Erasmus+ KA2 PROJECT RESULT "Take out Stereotyping out of Your Life" by Laima Šalkauskienė

“TAKE OUT STEREOTYPING OUT OF YOUR LIFE” project The set of project material "NO HATE in our lives - Breaking free from stereotyping and discrimination".

PROJECT PARTNERS: TURKEY

ITALY

Ozel Esenler Ugur Temel Lisesi

Instituto Omnicomprensivo Guglionesi

SLOVENIA

Solski Center Slovenj Gradec

ROMANIA

Colegiul Tehnic "Napoca"

LITHUANIA KaltinÄ&#x2014;nai Aleksandras Stulginskis Gymnasium

INDEX 1. Erasmus+ programme …………………………………………………………………………………………………………... 4 2. “Take out Stereotyping out of Your Life” PROJECT …………………………………………………….…………… 5 3. Topic: “Stereotypical thinking and discrimination related to nationalities; Forms and effects of discrimination - xenophobia, homophobia, and transphobia".….………….. 6 3.1. ITALY: HOMOPHOBIA ……………………………………………………..……………………………………………… 7 - 11 3.2. LITHUANIA: TRANSPHOBIA ……………………………………………...……………………………………..…… 12 - 16 3.3. ROMANIA: STEREOTYPICAL THINKING…………………………………….……………………………………. 17 - 21 3.4. SLOVENIA: XENOPHOBIA …………………………………………………………………………………………….. 22 - 24 3.5. TURKEY: RACIAL STEREOTYPING AND PREJUDICE ………………………………………………………… 25 - 28 4. Students products and workouts ……………………………………..………………………………………………..… 29 5. Topic: “Racial and Gender Stereotyping and discrimination in the workplace, against immigrants, Domestic violence, Human trafficking”………………………………………………………….…………………….. 30 5.1. LITHUANIA: HUMAN TRAFFICKING…………………………………….………………………………………… 31 - 35 5.2. ROMANIA: DOMESTIC VIOLENCE ………………………………………………………………………………… 36 - 39 5.3. SLOVENIA: GENDER DISCRIMINATION IN A WORKPLACE…….…….………………………………... 40 - 46 5.4. TURKEY: MODERN SLAVERY ……………………………………………………………………………………..… 47 - 50 5.5. ITALY: IMMIGRATION………………………………………….……………………………………………………… 51 - 57 6. Students products and workouts ……………………..………………..………………………………………….…… 58 7. Topic: “Common Stereotypes Related to Religions and Religious Beliefs: Catholics, Muslims, Orthodox"………………….………………………………………………………………………………………..... 59 7.1. ROMANIA: RELIGIONS IN ROMANIA ..…………………………………………………………………………… 60 - 63 7.2. SLOVENIA: RELIGIONS IN SLOVENIA ……………………………………………………………………………… 64 - 68 7.3. TURKEY: RELIGIONS IN TURKEY …………………………………………………………………………………….. 69 - 72 7.4. ITALY: RELIGIONS IN ITALY…………………………………………………………………………………………..… 73 - 75 7.5. LITHUANIA: STEREOTYPES IN RELIGION – CATHOLICISM ……………………………………………….. 76 - 79 8. Students products and workouts ………..……………………………..……………………………………………….… 80 9. Topic: “Stereotypical Thinking and Discrimination in schools: how can we resolve these issues” ……………………………………………………………………………………………….81 9.1. SLOVENIA: BULLYING AND HATE SPEECH ….…………………………………………………….……………. 82 - 88 9.2. TURKEY: DISCRIMINATION AT SCHOOL ………….……………………………………………………………… 89 - 95 9.3. ITALY: WHAT IS DISCRIMINATION? …………………..……………………………………………………..…… 96 - 97 9.4. LITHUANIA: NO HATE SPEECH AT SCHOOLS ……….…….………………………………………………... 98 – 102 9.5. ROMANIA: STEREOTYPICAL THINKING AND DISCRIMINATION IN SCHOOLS ………….…… 101 - 107 10. Students products and workouts …………………………..…………..………………………………………… 108 TEAMS MEMBERS…………….……………………………………………………………………………………………109 - 110

1. ERASMUS+ PROGRAMME

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Each country partner is responsible for sources and information provided in the set of project material.

