for building an ecological amusement park. You have lots of ideas and you are willing to join the work on preparing the model of the park. You are blind-folded.

Role card - Group 2 Adults: Your aim is to promote your brand (your colours are pink and green). It is essential for you that your experts get well paid. You are also very concerned about the quality of the model of the park, so for preparing the model you employ an expert. You invite young people for consultation only in order to let them propose the name of the park. You explain to them that any other decisions have to be taken by the board of your organisation.

Young people: You are young ecologists. You have heard that an organisation you got in contact with has received a grant for building an ecological amusement park. You have lots of ideas and you are willing to join the work on preparing the model of the park. You are blind-folded.

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Decision making Role Card - Group 3 Adults: You want to strengthen your position in the local community and you consider the ecological amusement park project to be very useful for this. You have already consulted a few experts and you have several project proposals prepared, which include a skate-park, natural education pathways, and a hedge maze.

Now you invite young people from the community to choose be-tween these proposals. You inform them about the aims of the project as well as its time frame. After the consultation you begin to build the model of the park together, but the young people are under your direction. You are allowed to remove the blindfolds from the young people’s eyes.v Young people: You are young ecologists. You have heard that an organisation you got in contact with has received a grant for building an ecological amusement park. You have lots of ideas and you are willing to join the work on preparing the model of the park. You are blind-folded.

Role Card - Group 4 Adults: You are aware that there is an active group of young ecologists in your local community. You would like to give them the grant you have received. They will be responsible for coming up with ideas for the project, realising it and writing the financial report. Your role is only to support the young people if they ask you to. Inform them about the guidelines of the project, including the need to prepare a model of the ecological theme park.

Young people: You are young ecologists. You have heard that an organisation you got in contact with has received a grant for building an ecological amusement park. You have lots of ideas and you are willing to join the work of preparing the model of the park. During the task one of your hands is tied to your back.

Role Card - Group 5 Adult: You are an engineer. You help the young people to build the amusement park, but only if they ask you for help.

Young people: You are an association of young ecologists. You knew that the Foundation for Active Participation was opening a call for a grant and you applied to build an ecological amusement park with your design idea. You can ask the support of an engineer if you need it. During the task you have one hand tied behind your back.

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Who can decide?

Objectives • • • •

To explain the importance of democracy and child participation To think about participation appropriate to evolving capacities To think about at what age children can start to participate To motivate children to take responsibility in the democratic system of the camp

Materials • •

Flipchart paper and markers 3 different coloured cards, for example, blue, red and green, with enough sets for each participant

Age Duration Group Size

8+ 45 Mins 5+

Step-by-step instructions 1. Explain that you are going to discuss where children can take decisions.

Use a flipchart to briefly brainstorm answers to the following questions: What can you decide in your family, in school or in your group? From what age do you think children should decide things on their own?

2. Next tell the group that you are going to read out a series of questions and they should think about who should make a decision in each situation. If you think the child(ren) should make a decision, hold up the blue card; if you think the youth leaders should make a decision, hold up the green card; and if you think both should make a decision together, hold up the red card. You can briefly ask for opinions after every question.

Debriefing • • • • • • • • •

How did you like this activity?

Was it difficult to respond to some of the questions? Why? Which ones were easier to respond to and which ones were more difficult? Why? Why did some people have different answers?

Is there a right answer or a wrong answer to the questions?

Does the age of children make a difference?

What other things, apart from age, should be taken into account when children are going to participate?

Which of these things can you decide on in your organisation? Which do you want to decide on but can’t?

Why not?

Why do you think it is important that children and young people take decisions?

Tips for facilitators •

The questions given in the appendix are only suggestions. You should think of others or adapt them to make them relevant to your group.

• If your group prefer to learn through movement, or you don’t have coloured cards available, you can conduct the activity by designated three corners of the room to signify the three possible answers.

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Decision making 1.

Who should decide what game to play in the afternoon when you meet? a) the participants b) the helpers/leaders c) both together

2.

Who should decide at which time the participants have to go to bed? a) The participants b) the helpers/leaders c) both together

3.

Who should decide what to sell at the town cafe? a) The participants b) the helpers/leaders c) both together

4.

Who should decide how much pocket money you can have each day? a) The participants b) the helpers/leaders c) both together

5.

Who should decide what time to eat breakfast? a) The participants b) the helpers/leaders c) both together

6.

Who should decide whether it is allowed to drink alcohol under the age of 16? a) The participants b) the helpers/leaders c) both together d) no one, because there is a law about it

7.

Who should decide on the places on the camp where it is allowed to smoke? a) The participants b) the helpers/leaders c) both together

8.

Who should decide which activities to take part in from the central programme? a) The participants b) the helpers/leaders c) both together

9.

Who should decide if you want to do some programme for other participants in your town cafe? a) The participants b) the helpers/leaders c) both together

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CAMP RULES

Every country, organisation and group has specific rules that their members follow in order to ensure that people feel comfortable and don’t get into bigger conflicts. If there is a conflict, then rules can help us to deal with them.

At the IFM-SEI Camp we also have certain rules for behaviour. As we are all from different organisations and backgrounds, these rules are a compromise of many different organisations but are the same for everyone.

They are a set of common agreements so that everyone feels comfortable, no matter where we come from. As we are 3000 people at the camp, not every participant has been involved in writing the rules.

They were developed from those used at previous international camps with input from German and international participants at the first camp preparation seminar and agreements from the board of SJD – Die Falken and the IFM-SEI Presidium.

If the majority of the participants still want to change them, they can do so at the camp through the camp democratic system. However, there are some rules that are not possible to change because they are set by the German government. They are marked by a lock.

Before the camp, your group should look at the camp rules together and make sure that you understand them and what they mean for your group. The following activity can be used to explore in more detail why we need rules, the responsibilities they give us and also the rights we gain from them. There are also separate activities to explore the rules about violence,, nationalism and consent in more detail.

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Camp rules This is a summary of the rules.

Have a look in the camp handbook for a longer version with explanations: We must ask for permission before taking photos or videos of each other.

Participants between 12 and 14 can take part in the youth area programme between 22:00 and 23:00 if their group helpers accompany them.

In every language, “no” means “no”. No one is obliged to kiss or hug or do anything that they do not wish to do.

Participants may only leave the campsite in groups of three or more, and after receiving permission from their group leaders.

National flags will have no place on the camp.

After 22:00 the villages should be quiet.

We will keep the campsite clean and be careful with glass.

We will not tolerate violence, war toys, weapons or bullying.

We will not tolerate anti-semitic, islamophobic, xenophobic, racist or nationalist actions or words.

Everyone can shape the IFM Camp. Everyone will have the opportunity to contribute.

Alcohol will be served according to the German Youth Protection Law, which means that beer and wine may only be sold to participants aged 16 years and above, and is only to be consumed by them.

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Fires may only be made in assigned places.

For participants under 12, the bedtime is at 22:00.

For participants between 12 and 14, the bedtime is at 23:00.

In every village there will be two responsible people each night who will remain sober for the whole night.

Alcohol over 18% and any alcohol brought from outside the camp is forbidden.

Alcohol can only be sold and consumed in the youth area and only after 22:00.

Villages can decide to allow alcohol in their villages after 22:00, but only with consensus from all groups in the village.

Drugs other than alcohol under 18% and cigarettes will not be allowed on the IFM-Camp.

Smoking is only allowed outside in the marked areas.

Why do we need rules?

Objectives • • •

To explore why rules are important To get to know the camp rules To explain the rules, which ones are changeable and why

Preparation Make copies of the effects cascade (appendix) or have one for participants to copy. Also prepare some copies of the camp rules and make sure you have read through and understood them.

Age Duration Group Size

8+ 30 - 40 Mins 5 - 30

Step-by-step instructions 1. In the group, start by thinking about what rules you have in your own group and list them on a flipchart.

2. Then split into small groups. Each should choose one rule and ask: ‘What would happen if we didn’t have this rule…?’ They should draw an effects cascade, showing the possible consequences of not having a rule.

3. After 10 minutes, come back together to share the results.

Debriefing • • • • • •

•

What are some of the possible consequences of not having rules?

Do you think not having rules would make a nice environment for everyone to live together, feel safe and comfortable?

Who is responsible for making sure that the rules are respected in your group?

What do you do when you see someone else not respecting the rules? Point out that it’s not just the group helpers’ responsibility to ensure the rules are respected, but everyone’s.

Then you can talk about who made the rules for your group. Were there rules that have been made by the group itself or did other people give them? Can you change the rules?

Explain that at the IFM-SEI Camp there will also be rules that have been decided by the organisations that will come to the camp from many different countries – they were a compromise between many different people. They can still be changed through the democratic system of the camp, except the rules that were given to us by the German law.

Then you should read or explain the camp rules together. Are there any rules that you don’t understand?

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PREVENTION OF SEXUAL VIOLENCE

From the camp rules: no means no!

From the camp rules: No means no!

At an event like the IFM-SEI Camp, it is inevitable that close friendships and relationships will be formed between participants. In the most part these friendships will be positive and can last for years to come, but respect from all participants is necessary to ensure this. Physical boundaries vary from person to person so it is important that every participant is sensitive to these differences and respects each individual’s boundaries.

At the beginning of the camp, every camp member will take part in a workshop on this topic.

In every language “no” means “no”. No one is obliged to kiss or hug or do anything that they do not wish to do. We will respect the personal boundaries of every person on the camp. Silence means no. Turning away means no. Stopping talking means no. Only yes means yes! We must actively ask for consent before, for example, touching someone. We have to avoid anyy kind of sexual violence or harassment. Be aware also a aw are that wordss can n als lsso be violent.

We do not question the reports of survivors of sexual violence. We stand on their side. If you feel that your personal limits are not respected, do not hesitate to contact your group leader or another person you trust. Every village will also have a designated contact person for the prevention of sexual violence.

If we witness sexual violence, in whatever form, including verbal, we will inform them or another conperson. tact p erson.

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Prevention of sexual violence Personal Space Objectives • • •

To raise awareness of one’s own and other people’s personal boundaries To learn how to recognise sexual harassment To practice how to say ‘no’ to unwanted physical contact

Materials Tape, chalk or string

Age Duration

8 - 15 30 Mins

Step-by-step instructions

Group Size 6+ 1. Ask the group to stand in two lines facing each other (each person needs to be facing another person).

2. Ask one of the lines to start walking towards the other.

Each individual in the other line says ‘stop’ when they think the person approaching them is close enough or when they stop feeling comfortable. Make it clear that this is not a competition. Everyone needs to decide for themselves how close they let the second person come towards them.

3. After everybody has stopped, ask everyone to take a look around to see where everyone is standing, then go back to the lines.

4. Repeat the exercise with those in the other side walking forward.

5. Ask everyone to find a space in the room and to mark the area around them (with chalk, tape or string) that they do not want other people to cross: how close can people come towards them? Explain that this is their personal space.

Debriefing • • • • • •

Why do people have different personal spaces?

Is your personal space different for different people?

What don’t you want other people to do in relation to your body (e.g. hug you, kiss you, touch your shoulder…)?

How can you notice if someone is feeling uncomfortable?

Can words also make people feel uncomfortable? How? What can we do to make others respect our personal space?

6. Ask everyone to come back together in a circle and say ‘No’ to the person on their right one after the other, verbally or using body language, but without using the word ‘No’. This is to show that there are many ways of saying no without using that word alone. However someone expresses a ‘No’, it should always be respected.

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Tips for facilitators Explain that sexual harassment is always defined by the victim, not by the person harassing. Point out the necessity to be aware of different personal boundaries and the need to respect them. This method should only be used in groups who know each other already and feel comfortable with each other.

Emotional Walking Objectives • •

To express feelings through our bodies To become aware of feelings expressed by our bodies

Step-by-step instructions

Age

6+

1. Explain that the group should not talk during the activity.

Duration 30 Mins 2. Then introduce the activity by slowly saying the following text, making breaks between Group Size Any sentences so that the participants can really take the instructions on: “Go around in the room, find your own path, your own speed. Go faster, go slower, just as you like. Go zigzag through the space, also into the corners. Go forwards, go backwards, and go sideward. Try different speeds. Try different ways of walking. Jump. Creep. Stumble. Crawl. Run. Now follow your own speed and rhythm”.

3. Continue with the following instructions, but make longer breaks between them so that the participants can really feel into the emotions. After each, you can ask the participants to shake off this emotion by shaking their body.

“Try to express feelings with the way you are walking: You are bored.

You are extremely happy about something.

You feel weak and sick.

You are scared.

You are stressed.

You are angry.

You feel guilty.

You’re walking through the dark. (Short break). You are followed.

You feel strong.”

Debriefing • • • • • •

Did you like the activity?

How did it feel to express these different things?

Did any images or memories come up while walking in these different ways?

What was difficult to express?

Did you show your emotions in the same way?

How do you feel now?

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Prevention of sexual violence My body belongs to me!

Objectives • • •

To explore how different people have different things they like and don’t like when it comes to touching others and being touched To understand that it is important to say when you don’t like something and think about how you can say so To understand that it is important to respect other people when they say they don’t like something

Materials • •

Cards for Clara’s story Paper and coloured pencils

Age Duration Group Size

6-9 30 Mins 4 - 12

Step-by-step instructions 1. Ask everyone to sit in a circle together and explain that you are going to read a story of a girl called Clara together.