“Take out Stereotyping out of Your Life” PROJECT

The Charter of Fundamental Rights of the European Union emphasizes the “indivisible, universal values of human dignity, freedom, equality and solidarity” and prohibits discrimination “based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation”. Respecting human rights in a diverse, tolerant and multicultural Europe is not only essential for the protection of minorities. It gives the very essence of social cohesion and healthy democracy. Intolerance threatens the social cohesion of democratic societies. It reflects the extent to which we respect or reject social, ethnic, cultural and religious minorities. It marks out those who are “strange”, “other” or “outsiders”, who are not equal, less worthy. The most visible expression of intolerance and discrimination is prejudice. Indicators of intolerance such as prejudice, anti-democratic attitudes and the prevalence of discrimination consequently represent sensitive measures of social cohesion. Unfortunately though, humankind is still trapped in the mindset of putting labels on people, in accordance with their origin, religious beliefs, gender and disability. Stereotyping in itself is harmless on the surface, but it brings about another problem, that of prejudice and discrimination. When this happens, the consequences on the human being and the community can be devastating and difficult to repair. We believe that things will not change overnight, but small initiatives put together can raise awareness about the disastrous impact of discrimination on society, community cohesion and relationships between individuals. We believe that such attitudes need to be monitored and approached from school. If schools emphasized this problem more, we would have a healthier and sounder society. It is why we aim to develop a partnership with other European schools and work out common solutions and common approaches to the problem, which we intend to, multiply in the future, after testing these approaches during the project. We want to instill the values of democracy, tolerance, active citizenship and help for the disadvantaged, by developing social and intercultural competence.

Chapter I 3. Topic: â&#x20AC;&#x153;Stereotypical thinking and discrimination related to nationalities; Forms and effects of discrimination xenophobia, homophobia, and transphobia"

3.1.

ITALY

HOMOPHOBIA

DESCRIPTION Homophobia - encompasses a range of negative attitudes and feelings toward homosexuality or people who are identified or perceived as being lesbian, gay, bisexual or transgender (LGBT). It has been defined as contempt, prejudice, aversion, hatred or antipathy, may be based on irrational fear, and is often related to religious beliefs. Main points to be presented and discussed: • LGBT • ‘THAT’S So GAY’ • LGBT Inclusive School Climate • Intersex • The Rainbow Flag • Bullying • Role Leaders • Stop Homophobia

LGBT Established in 1975, LGBT Foundation exists to support the needs of the diverse range of people who identify as lesbian, gay, bisexual and Trans. Throughout all of our work, the LGBT foundation supports LGBT people to increase their skills, knowledge and self-confidence to improve and maintain their health and wellbeing. They also work in partnership with others to build strong, cohesive and influential LGBT communities.

THE RAINBOW FLAG OR GAY PRIDE FLAG (LGBT PRIDE FLAG) What is the rainbow flag? The rainbow flag has become widely known as a symbol for the lesbians, gays, bisexuals, trans genders and queers community. Originally, there were eight colours in the flag, including hot pink and turquoise with each having their own meaning: • RED: REPRESENTS LIFE • ORANGE: REPRESENTS HEALING • YELLOW: REPRESENTS SUNLIGHT • GREEN: REPRESENTS NATURE • BLUE: REPRESENTS HARMONY • VIOLET: REPRESENTS SPIRIT 8

The original gay pride flag was seen in the San Francisco gay freedom day parade on June 25, 1978. • The gay pride was created by a gay activist Gilbert Baker from Kansas, who was born in 1951. • He taught himself to sew after getting an honourable discharge from in the army 1970. • He met influential gay leader Harney Milk in 1974, who challenged him to come up with a symbol for the gay community three years into their friendship. • Rumour has it that Gilbert got his inspiration for the flag from the famous Judy Garland song “Over the rainbow”. https://www.youtube.com/watch?v=XulvnXo6BJk “THAT’S SO GAY!” Sometimes people uses the phrase “that’s so gay” when they mean that something is dumb or stupid. IT’S INSULTING! WHEN YOU SAY “THAT’S SO GAY DO YOU REALIZE WHAT YOU SAY? --------------------------------------------------BULLYING It's a sad truth but if you're gay, you may encounter homophobia at some point. Being picked on for your sexuality can be upsetting and embarrassing but remember you're not the problem, they are. It may be comforting to know that the majority of homophobes act out of ignorance and fear. Often it's a question of immaturity. Like bullies, homophobes get satisfaction and power from putting others down. You could try taking the wind out of their sails by refusing to rise to the insult, e.g. "Yes, I'm gay. So, what?" ! As with bullying, you shouldn't suffer in silence. Secrecy is likely to empower them in their mistaken belief that being gay is something to keep quiet about. ! Seek out support from anyone you trust and let them know what's going on. They may be able to intervene or just help you feel supported. It's not always as easy to ignore or laugh off verbal insults as some might suggest. But do try. ! If you act with confidence the average homophobic bully will get bored of trying to annoy you and give up. ! Remember that homophobic bullying can affect any young person, regardless of their sexual orientation. 9

INCLUSIVE SCHOOL CLIMATE GAY-STRAIGHT ALLIANCE CLUBS (GSAs) GSAâ&#x20AC;&#x2122;s are a great way to educate students about diversity and support LGBT students. They can also be a valuable resource to administrators trying to gauge the temperature of their school climates. It is important that the people understand that we are all equal, the teachers and the school must help to make everyone understand and to help all LGBT to integrate with the class

Love is love. The world is beautiful because it is varied. -------------------------------------------------------ROLE MODELS

- 99% of students hear homophobic language, - 9 in 10 LGBT young people have never learned about bisexuality or Trans issues, - 9 in 10 secondary school teachers say pupils in their school have experienced homophobic bullying. Schools have the role to celebrate diversity and realize that diversity is a positive thing.