2. Hand out the story cards so that each participant has at least one thing to read out.

3. Starting with number 1, ask the group to read out their sentence in turn.

4. Then ask, what do you think of the story? Do you agree with what Clara thinks?

5. Ask what sort of examples Clara gave about situations where she likes touching another person or being touched and when she doesn’t. (Cuddling with her Dad, tickling with her friend, being given a ‘sloppy kiss’, being licked by a dog with its wet tongue).

6. Ask the group to think about situations where they like touching and when they don’t like it. Hand out the paper and coloured pencils and ask the participants to draw a situation where they like and one where they don’t like touching.

7. Come back together as a group and ask if anybody would like to share their situations. Don’t push anyone to share!

Debriefing • • • •

•

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Did you like the story and the activity?

How was it to think of different situations where you like touching and where you don’t?

Were different people’s drawings different?

Why is it important to ask somebody if they are OK with touching? You should talk here about how everyone has different feelings of what is comfortable for them and that everyone should respect these feelings because your body belongs only to yourself.

How did Clara say when she didn’t like something? Would you do it in the same way or can you think of a different way of saying that you don’t like it?

Prevention of sexual violence Tips for facilitators When discussing these sorts of sensitive topics there is a risk that a child will disclose about being the victim of abuse. If this happens in a group setting, try to take the child aside to continue the discussion one-to-one. Do not draw attention to the disclosure – try to continue the activity with the other children. It is good to have a co-facilitator so that this can happen but if not, then postpone the discussion with the child by asking “shall we discuss this later?”

If you are able to take the child out of the group to speak to them separately, make sure that another group helper can see you – don’t allow yourself to be left alone with a child so nobody can misinterpret the situation. When discussing the situation with the child, make it clear you cannot promise to keep it to yourself and you may have to tell other people. Believe what the child says and if they face immediate risk then approach the appropriate local authorities.

Appendix 1. My name is Clara and I have something really special - my body! It belongs only to me.

2. I am proud of myself and my body.

3. Sometimes I want somebody to be close by. Then our bodies touch.

4. It is lovely when Dad holds me in his arms. I like to cuddle with him.

5. When I tickle my friend we touch each other and laugh a lot.

6. Touching is sometimes really special. I alone decide if and when I want to be touched.

7. I don’t find it fun when somebody tickles me too hard. I don’t want that.

8. I find it disgusting when somebody gives me a big “sloppy kiss”. I don’t want that either.

9. I also don’t like it when a dog licks me with its wet tongue.

10. If somebody touches me and I don’t like it, I always say “Stop it. Don’t touch me. I don’t like it.”

11. If I should touch somebody but I don’t want to, then I won’t.

12. I say “No, I won’t touch you. I don’t want to.”

13. Try yourself to say loudly and clearly “Don’t touch me! I don’t want that!” and “No, I won’t touch you. I don’t want to.”

14. I find it great to touch somebody when both of us want it. Do you feel the same?

15. But if I don’t feel comfortable, then I don’t let them touch me. I say “No!” I alone decide from whom and when I want to be touched. And it’s the same for you!

16. Sometimes, somebody might not listen if you say “No!” and simply continue. However you must absolutely defend how you feel. If you can’t manage alone, tell someone you trust and let them help.

17. Remember: your body belongs only to you. It is something really special.

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Prevention of sexual violence Consent in action Objectives • • •

To think about what active consent is To explore why consent is important in relation to real-life scenarios To practice active consent – saying no and saying yes

Materials • • •

Post-its Pens Scenarios (appendix)

Age Duration Group Size

14+ 90 Mins 6 - 15

Step-by-step instructions 1) Begin by asking each of the participants to take 2 or 3 minutes to individually write down their ideas about what consent is, what it feels like when your boundaries of consent are broken and when you violate others’ boundaries. Explain that it will move into a group discussion but they will only have to share what they feel comfortable with.

2) Come together as a group and ask if anybody would like to share what they have written. You could ask “Why is consent important?” which gives people the chance to share what they have written if they like but doesn’t put pressure on them to do so.

3) Next, hand out copies of the scenarios and read through them together. Depending on your group, time constraints and how deep the discussion goes you can choose to use both or just one of the stories. Discuss the following questions together to think about what went wrong in the story and how things could have gone better: • Do you think there was consent in this scenario? Why or why not?

• What are some reasons why a person might not feel comfortable saying “no”?

• There are a lot of reasons why someone who feels uncomfortable might not be able to say no. Is there any way to get around this?

4) Next, explain that you are going to practice doing active consent. If you are not already, ask the participants to sit in a circle.

5) Explain that each person will take a turn putting their hand on the knee of the person sitting next to them. If they feel uncomfortable touching the other person’s knee, they can hover over instead. The other person will use whatever language they choose to re-establish their boundaries. Like “No”, “Stop”, “Get your hand off me”, “I’d rather you don’t touch me without my permission”, “That’s not OK” etc. Then the speaker will put their hand on the knee of the person next to them and so on until each person has had the chance to play both roles.

6) The discuss the following questions: • How was the activity?

• Was it easy to re-assert your boundaries and ask the other person to remove their hand?

• What sort of words and tones did people use? You should make it clear that all different phrases and techniques are valid.

7) Next explain that you are going to try another exercise where participants will have the chance to practice the process of consent – asking, answering yes/ no, discussing) rather than just touching and then having to reassert boundaries. Split everyone into groups of three and explain that you are going to use the metaphor of holding hands to explore consent, although no hand holding will actually happen between participants.

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8) First of all participants can practice saying no, so one person will ask another to hold their hand, and that person will say no. The third person in the group should watch and support the interaction. Then participants practice saying yes. Each person will take a turn asking another it they can hold their hand, and that person will say yes (although they don’t actually hold hands.)

9) Once every participant has had a chance in each role, come back together as a group and debrief.

Debriefing • • • •

How were the activities for you?

How was it to ask for consent?

How was it to say yes and no?

Are there any connections between the activities to practice consent and what we first discussed about why consent is important?

• Whose responsibility is it to ask for consent? (It is the responsibility of both participants. If the question is not posed, someone may not have the opportunity to answer “yes” or “no”. Here it could also be useful to think together about different ways of asking for consent, - “Is this OK?”, “Do you want me to keep going?”

– and of saying ‘yes’ and ‘no’).

• Is body language always an adequate form of communication? You can discuss how it is also important to read body language but we shouldn’t rely on a form of communication that is not always sufficient and that it is important to be able to express consent, or say no in language as well.

Appendix 2 Chu and Alex have had crushes on each other for ages. One day, Chu invites Alex over to hang out.

They end up making out. Chu starts to unbutton Alex’s Appendix 1 pants. Alex really likes Chu, but isn’t ready to move Chris and Charlie had just met on a camp and got on that fast. Not wanting to hurt Chu’s feelings, Alex tries really well. At a party on camp, they were both dancing to push Chu’s hands away, but keeps kissing, hoping together with their friends. Charlie danced really close to send the message that “making out is cool, but not and started touching Chris’ body. Chris didn’t like it but anything more right now.” Chu thinks Alex is playing didn’t want to make a fuss in front of everyone else “hard-to-get” and is really turned on. Plus, Chu expects who was having fun. So Chris just tried to ignore it Alex to just say “no” or “stop” if something isn’t ok. So, and didn’t say anything even though Charlie continued Chu continues. The next day, Alex feels really uncomdancing and touching. fortable with what happened.

Tips for facilitators • The group dynamic is really important to sensitively discuss an issue that concerns consent, sex and sexuality. It can be good to have a round at the beginning for participants to share their preferred gender pronouns and explain why that is important for everyone to feel safe and respected, to listen and respect others’ experiences and opinions.

• You should be aware that in the group of participants it is statistically likely that there will be survivors of sexual violence within the group.

• When reading the scenarios, you might get some confusion about the gender of the characters as the names are gender-neutral. You can respond by saying that their gender doesn’t matter – all genders can be on any side of the interaction, whether it is between a man and a woman, a same-sex interaction or where one or both people are non-binary or transgender.

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PREVENTION OF VIOLENCE

From the camp rules: Violence will not be tolerated in any form.

We want to live in solidarity and without fear. Therefore we will not hit, threaten or insult one another. We will not cause offence or tolerate bullying.

Violence will not be tolerated in any form – for example verbal, physical or sexual.

Glorification of violence will have no place at the IFM-SEI camp. We will not play war games or violent video games, we will not use war toys and of course no weapons are allowed. In our educational process, we explain why we do not accept these games.

Internet is part of our life. Therefore we should treat each other online as we would in real life. We will not bully and we will respect everyone’s privacy.

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What makes me sad and happy?

Objectives • •

To think about how we have different things that make us feel safe and comfortable or not To think about different types of violence

Preparation Prepare two pictures, one of a smiley face and one of a sad face.

Step-by-step instructions

Age Duration Group Size

5-9 15 Mins Any

1. Show the group the images of the smiley face and the sad face and put them at opposite ends of the space.

2. Then explain that you will call out different words or activities, and the children should run to touch the wall on the side which shows how the words make them feel. They can also stay in the middle if they are not sure.

3. Now read out the words or situations in turn and ask: How do these things make you feel? In the appendix you can see examples of things to read out, but you can also add your own.

4. During the activity, you can occasionally ask the children to explain why they are standing at a particular side, especially if they stand in the middle. You can also ask if they can often do these things, or if they often happen to them.

Debriefing • • • •

•

How did you like the activity?

Do you think you can do all the things that make you happy whenever you want?

Which statements made all of the group happy?

Were there any statements where you really disagreed with others in the group about whether it makes you happy or sad? You can talk about how it is important to think about the impact of your actions on other people. Things that might make you happy might makes others feel uncomfortable. It is important to say sorry (and really mean it) if you do something that makes another person hurt or feel uncomfortable.

What did the group think about guns and soldiers? Why did they make you feel sad or happy? What about toy guns or war games? Aren’t they designed to hurt people?

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Prevention of violence Appendix: words and situations

Playing games with your friends

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When you fall over and When someone else hurt yourself hurts you

Singing

Dancing

Hugs

When you see other people having an argument Sad things on the television news

Fighting with your siblings or friends

Celebrating birthdays

Holidays

Clowns

When you miss your family or friends

Shouting or loud noises

Eating your favourite food

Guns

Laughing

Getting presents

Shooting

When your friends leave you out of a game Smiling

When you are scared or frightened When you get lost or feel alone

Friendship

Anger

Soldiers Holding hands

Violence barometer Objectives • • •

To understand what violence is and its different forms To consider the line between game and violence To reflect on the difference between intention and impact

Preparation Make a copy of the ‘violence’ section of the camp rules. Prepare the situations to read out.

There are some examples given in the appendix but you should adapt and add to them to make them relevant for your own group.

Make two posters, one that says ‘This is violence’ and another which says ‘This is not violence’.

Age Duration Group Size

12+ 60 Mins 10 - 30

Step-by-step instructions 1. Explain that you are going to talk about the concept of violence and what it can be. The participants will need to decide whether they consider certain situations to be violent or not. They must make a firm decision – it is not possible to be unsure or ‘in the middle’.

2. Read out each of the situations in turn and give some time for participants to think and decide which side of the room they will go to.

3. After each situation, ask the opinion of some people on each side of the room about why think the situation is or is not violence. If the discussion changes the opinion of any participants they can move to the opposite side of the room.

4. After all of the statements have been read out, come together in a circle to read through the section of the camp rules which talks about violence and discuss what they really mean.

Debriefing • • • • • •

Was the activity difficult?

Were there any situations that were particularly difficult to decide on or more controversial for the group?

What different forms of violence were there? (Physical, verbal, emotional etc) Where do you draw a line between a game and violence? What about sports, can they be violent too?

Why is the difference between intention and impact important?

Are there any situations that could be changed or resolved differently so that they are not violent?

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Prevention violence Prevention ofof violence Appendix – situations A child is playing a war video game.

On a camp, a group of friends decide to have a water fight together.

Two girls are holding hands in a queue at the supermarket.

Behind them, another girl says out loud “Uhhh, that’s so unnatural, they should keep their love life at home!”

To play a prank on their friend, a group takes his sleeping bag out of his tent and hides it from him. The boy gets worried and upset.

A boxing ring.

A group of friends decide to play a game of capture the flag but one boy cannot join in because he has broken his leg.

A 5 year old boy wants to see what his mother is cooking for lunch.

He reaches out to touch the pan and his mother slaps his hand and shouts “Be careful, Tom, don’t touch that! You will burn yourself!”

A boy is alone at home and receives a Facebook message from a classmate saying that he smells bad and no girl will ever like him. He gets sad and angry and throws an empty plate against a wall. Then, feeling calmer, he cleans up the mess.

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The battle of the orange Objectives • • •

To think about how violence can come about To discuss the need for discussion in conflict situations To reflect on strategies for conflict resolution

Materials

Age

8 - 13

1 orange

Duration

30 Mins

Step-by-step instructions

Group Size 4 - 24 1. Divide the participants into two groups.

Ask Group A to go outside and wait for you.

Tell Group B that their goal is to get the orange because they need its juice to make orange juice.

2. Go outside and tell Group A that their goal in this activity is to get the orange because they need the peel of the orange to make an orange cake.