ROLE LEADERS

- Two thirds of lesbians, gays, bisexuals and Trans young people have experienced namecalling at school. - More than half of lesbian, gay, bisexual young people have never been taught about lesbian and gay people in school.

INTERSEX

Intersex is a general term used for a variety of conditions in which a person is born with a reproductive or sexual anatomy that doesnâ&#x20AC;&#x2122;t seem to fit the typical definitions of female or male.

Intersex people are born with any of several variations in sex characteristics including chromosomes, gonads, sex hormones, or genitals that, according to the UN Office of the High Commissioner for Human Rights, ‘’do not fit the typical definitions for male or female bodies’’. Such variations may involve genital ambiguity, and combinations of chromosomal genotype and sexual phenotype other than XY-male and XX-female.

For example, a person might be born appearing to be female on the outside, but having mostly male-typical anatomy on the inside WHAT CAN PEOPLE DO TO STOP HOMOPHOBIA? People can play an important role in tackling homophobic bullying, especially parents and careers.  You should TALK to the person you think is object of homophobic bullying.  You should be SUPPORTIVE and LISTEN without judging.  You should INVOLVE that person in any decisions that are taken on how to tackle the bullying. HOW CAN PEOPLE ASK FOR HELP? If you do not know any person to talk with, you can ask for HELP to some telephone numbers that you can call ANYTIME you NEED.

ENOUGH is ENOUGH OPEN YOUR MOUTH!

“The only thing wrong with being gay is how some people treat you when they find out.” -Robin Reardon

Presentation link: https://twinspace.etwinning.net/50976/pages/page/338997

3.2.

LITHUANIA TRANSPHOBIA

Subject: Stereotypical thinking Title: TRANSPHOBIA Age Group: Secondary School (15 - 18) Pre-Intermediate, Intermediate, Mixed Ability Class B1 according to CEF (Common European Framework) Group size: 25 students in class (4-6 pupils in a group) Timing: 30 – 40 minutes Place: Computers` Lab Introduction: The aim of the activity is to provide information about stereotypical thinking in Lithuania. Students will become familiar with the difference between sex and gender, what is Transgender, what is transphobia, Transgender Identity Terms and Labels vocabulary associated with Transphobia and transition. Learning Outcomes: •Be able to discuss the concept of Transphobia by considering the issue of tolerant behaviour on people’s differences. •To identify the possibilities and solutions become more tolerant and friendly towards people who find themselves differently. •To use online quiz “kahoot” programme for effective information summary skills and selection of appropriate information. Language Objectives: •To clarify the terminology: sex and gender, transgender, transphobia and etc. •To enrich their vocabulary. •To exercise the collaborative production of spoken and written language. Summary Task: A final quiz on the concept of the Transphobia. Activities: discussion, problem solving situations, vocabulary tasks. NOTE: *Students splitted into 4 groups.*

SESSION Presentation The difference between sex and gender. Sex - The characteristics that identify a person as male, female or intersex (people born with physical features, especially genitals or chromosomes, that are neither clearly male nor clearly female or are a combination of female and male). Gender - The set of behaviors and activities that are culturally identified as "masculine" or "feminine." These include clothing, hairstyles, body language, occupations, hobbies and so on. 13

Gender identity - Your gender identity is how you feel inside and how you express those feelings. Clothing, appearance, and behaviors can all be ways to express your gender identity. Most people feel that they’re either male or female. Some people feel like a masculine female, or a feminine male. Those whose gender and sex match are considered as “normal”. But there are also those whose gender and sex don’t match. What is Transgender? Transgender is an umbrella term for people whose gender identity, gender expression or behavior does not conform to that typically associated with the sex to which they were assigned at birth.Transgender people are those who have a gender identity or gender expression that differs from their assigned sex. Transgender people are sometimes called transsexual if they desire medical assistance to transition from one gender to another. What does it mean to transition? Transitioning is the process of changing the way you look and how people see and treat you so that you become the gender you feel on the inside. Transitioning can mean lots of different things.

TASK 1:*Handing out the task: select the belonging features on a given topic.* https://docs.google.com/document/d/1WFdw7jIvh5xl559G5loBx_b8XHIpX7EhwPw4nUl KoNA/edit?usp=sharing What’s transphobia? Transphobia is the fear, hatred, disbelief, or mistrust of people who are transgender, thought to be transgender, or whose gender expression doesn’t conform to traditional gender roles. Transphobia can prevent transgender and gender nonconforming people from living full lives free from harm. Transphobia can take many different forms, including: 

negative attitudes and beliefs



aversion to and prejudice against transgender people



irrational fear and misunderstanding



disbelief or discounting preferred pronouns or gender identity



derogatory language and name-calling



bullying, abuse, and even violence 14

What can YOU do to help stop transphobia? TASK 2: *Brainstorm of the students*(possible answers of the students) 

Don’t ever use slurs against transgender people.