3. Bring both groups together and ask each group to sit in a line facing the other group.

4. Tell the groups that they have three minutes to get what they need. Emphasise that they should not use violence. Then place one orange between them and say go.

5. The way the groups deal with the situation will be a surprise. Sometimes groups will try to negotiate to divide the orange in half. At other times they will not negotiate at all. Sometimes the groups will communicate further and realise that they both need different parts of the orange. Do not interfere. After three minutes say stop.

Debriefing • • • • • • •

Did your group get what it wanted before the three minutes were up?

What was the outcome of the conflict over the orange?

What did you do to achieve this outcome? What could you have done differently?

Why is it important for people to communicate in order to resolve conflicts?

Do people always communicate with each other when they are in a conflict? Why (not)?

Do people always want the same thing in a conflict?

Have you ever experienced similar situations? What was the outcome?

Tips for facilitators After the three minutes, take the orange, or what is left of it, to avoid distraction during the debriefing.

During the three minutes, you should not try and influence the results but be careful to emphasise that they should not use violence in order to get what they want.

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NO TO RACISM AND NATIONALISM

From the camp rules: We will not tolerate anti-semitic, islamophobic, xenophobic, racist or nationalist actions or words.

National flags will have no place at the IFM-SEI Camp. We are internationalists and are all part of the International Falcon Movement. We represent ourselves and our organisations, but not our governments or countries.

At the IFM-SEI camp, there will be groups from all around the world, with different cultural backgrounds, customs, rules and backgrounds. It’s important to realise that we are all different and have different ways of doing things, but it’s also important not to reduce people to a ‘culture’ that we think they represent.

Even though our organisations share many similarities, there might be a lot of confusion about how others do things at a camp. Be curious, ask questions and take this as an opportunity to learn from each other instead of arguing g g about it.

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We all like flags waving over our tents and we like to show where we belong. In our movement, we do this by bringing the flags of our organisations or we wave rainbow flags. We represent our organisations and our local groups, but not states and governments, who we disagree with more often than not.

We show this by leaving any kind of national flags at home. At the same time, we can discuss politics, but make sure that we don’t criticise other participants for what their governments do, because very likely the government position is not the position of the organisation or this person.

Use the activities below to introduce the topics of racism, nationalism and intercultural learning to your groups.

Twitter biographies Objectives • •

To understand the concept of nationalism To think about how nationalism might mean different things and have more or less importance for different individuals or groups at the camp.

Materials Paper and pens

Step-by-step inst instructions nstructions 1. Ask if anyone ever ver uses Twitter or o other social media where whe here you can give a mini m biography about yourself. lf.

2. Ask every everyone eryone to take 5 minutes on o their own to think of wh what they would write on a Tw Twitter biography.

Participants P i i should h ld think hi k off 5 kkey words d that describe their identity, or what is important to them 3. Come back together to debrief and talk about what people have written. If they want, participants can share their 5 identity words with the group.

Age Duration Group Size

13+ 20 Mins Any

Debriefing • • • • • • • •

• • •

Was it easy to think about which 5 words are most important for your identity?

Which words did you use for your Twitter biography?

Are there any things that the group had in common?

Do the words you use to describe your identity change in different situations?

Are some parts of your identity more important than others?

Did anyone write down their nationality as an important part of their identity?

If nationality is not important to our identity, what other things are important?

If nationality is important to our identity, why is that? Can you think individually of 5 words to describe the identity of your country or nation? Is it possible to really generalise about a nationality when there are so many diverse people in it?

Why is it important that we question the idea of nationality and its importance for different groups at an international camp?

How do you think might people from imperialistic countries and from former colonies see nationalism differently?

You should explain the camp rule about not bringing national flags. At the camp the only things we represent is our organisation and ourselves.

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No to and nationalism No toracism racism and nationalism Planet of aliens Objectives • •

To reflect on interculturality as a potential cause of conflict To learn about the importance of communication and dialogue in transforming conflicts

Materials • • • • • • • • • •

5 pieces of cardboard Age 1 pair of scissors 2 glue sticks Duration 2 rulers 5 pencils Group Size A stack of old newspapers The story (appendix 1) Role cards for the three groups and notes for the invisible aliens (appendices 2 and 3) Notepads (or sheets of paper) for the invisible aliens A glass of water for every participant and some extra jugs of water for refilling

13+ 60 Mins 12+

Preparation Set up the tools for building shelter in the middle of the room. Only use the number of materials described above!

Step-by-step instructions 1. Read out the story to the participants.

2. Divide the participants into four groups. The first three groups represent aliens from three different planets, and will be given a role card to play. The fourth group represents invisible aliens already living on the planet.

They will observe and take notes during the activity.

3. Hand out the role cards and instructions for the invisible aliens and ask the groups to read their role and discuss it together. They can agree on rituals, make a flag or anything else that will help them get into their role.

4. After ten minutes, ask the groups to build a shelter. They have 15 minutes to do so.

5. When they are finished, ask them to go back into their groups and talk about the following questions, while still representing the culture of their planet. If you have several facilitators, then each can go with one of the groups to moderate. The invisible aliens can also divide themselves among the groups.

Tips for facilitators • How did you feel building the shelter?

It is important to be aware that these made-up cultures • Are you happy with the result? can easily be read as different national stereotypes. You • What do you think about the building process? should be sensitive about stereotyping and respect in • Did you feel respected at all times? the debriefing.

• When did someone not respect you?

You can be as creative as you want when you introduce • What do you think about the characteristics of the story, to really get everyone into the scenario. You the aliens from other planets? could dress up, use sounds or become a famous sci-fi 6. Come back together in a circle and share some story teller. There are no limits for creativity in making results from the group discussions. Then ask this a fun and memorable activity. everyone to shake their bodies to get rid of their roles and become me themselves again. me

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Debriefing • • • • •

How did you feel playing your role?

Invisible aliens: what do you think about the process? What did you observe?

Was it easy or difficult to work together? Why? Looking back, what could you have improved to work together better?

Do you think this situation was realistic? Have you ever heard about similar situations or seen something like this happening?

• Do you think it is possible to live together peacefully with people from different cultures?

• Why do you think some people resist living together peacefully?

You can talk about how participants from different cultures will live and work together peacefully for 2 weeks at the IFM-SEI Camp. Make it clear how important mutual respect is, that all sides have to compromise and how positive this can be for everyone.

Appendix 1: The story A spaceship crashes into a meteorite and has to do an emergency landing on a deserted planet. You, a group of aliens, get out of your spaceship and slowly make your first steps on the planet. After walking for a few meters, you suddenly notice that you are not alone! There are other aliens, also stepping out of spaceships, looking around in the dust and shakily walking around. It seems as if two other spaceships have also been wrecked by the space storm.