Don’t ask personal questions about a transgender person’s genitals, surgery, or sex life.

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Avoid giving trans people compliments that are actually insults. Some examples include: “You look just like a real girl!” or “I never would have guessed you were transgender!”



Don’t believe stereotypes about trans people or make assumptions about them.

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Be a vocal supporter of the transgender community, regardless of your own gender identity.



Let the transgender people in your life know that you’re a friend and ally.

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Educate yourself on transgender issues.

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Respect someone’s decisions about when and where to come out.

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If you don’t know a person’s preferred pronouns or name, ask them.

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Use gender neutral language, such as “they” and “them” or “folks” and “people” instead of “he/she” or “girls and boys.”



Respect trans people’s chosen pronouns and names and use them.



Remember that being transgender is just one part of a person’s life.



If you feel safe doing so, speak up when other people are being transphobic, like making transphobic jokes, using slurs, or bullying or harassing someone because of their gender identity.

Transgender Identity Terms and Labels TASK 3: *Handing out the task: sort the names.* https://docs.google.com/document/d/1og4FEi97RaCVNV84BPEjFR4_B9C7QSS4PR9v_ 0vqJoA/edit?usp=sharing

The social status of transgender people in Lithuania is complicated. According to the 2012 survey by the European Union Fundamental Rights Agency for LGBT *, 60 % of transgender people, during the last five years, have experienced physical and sexual abuse, while 55% transgender people have been exposed by discrimination and harassment for their sexual identity. According to the 2012 Eurobarometer data, only 3 % of Lithuanians personally knows at least one transgender person. The conclusion is that the remaining 97% also accepts, but simply don’t know about any translytic person because of their transphobic mood. 15

The leagelese status of Transgender community also described as critical. In Lithuania’s legalese the legal category of gender identity and gender expression does not exist. Republic of Lithuania’s equal potential law does not prohibit discrimination against transsexuals. According to the criminal code of the Republic of Lithuania, transphobic violence and abusive comments are reputed as despite crimes and speech. It can be concluded that translated persons are the most vulnerable group of LGBT * community in Lithuania, because they don’t have access to the minimum level of legal protection available to other members of the community.

The gender change law still remains unacceptable in Lithuania, and there is no legal regulation on the recognition of the legal change of gender. Transsexuals who have undegone a gender change procedure in abroad country are forced to appeal for new identity documents. If transsexuals wants to change their identity documents, they must complete a full medical treatment, including surgical gender change surgery. Due to the non-existing legal regulation, these procedures can not be performed in Lithuania. SUMMARY: KAHOOT quiz based on Stereotypical thinking and transphobia.

Presentation link: https://prezi.com/jklltvdo52x6/?utm_campaign=share&utm_medium=copy&rc=ex0share

3.3.

ROMANIA

STEREOTYPE THINKING

STEREOTYPE THINKING ABOUT STEREOTYPE  A stereotype is any thought widely adopted about specific types of individuals or certain ways of behaving intended to represent the entire group of those individuals or behaviors as a whole  A stereotype is “...a fixed, over generalized belief about a particular group or class of people.” (Cardwell, 1996).  One advantage of a stereotype is that it enables us to respond rapidly to situations because we may have had a similar experience before.  One disadvantage is that it makes us ignore differences between individuals; therefore we think things about people that might not be true (i.e. make generalizations)  We all use stereotypes, all the time, without knowing it.  Stereotypes are a part of our everyday life. We hear stereotypes every day and everywhere. Sometimes we can find ourselves in a situation where we make stereotypes for a large group of people. Every person, young or old, is labelled with either positive or negative stereotypes.  Stereotypes affect people’s social lives, emotions, and how people interact with their environment.  Stereotypes have an enormous impact of how we feel. That makes people have no motivation; therefore they won’t have good performance at any level in their life.  Members of stereotyped groups worry of what they are doing, and this makes them stressed, because they think that they have to be perfect, in all aspects of their lives! People get tired of being criticized all the time. When there is no one able to close people’s mouths, they start to become isolated. In the same way they don’t talk, because they are afraid to say something wrong, so that they won’t look silly. They are afraid of failure. Conclusion  Instead of focusing on all the mistakes of each person, we should start paying more attention of how unique each person is.  Stereotype causes people to feel lonely and even sometimes depressed. It’s also harmful for their environment and their social life.  We should keep stereotypes out of the picture, even though sometimes we can be victims ourselves.  Stop judging people before you even get to know them. COMMON STEREOTYPES  Racial Profiling  One of the more common stereotype examples is stereotypes surrounding race.  For example, saying that all Blacks are good at sports is a stereotype, because it’s grouping the race together to indicate that everyone of that race is a good athlete.  Gender Profiling  There are also some common stereotypes of men and women, such as:  Men are strong and do all the work.  Men are the "backbone." 18