All three groups set off to explore the planet and to find out how you can survive here until your friends come to find you. The planet is very mountainous and there seems to be only one spot where it is possible to live. You and all the other aliens quickly figure out that you will have to share this space if you want to survive.

Because of the planet’s remote location, it is difficult to say if help will arrive any time soon. Food doesn’t seem to be a problem. There are lots of fruits growing on funny looking trees, and all kinds of strange animals to hunt. But it is cold, windy and dusty and you are all freezing. So your first concern is to build a shelter where you can sleep and hide from the cold. The area has quickly changing weather conditions and heavy rainfall, so you need to do this as soon as possible. There is some material lying around, probably from an old hut built by ancient aliens, but it is clear that it’s only enough to build one shelter and that all of the aliens have to work together and share the shelter.

Appendix 2: Notes for the invisible aliens You are invisible aliens, already living on this planet and curiously observing the three new alien groups. You don’t interfere, but take notes of everything so you can report to your friends afterwards. In the preparation process, you should think about and note down answers to the following questions: • How do the groups manage to get into their new culture?

• How do they ‘practice’ their culture?

• Do you get the impression that they accept their culture?

During the actual building process, focus on the following: • How do the different alien groups work together? How do they interact and communicate?

• What are the problems and challenges between them?

• How do they try to overcome these challenges?

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No to racism and nationalism Role card: The aliens from planet Smilia On Smilia, politeness and harmony are very important. You don’t like conflicts; you consider arguments to be very impolite. That’s why you don’t know the word ‘no’. Even if you don’t agree with something, you say ‘yes’. You always smile at aliens, even if you don’t like their attitude. When you are working with others and somebody asks you to do something you don’t want to do, you say yes but you always find a way not to do it.

Smilia is a very religious planet. In daily life this means that you pray often. Every three minutes you stop whatever you do to come together to worship the Sun. You do this by sitting together and whistling, and afterwards you need to wash your hands.

The Smilians greet each other by rubbing each other’s legs. While speaking to each other, your feet or legs are in contact with the other’s feet or legs. You don’t touch each other from the waist up so it is forbidden to touch shoulders, heads, hands or arms.

You have very strict rules about tools and materials. Cardboard and scissors are male and cannot be used by female aliens. Rulers and pencils are female and cannot be used by male aliens. Glue can be used by both sexes. Smilia is famous for its paintings and interior decorations.

Because your behaviour is natural to you, you cannot explain it to strangers.

Now you have 10 minutes to prepare yourself in your own group. Practice your behaviour! Also make sure that you have something which shows you are all from the same planet (e.g. the way you dress, the way you do your hair).

Role card: The aliens from planet Coldonia On your planet, intelligence and hard work are really important. Aliens from other planets think that you are cold, but you find yourself very successful mainly because of your efficiency.

You don’t discuss feelings. You prefer intellectual debates and logical arguments. Showing feelings is considered childish. Self-control is seen as an important quality. You consider religion stupid and a waste of time.

You greet other people by looking into their eyes. Freedom of space is very important in Coldonia.

That’s why you never touch people while talking and you don’t like to be touched. Touching other people is only used as an invitation for sexual intercourse, which in Coldonia has few moral implications and is mostly done as a relaxing and physical exercise. You only use small gestures, your back is straight and you always stay calm. It is normal for Coldonians to interrupt another alien whenever they need.

An important characteristic of Coldonians is that you see it as your responsibility to teach and train aliens from other planets to become just as efficient and successful as you are. Whenever you have the opportunity to teach, you do so.

Coldonia is famous for building huge bridges. Water is vitally important for Coldonians. You must drink some every 3 minutes, otherwise you are not able to work.

Because your behaviour is natural to you, you cannot explain it to strangers.

Now you have 10 minutes to prepare yourself in your own group. Practice your behaviour! Also make sure that you have something which shows you are all from the same planet (e.g. the way you dress, the way you do your hair).

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Role card: The aliens from planet Turtelina On Turtelina, friendship and care are important values. Turtelinians show their feelings all the time and they are the central issue in communication. Your facial expression and gestures show how you feel.

You always touch each other. When you talk to another alien you hold their ear. You stand close to each other when talking. A distance of more than 30 cm is considered rude. When you greet another alien you put their hand on your heart. Any reference to sex is taboo and considered offensive.

You like to take your time and are never in a hurry. When you work with others, you want to be sure that the atmosphere is good before starting. So you always ask others how they feel and inform them about your own feelings. Interrupting aliens when they are speaking is considered impolite. When other aliens interrupt you, you feel rejected and you react very emotionally.

Turtelina is well known for its round-shaped, colourful buildings. Houses are always built in round shapes because it reflects friendship and harmony.

Because your behaviour is natural to you, you cannot explain it to strangers.

Now you have 10 minutes to prepare yourself in your own group. Practice your behaviour! Also make sure that you have something which shows you are all from the same planet (e.g. the way you dress, the way you do your hair).

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No to racism and nationalism The bunny and the rabbit Objectives • •

To introduce how prejudices work To think about how to overcome prejudices

Age

Step-by-step instructions

Duration

6-9 60 Mins

1. Tell the story of the bunny and the rabbit to the group (appendix).

Group Size 5+ 2. Then form small groups and ask them to invent an ending for the story. Ask: • What do the bunny and the rabbit think now? How do they feel?

• If they meet again, what will it be like? How will they feel?

• What do you think they will do the next day? How do you think their families will react to this?

• How could the story end?

3. The small groups should decide on how they tell their ending to the story. They can assign one storyteller, act it out, draw it or tell it together. Though, in some groups, it might be easier if you tell them how they should present it.

4. Come back together to share the stories.

Debriefing • • • • • • • •

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Which of the other groups’ endings did you like the most? Why? Were there more positive or negative endings to the story?

Why did you choose a positive or a negative ending for your story?

Do you think they are realistic?

Have you ever been in situations where other people commented on your friends? How did you react?

Why do you think they have these prejudices over your friends?

What can you do to show the others that your friends are not as they think they are?

How can we overcome our own prejudices?

Appendix: The bunny and the rabbit story Many years ago, a family of rabbits lived in a green and distant forest. One morning the youngest son, Navi, went out to the woods for a walk, far from where his family lived. He always looked for the most fresh and tasty leaves to eat.

By an old oak tree he found the most wonderful field of grass, and immediately started nibbling, enjoying the sun and the smell of post-rain blossom. Suddenly, he heard a rustle from behind one of the bushes. Navi stretched his long ears, afraid it might be a dangerous animal. Surprisingly, from behind the bush came a white and small creature that looked quite similar to him, though her ears were shorter and her tail smaller.

“Hello” said Navi. “Who are you?”

“I’m Fani the bunny”, answered the creature.

“A bunny?” asked Navi.