                  

            

Women aren't as smart as a man. Women can’t do as good of a job as a man. Girls are not good at sports. Guys are messy and unclean. Men who spend too much time on the computer or read are geeks. Cultures Stereotypes also exist about cultures an countries as a whole. Stereotype examples of this sort include the premises that: All white Americans are obese, lazy, and dim-witted. Homer Simpson of the TV series The Simpsons is the personification of this stereotype. Mexican stereotypes suggest that all Mexicans are lazy and came into America illegally. All Arabs and Muslims are terrorists. All people who live in England have bad teeth. Italian or French people are the best lovers. All Blacks outside of the United States are poor. All Jews are greedy. All Asians are good at math. All Asians like to eat rice and drive slow. All Irish people are drunks and eat potatoes. All Americans are generally considered to be friendly, generous, and tolerant, but also arrogant, impatient, and domineerin Groups of Individuals A different type of stereotype also involves grouping of individuals. Skaters, Goths, Gangsters, and Preps are a few examples. Most of this stereotyping is taking place in schools. For example: Goths wear black clothes, black makeup, are depressed and hated by society. Punks wear Mohawk, spikes, chains, are a menace to society and are always getting in trouble. All politicians are philanders and think only of personal gain and benefit. Girls are only concerned about physical appearance. All blonds are unintelligent. All librarians are women who are old, wear glasses, tie a high bun, and have a perpetual frown on their face. All teenagers are rebels. All children don't enjoy healthy food. Only anorexic women can become models. The elderly have health issues and behave like children. Sexual Stereotypes Sexual stereotypes suggest that any feminine man is gay and any masculine woman is a lesbian. Those who believe gay stereotypes may also believe that homosexuality is immoral, wrong and an abomination.

STEREOTYPE ABOUT ROMANIAN- Roma and vampires speaking Russian?  Romania is a Balkan country- Partly False- Even if geographically this is not accurate, in many cultural aspects Romania does feel like a Balkan country.  Everything is cheap- Partially true- While the food is cheaper in Romania, especially the fresh organic ingredients, the utilities and gas prices are very similar to Central and Western Europe  The land of Dracula- False- You can discover the truth behind the myth with our history tour Vlad the Impaler versus Dracula  Romania is dangerous- False- Generally, you shouldn’t worry about anything happening to you if you take the minimum precaution measures recommended anywhere in the world.  The land of gypsies- False- Travelling across Romania, you’ll see a more complex image of this otherwise colorful minority, including gypsy  Romanian is similar to Russian- False- Few know that Romanian is a Romance language similar to French, Spanish, Italian, and that less than 10 percent of the words come from the ancient Slavic. Yet Bulgarian, German, Turkish words

STEREOTYPE ABOUT ITALIAN- Football addict and talkative fashionistas?  Italians love pasta and they eat it every day. Spaghetti and pasta in general are sacred.  Italians have amazing coffee culture  Pizza was invented in Italy.  Italians are very fashionable. In fact, Italians are fashion victims icon wink Italianism  Italian people often say: “mamma mia!” and “that’s a spicy meataball!”  Mafia is real and dangerous.  Italians are very romantic.

      

STEREOTYPE ABOUT TURKS- Macho muslims driving Mercedes? Turkey is a Very Conservative Country Turkey is a strict Muslim country. Women walk around in Burkas, covered from head to toe, only showing their eyes Men are dominant, women are submissive and stay at home Turkish men are allowed x amount of wives. Everyone wears a fez and has a mustache Turkish Cuisine Consists Mainly of Kebab 20

 Turks Ride Camels  The country is unsafe.

     

STEREOTYPE ABOUT LITHUANIAN- Russian, backward villagers? All lithuanians speak russian Lithuanians are reserved, rude, and unfriendly. It rains in Lithuania. A lot Lithuanians are slow The official religion in Lithuania is Catholicism Vilnius is just another boring cross-town

STEREOTYPE ABOUT SLOVENIAN - Bilingual and introverted Balkan people?  Slovenia is so small that people communicate by yelling (or yodeling) from one part of the country to the other.  Slovenia’s population is so small that they can all fit in one bus  Slovenians are sporty (this is true, Slovenia is on average, the most sporty country on the planet)  Slovenians are terrible neighbors. Because, if your favorite cow dies in a tragic accident, they will be happy that you are less fortunate than them.  They eat a lot. Not fat! Apparently one stereotype is that Slovenians have so much food that they eat until they pass out.

Presentation link: http://anyflip.com/kbxs/ygfp/

3.4.

SLOVENIA XENOPHOBIA

WHAT IS XENOPHOBIA? •

Fear and hatred of strangers or foreigners or of anything that is strange or foreign

•

„Deep-rooted fear towards foreigners"

•

Xenophobia ≠ racism XENOPHOBIA IN THE PAST

Nazism: •

Also known as National Socialism

•

The ideology and practices associated with the 20th-century German Nazi Party in Nazi Germany and of other far-right groups with similar aims.

Fascism: •

1922 – 1943 under the leadership of Benito Mussolini

•

Form of radical authoritarian nationalism, characterized by dictatorial power, forcible suppression of opposition and control of industry and commerce.

XENOPHOBIA TODAY •

Native citizens fear that migrants will take their jobs

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Cultural, genocidal and hegemonic racism, has been and still is one of the primary social evils of our times.

CAUSES OF XENOPHOBIA TODAY •

Migration patterns that have developed as an effect of the gradual internationalization of the labour market during the postcolonial era

•

Incerase of terrorism all over the world

•

Globalization

Presentation link: https://twinspace.etwinning.net/50976/pages/page/338998

3.5.

TURKEY

RACIAL STEREOTYPING AND PREJUDICE

STEREOTYPE A stereotype is “...a fixed, over generalized belief about a particular group or class of people.” (Cardwell, 1996). The use of stereotypes is a major way in which we simplify our social world; since they reduce the amount of processing we have to do when we meet a new person. Stereotypes lead to social categorization, which is one of the reasons for prejudice attitudes “them” and “us” which leads to in-groups and out-groups.

RACIAL STEREOTYPES Researchers have found that stereotypes exist of different races, cultures or ethnic groups. Although the terms race, culture and ethnic groups have different meanings, we shall take them to mean roughly the same thing at the moment.The most famous study of racial stereotyping was published by Katz and Braly in 1933 when they reported the results of a questionnaire completed by students at Princeton University in the USA.They found that students held clear, negative stereotypes – few students expressed any difficulty in responding to the questionnaire.Most students at that time would have been white Americans and the pictures of other ethnic groups included Jews as shrewd and mercenary, Japanese as shrewd and sly, Negroes as lazy and happy-go-lucky and Americans as industrious and intelligent.

EVERYDAY RACISM FUELS PREJUDICE AND HATE. BUT WE CAN CHALLENGE IT. 26

Being prejudice is always a weakness. Samuel Johnson

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ď ś Why do the people prejudge each other for he first sight? ď ś What does lie at the bottom of this?

CONCLUSIONS We have seen throughout this article that culture, prejudice, racism, and discrimination are related in complicated ways. Some people even see the characteristics of a particular culture as negotiated between people with economic and power interests. Cultures are always ethnocentric, with individuals sometimes being xenophobic. But these forms of intolerance are frequently linked to other forms of intolerance religious, racial, ethnic, and otherwise. Prejudice, most technically, is an affect a desire to avoid someone because of her or his group, as opposed to stereotypes, which are more cognitive associations with a group and efforts to reduce prejudice should focus on both affect and cognition. But intolerance is also clearly linked to higher-order manifestations of prejudice, such as discrimination through legal and organizational policies, symbolic annihilation of groups in the media, and everyday forms of discrimination, be they overt or subtle. More likely, communicative and policy forms of prejudice (and their manifest effects in terms of housing, education, job opportunities, and so on) â&#x20AC;&#x153;createâ&#x20AC;? prejudicial perceptions, which in turn create the conditions of discrimination. Racism serves as an example but only one of many of the links among attitude, communicative action, policy, and social structure. With this complex view in mind, we can see that any attempts to redress or ameliorate racism or any other intolerance must include not only education, or even merely a wide array of communicative responses (media and face-to-face), but also efforts at addressing social inequalities at the structural and policy levels.

Presentation link: https://twinspace.etwinning.net/files/collabspace/6/76/976/50976/files/c0dda820.pdf

4. Students products and workouts Students worked in multicultural teams and created videos and posters of the exchange, campaign posters to raise awareness about the issues of stereotyping and discrimination. https://padlet.com/lesley_fearn/3zafxvcxlux5

Chapter 2 5. Topic: â&#x20AC;&#x153;Racial and Gender Stereotyping and discrimination in the workplace, against immigrants, Domestic violence, Human traffickingâ&#x20AC;?

5.1.

LITHUANIA

HUMAN TRAFFICKING

Subject: Stereotypical thinking and Human Trafficking in Lithuania Title: Human Trafficking Age Group: Secondary School (15 - 18) Prie-Intermediate, Intermediate, Mixed Ability Class A2, B1 according to CEF (Common European Framework) Group size: 25 students in class (4-6 pupils in a group) Timing: 30 minutes Place: Classroom INTRODUCTION The aim of the activity is to provide information about stereotypical thinking and human trafficking in Lithuania. Students will become familiar with the definition, what is Human trafficking, what types of human trafficking, the stereotype related to Lithuanian women, situation in Lithuania. What are the sources, reasons and destinations for human trafficking as well as circumstances and consequences of it. Students will be introduced with the organizations in Lithuania, which fight with traffickers and help the victims. Students enrich vocabulary associated with Human trafficking.. Learning Outcomes: •Be able to discuss the concept of Human trafficking, by considering the issue of tolerant behaviour on people’s different stereotypical thinking.. •To identify the possibilities and solutions become more tolerant and friendly towards people who face such disasters and suffer from human traffickers. •Watching online video students will become familiar with the real life experience of such victims. Language Objectives: •To clarify the terminology: sex and gender, human trafficking and etc. •To enrich their vocabulary. •To exercise the collaborative production of spoken language. Activities: presentation, discussion.