“Yes, a bunny!” said Fani. “And what are you?”

“I’m a rabbit”.

The two played along for many hours, telling each other stories, finding that they were pretty much alike. Their languages were quite similar and they both liked the same snacks - especially fresh green leaves!

Happy and joyful, Navi came back to his little burrow, telling his brothers about his new friend. “A bunny?” his brothers were shocked to hear. “What do you - a respectable rabbit, an offspring of a glorious dynasty, have to do with a pitiful bunny? They are lazy, gluttonous, and destroy every piece of land they set their foot on!” “But Fani is a very nice bunny” said Navi.

“Hoho, you are so innocent, don’t let them fool you. It’s only a mask. As soon as she can she will eat all your food. We hope she didn’t follow you here. That‘s exactly what we need - a plague of bunnies!”

In Fani’s home the temper was also rising. “A rabbit? The filthiest and most deceiving animal in the whole forest. Some friend you found there! How can a bunny like you, well-educated and ordered, be seen with the forest’s fool?” said her father furiously.

“But Navi is such a kind animal and not even a bit dirty!”

“Don’t you dare meet him again! He most likely has ticks on him!”

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No to racism and nationalism Between cultures Objectives • • •

To reflect on our own stereotypes before, during and after the camp To value diversity To reflect on the challenges of intercultural communication and cooperation

Step-by-step instructions

Age

15+

1. Start by asking everyone to draw a self-portrait, Duration 45 - 60 Mins and write or draw different elements around the drawing that define them. It can be things like: Group Size 5 - 30 I’m a woman, I’m a basketball player, I love rap music, I am extroverted, I like pizza… Explain that they don’t have to share this drawing with anyone afterwards. You can put some nice music in the background while participants are drawing.

2. After 15 minutes, ask everyone to have a look at their own drawing and think about who they share the different elements with – with their family, their organisation, their friends, people from the same country…

Then come back together and ask people to share one element that is very important for them and who they have it in common with.

3. Ask which of these things are part of their ‘culture’, and whether this is a national or rather an organisational culture.

4. Then you can introduce the ‘iceberg model of culture’ – asking which elements of culture can be easily seen and which are more hidden (see below).

5. We will now discuss several statements about different aspects of culture. Participants have to say if they agree or disagree with a statement by going to either one or the other side of the room. They cannot stand in the middle. The facilitator will ask a few people from each side for their views. If people want to change the side during the discussion because they have been convinced by an argument, they can do so. Possible statements are: • I have more in common with young people from other countries than with old people from my own country.

• There is no such thing as a national culture.

• We must respect all cultures.

• Some cultures are more advanced than others.

• Culture must be protected.

• When you live in another country, you should follow the culture of that country.

Debriefing • • •

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Which part of your culture – personal, national, organisational – do you want to share at the camp?

Are there any parts of your culture that you do not want to share at the camp?

What cultural differences do you expect to see at the IFM-SEI camp? (If you make a note of these responses, save them and reflect on them either during or after the camp). Did anything defy your expectations?

Appendix: Iceberg model of culture

Visible Culture Food, art, dance, language, traditions

Invisible Culture Beliefs, values, world view

Common Humanity The way we all love, laugh, cry and seek dignity and meaning in our lives.

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No to racism and nationalism World camp Objectives • • •

To think about the prejudices we have of other people To think about inclusion and exclusion To discuss how we might perceive other participants at the camp and how we can make friends

Materials • •

List of campers (appendix) Paper and pens

Step-by-step instructions

Age Duration Group Size

8+ 30 Mins 6 - 30

1. Explain that you will go to a fictional camp with lots of different people from around the world.

2. Distribute the list of campers to everyone and read it together.

3. Now everyone needs to choose 3 people from the list with whom they would like to share their tent. They should decide on their own, without discussing it with other people.

4. Then they should get together in groups of 3-5 people and share their lists. They should imagine that they are one small camp village, with 4 tents of 4 people each. Based on their individual lists, they should make up who is sleeping where in their village (not forgetting themselves). They should draw four tents and write the names inside. If – between them – they selected more than 16 people in the individual round, they will have to remove some. If they selected less than 16, they need to add some more.

5. Then come back together, put all pictures on the floor or the wall so that everyone can look at them.

Debriefing • •

Was it difficult to select the three kids with whom you want to share your tent? Why (not)?

Did you choose children who you think are similar to you or children who you think are more different from yourself?

• Were some children selected more often than others? Why? • Were some children not selected at all? Why not?

• If you think more about the children who were not selected – how do you think they would feel now?

• What kinds of things could you do or discuss with the children who you selected?

• What kinds of things could you do or discuss with the children who were left out?

Wrap up by talking about that at the IFM-SEI camp they will meet lots of children like those on the list – at first these children might seem very different, but actually there are lots of things they can do together and many things they can learn from each other.

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Appendix: List of campers

A child with a broken leg on crutches

A Roma child with golden earrings

A German child with red hair and freckles

An Indian child with a Kung-Fu T-shirt

A big Finnish child

A shy child from the Czech Republic

A black child from the UK

A child with big glasses and lots of pimples

A blind child with a cane

A child from England in school uniform

A Senegalese child wearing a T-shirt with a skull

A Bolivian child in traditional clothes

A child talking in sign language

A child from Palestine with only one arm

A blonde child talking very correctly

A child wearing the same jacket as you

A child listening with an mp3-player

An Israeli child in a blue shirt

A Cameroonian child wearing a fancy dress or a suit

A child from your own country who doesn’t seem to be very smart

A child with no hair

A child with a very loud voice talking in Arabic

A child with dirty clothes talking only in French

A child speaking five different languages

A child wearing very expensive clothes

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GENDER REFLECTIVE EDUCATION

IFM-SEI is a feminist organisation and one of our aims is to critically reflect on gender inequalities in our societies and in our own organisations.

At the IFM-SEI camp we will have an approach of “gender reflective education� that will be practised in many different ways. Gender is a social relationship that determines the journey of life before a human being is even born and that becomes a daily part of the reality of life for every individual. Gender reflective education relates to feminist criticism of society and is a method to break the ruling system of patriarchy and heteronormativity.

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During the camp, we will give a safe space to women* and girls in the women* and trans* thematic area, we emphasize that girls and boys can share their sleeping tents, we break down gender hierarchies by discussing social differences between women* and men* with the participants, we empower boys to stand up against the pressure to act superior and encourage girls to say loudly that they are equal to everyone else.

Here are some ideas how you can prepare this topic with your group before coming to the camp.

Blind fighters Objectives • •

To learn that patience and a quie quiet et approach in situations is an appropriate and successful way to overcome cchallenges To reduce the pressure for boys* tto act superior

Materials •

2 blindfolds

Step by step instructions

Age Duration Group Size

Any Age Any 45Duration minutes ~ 20 Mins Any Size Any Group

1. Blindfold two participants and lead d them to two opposite sides of the space.

2. Explain that their task is to touch (n (not n hit!) the other person, without being touched oneself.

3. All the other participants should wa watch but stay very quiet.

4. As soon as one participant has suc succeeded at touching their partner, it is another pair’s turn.

5. Once every pair has had a turn, come together and debrief.

Debriefing • How was the exercise for you?

• What sorts of strategies did people use?

• Was it difficult to stand the tension?

• How did it feel as a spectator to watch the ‘blind fight’?

For spectators it is sometimes difficult to keep quiet. The dynamic of this workshop is that those who are quiet and patient are more likely to be successful in touching the other person. This fact is emphasized especially when doing the exercise with a group of boys.

Tips for facilitators The activty contains physicality, action and requires trust between participants. As the facilitator, you are referee in the exercise. You must ensure that the ‘blind fighters’ are not endangering one another.

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Gender refl ective education Gender reflective education Fighting with rules Objectives • • •

To regulate dealing with aggression To offer a space for a ‘harmless’ way of fighting For boys* to take the situations of other participants into consideration and recognize their own physical limits.

Materials Swimming noodles or other well padded ‘weapons’

Step by step instructions

Age Duration Group Size

Any 1/2 - 3 Mins per ‘fight’ Any

1. Mark out a circle with a diameter of about three meters.

2. Ask two participants to volunteer to go first.

They should stand in front of one another with the swimming noodles. Within the time frame of 1.5 to 3 minutes, the participants are allowed to hit one another with the swimming noodles under the following rules: • You may only aim for the hips and the shoulders • For every hit on the hip or shoulder the participant gains a point • If you hit another part of the body, you lose a point • Everyone can drop out of the game at any point by saying ‘no’ or ‘stop’ • If the other person doesn’t react to the other’s wish to stop, they automatically lose and the facilitator ends the round

Debriefing • • • • •

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How was it to hit the other person?

What was it like to be hit by the other person?

How was this activity different from real fighting situations?

What did you like? What didn‘t you like about it?

You can also discuss details of specific situations – why did you act this way at this moment?

Typical boy, typical girl?

Objectives • • •

To encourage boys* and girls* to rethink gender roles To break down gender stereotypes and show how they are discriminatory To explore what discrimination can mean

Materials • • • • • •

Newspapers Magazines Flipchart paper Paper Pens Glue

Age Duration Group Size

Any 2 Hours 4 - 12

Step by step instructions 1. To begin with, separate boys* and girls* into gender homogenous groups of two or three people.

2. Ask the groups to make a collage of what you imagine a girl* (in the girl’s group) or a boy* (in the boys group) to be like. What do they look like? What are their typical characteristics? Participants can work using pictures, words etc.

3. Ask whether the boys* and girls* in each group recognize themselves in the collage they have made. Then discuss how stereotypes of their own gender are presented in the media and in society. How comfortable are the boys* and girls* with these pictures? What effect do the pictures have on oneself?

4. Next, ask the groups to think together about what is good about having their own gender and then what is positive about being a boy* (for the groups of girls*) or about being a girl* (for the groups of boys*).

5. After some time to reflect, bring everyone back together to present and collect their different ideas. In the following evaluation the image of women* should be analyzed especially.

Debriefing • • • • •

Here you can evaluate your discussion about gender stereotypes and prejudices regarding from the different steps in the workshops.

What were the gender stereotypes that you thought of? Did the groups of boys* and girls* come up with the same sort of ideas or were they different?

Look at your collage and ideas about stereotypes of girls*. Are they similar to how women* are presented in the media? Do the stereotypes reflect real life? How are they wrong?

How do these stereotypes and prejudices work in real life? How are they damaging? How do they result in discrimination?

How can we challenge these stereotypes and gender roles?

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Gender Reflective Education Loud whispers Objective •

To promote the assertiveness of girls*

Step by step instructions 1. All the girls* make a circle.

2. Ask one participant to begin by saying “no!”

3. The next person in the circle must say the word “no!” louder and more aggressively.

4. Continue round the whole circle.

Debriefing • • • •

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How did you feel during the exercise?

What was new for you?

What was difficult to do?

Are there situations in which it is difficult for you to say no?

Age Duration Group Size

Any 15 Mins Any (all girls*)

NON-VERBAL COMMUNICATION

Lots of languages will come together at the camp – German, English, Spanish and many more. There will be lots of people who can help translate, but communication can happen in so many other ways. Try out the following activity to practice communicating without a common language, but you can of course also practice a few useful words in the language of your village partners with your group.

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Non-verbal Communication Non-verbal communication Camp charades Objectives • •

To think about ways of communicating without language To show how friendship and inclusion doesn’t need a common language

Materials • •

Age

Paper and pens A hat or bag

Duration Group Size

Step-by-step instructions

10+ 30 Mins Any

1. Ask the group to individually think about some situations that might happen at a camp. They should write each suggestion on a separate piece of paper. There are some given in the appendix that you can add to the collection.

2. Collect all of the suggestions and put them in the hat or bag.

3. Then one at a time, participants should pick one piece of paper out of the hat and act out the scenario without talking.

4. Everyone else has to try and guess what they are trying to show.

Debriefing • • •

Was it difficult to communicate without talking?

What techniques did you use?

Do you think you can use any of them at the IFM-SEI Camp where it is not always possible to communicate

Appendix - situations Ask the neighbouring village to join you around your campfire

Ask another child to eat an ice cream with you

Ask if you can join in with Ask somebody if they want to play a circle game the ball game of another group with you Offer to help somebody with their luggage Ask if anybody can help you to get firewood

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Explain a simple game to another group

Ask somebody if they can sing a song for you Offer another child some sweets to eat Explain how to roast a marshmallow over the campfire

Little dictionary You can add more languages and phrases to it!

English

German

Spanish

French

Hello

Hallo

Hola

Salut

How are you?

Wie geht’s?

¿Cómo estás?

Ça va?

How old are you?

Wie alt bist du?

¿Cuántos años tienes?

Quel âge as-tu?

What’s your name?

Wie heißt du?

¿Cómo te llamas?

Comment tu t’appelles?

Would you like to play a game with us?

Willst du ein Spiel mit uns spielen?

¿Quieres jugar un juego con nosotros?

Tu veux jouer un jeu avec nous?

Enjoy your meal.

Guten Appetit.

Buen provecho.

Bon appétit

Tent

Zelt

Tienda

Tente

Camp fire

Lagerfeuer

Hoguera

Feu de camp

Which village do In welchem Dorf you live in? wohnst du?

¿En qué pueblo Tu vis dans quel vives? village?

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