Presentation Human trafficking Definition Firstly, the phrase “human trafficking” in Oxford dictionary is described as an action or practice of illegally transporting people from one country or area to another, typically for the purposes of forced labour or sexual exploitation. Now that you know what it means, we will tell you more about it. 32

TYPES Types of human trafficking include: 

people smuggling,



traffick for tissue, cells and organs,



commercial sexual exploitation of children in tourism,



trafficking for forced labour,



trafficking in women for sexual exploitation. THE STEREOTYPE

In Lithuania we have a stereotype that we think ties into the subject of sex trafficking. It goes like this: "Lithuanian women are gorgeous and you can buy any girl you want with money". So because there’s this stereotype that we are somehow more gorgeous than others, many women become the targets of recruiters looking for possible sex trafficking victims. The mention of money in this stereotype also causes many tourists and ill-willed people believe that Lithuanian females are gold diggers and sell themselves for money. And while there are always exceptions, most of the time that is simply not true. Rise in victims and criminal prosecutions Based on 2014-2015, more victims were identified in the more recent year. To put into perspective, 2014 saw 47 persons identified as victims (of which only 3 were children), while in 2015, 79 (including 18 children) received victim status. But at the same time, the effectiveness of criminal prosecution increased: while only 18 out of 40 suspects were convicted in 2014, the proportion looks much better in 2015, with 17 convictions out of 27 proceedings. Furthermore, all those convicted in 2015 received actual prison sentences. The Situation in Lithuania The situation in Lithuania is not good, Lithuania is considered to be a source, transit and destination country for women and girls subjected to sex trafficking, as well as a source and destination country for men subjected to labour trafficking. An estimated 40 percent of identified Lithuanian trafficking victims are women and girls, subjected to sex trafficking within the county. Lithuania is a Tier 1 country, which means that the government fully complies with the TVPA's minimum standards. The circumstances and consequences of trafficking Speaking of circumstances and consequences of trafficking, we want to show you two videos. (You can find it in prezi presentation) Causes of HT These are some of the main causes people might get involved in human trafficking: 33

The first reason is that it’s highly profitable. People who work to recruit victims clearly have mental issues. So if they are sick enough to actually do this and they get paid enough, to them, there’s no reason to stop. The next cause, Patriarchal mindset, might be one of the reasons traffickers can do such inhumane acts. Having a patriarchal mindset means believing that women are worth less than men, so they can be treated like items. Another reason traffickers don’t stop is that they only receive Light punishments. Since they often only receive a short amount of prison sentence or they get a comparatively cheap fine, human traffickers continue what they do, since they know the price they will pay is cheap. Developing sex industry also plays a big part in HT. It is a fact that countries with legalized prostitution are associated with higher human trafficking inflows than countries where prostitution is prohibited. Childhood trauma leading to prostitution can also be one of the causes a person might end up as a human trafficking victim. Because, as I mentioned before, prostitution plays a part in human trafficking. Lack of employment opportunities is also a reason some people might get involved in human trafficking. While this might go for both sides, it often happens that the victim is lured into this with fake promises of a high paying job by the person they thought they could trust. Lack of educational opportunities can lead people to trust strangers offering them strange jobs which supposedly require no previous education, but turn out to be a fraud. Poverty, as said before, is what might cause some people to try to take on risky jobs, only to get tricked into becoming human trafficking victims. And lastly, Intolerance and discrimination against certain groups of people, like women, POC and others, might also be the reason some individuals can get hunted down to become victims.

How does it work Trafficking is a job that is considered as horrible. This job is done by professional recruiters, they give fake promises and offer enticing salaries. They also do it by blackmailing victims, also there are a lot more of tricks that recruiters use.

Consequences And these are the consequences of human trafficking. Firstly, it’s a repeated violation of the victim’s human rights and it’s a verbal, mental, physical and psychological abuse of the victim It causes serious trauma to the people who were trafficked.

Another problem is stigmatization of the victim by the community. It is when other people believe that the victims are somehow at fault for this happening to them. The consequences of human trafficking are so serious, that they might in fact even lead to the victim’s death.

Organizations in Lithuania Lithuanian Caritas offers assistance to women who are victims of human trafficking in Lithuania or outside, or who have been prostituted (was included in prostitution) and suffered abuse. Klaipėda Social and Psychological Services Center whose main goal is to provide a complex social, psychological and legal support to members of the community (youth, women, men, children, and families). International organisation of migration IOM Vilnius office has been closely involved in counter-trafficking efforts in Lithuania since 2001. Until now the office has provided help to more than 200 victims of human trafficking, implemented research and public awareness raising campaigns on the risks of trafficking, provided training to key stakeholders (social workers, police, prosecutors, teachers) on how to preempt and prevent this crime. Lithuanian missing persons families support center The Missing Persons’ Families Support Centre (MPFSC) is a non-governmental association established in 1996 by relatives and parents of missing people. MPFSC provides aid to missing persons’ families and women who were trafficked inside or outside Lithuania.

Presentation link: http://prezi.com/7f5wu1wfezzq/?utm_campaign=share&utm_medium=copy&rc=ex0sha re

5.2.

ROMANIA

DOMESTIC VIOLENCE

DOMESTIC VIOLENCE Domestic violence is an epidemic that knows no boundaries and does not discriminate based upon religion, race, or even gender.

Domestic violence is any intentional act manifested (physically or verbally) by a member of the family against another member of the same family, which causes physical, psychological, sexual, emotional or psychological harm or suffering, with the exception of acts of selfdefense or defense. A family member means: a) siblings (brothers and sisters), and/or people who have been adopted by law; b) spouse (wife, husband); c) people in relationships, living together, having children or family; d) the guardian or other person who exercises the rights to the child; e) the legal representative or other person who cares for the person with mental illness, intellectual disability or physical disability. Law no. 217/2003 on the prevention of and controlling domestic violence, modified by Law no. 25 of 9 March 2012 FORMS OF DOMESTIC VIOLENCE Verbal violence means, in accordance with the law:  abusive humiliation and criticism,  swearing,  mockery,  threats of beating, murder or suicide. Psychological (emotional) violence is any behavior such as:  intimidation,  threats,  blackmail (about the safety or the health of other members of the family)  threats of torture or rape,  raising children's custody,  aggressive behavior (playing with a knife, a firearm),  sarcasm, 37

 laughing at the person,  contempt,  insults,  accusations of incompetence in the role of mother, wife, housewife Physical violence  pushing,  grasping certain parts of the body, hair or clothes,  shaking,  slapping,  slamming of  certain objects,  kicks or fists and so on … Sexual violence consists in forcing by intimidation, threatening, coercing or harassing a person to have sexual intercourse or to exploit sexuality in any way.  Sexual violence can include:  a person's involvement in sexual acts they do not want,  sexual harassment (of adults or children),  sexual insults,  forced abortion,  forced pregnancy,  the notion of marital rape also appears in the law. Economic violence consists of financial control, access and restrictions to the budget for housekeeping. It includes:  denying property or clothing,  preventing a partner from taking a job,  preventing continuing education to gain financial independence,  intentional damage to personal property,  intentional destruction of property. Social violence is any form of controlling the victim, isolating or detaining a person against his or her will by:  constant control of any type of communication with other people, including other family members  monitoring schedule at work,  checking with friends,  accusations,  going through personal objects (phones),  locking the victim inside or outside the house, CAUSES OF DOMESTIC VIOLENCE  Frustration More than often, aggression is the effect of frustration, leading to many forms of violence. It stems from a sense of inability to fulfill needs.  Alcohol and drugs Judgment is impaired under there, so people can become more impulsive and react angrily to stressful situations.

 Infidelity causes tensions and stress between the two partners. Those who break the matrimonial rules are primarily men who use their affairs as means of controlling a wife by humiliation. Although most women know about their husbands’ affairs, they don’t end the relationship with the disloyal and violent husband, always invoking childcare.  Social structuring - rooting from the tradition that "the man is the head of the family" deciding on all issues related to it, corporal punishment is viewed as a form of child education;  Economical. Money problems increases the rate in daily stress, either is from lack of it, in families with low income, or it is a poor management of it, in higher income families.  One of the risk factors associated with domestic violence is being female. Research has indicated that females are more likely to be victims of domestic violence than males. This does not mean that men cannot be victims; it simply means that women are more often victims than men.  Education, either is school connected, or related to the Romanian proverbial “the first 7 years of good family upbringing” (before school), domestic violence is directly linked to:  the lack of education of the victim,  lack of education of the offender,  differences of education levels,  differences of income,  differences of occupational status between victims and their offenders.  Individual characteristics. Under the conditions of an unbalanced personality, the strong one unloads its aggressiveness over the weak:  husband over the wife,  the parents over the children,  the young people over the elderly.  It depends on each individual’s:  personality,  temperament and  Character. Presentation link: https://twinspace.etwinning.net/50976/pages/page/404926

5.3.

SLOVENIA

GENDER DISCRIMINATION IN A WORKPLACE

WHAT IS DISCRIMINATION? •

The unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex.

IDENTIFYING DISCRIMINATION •

Discrimination at work can be either »direct« or »indirect.

•

If you think you are being discriminated against, you should report it. DIRECT AND INDIRECT Discrimination

Direct: Direct discrimination happens if your employer treats you worse than they treat someone else because of your race, ethnicity or nationality, or because you’re associated with someone of a particular race, ethnicity or nationality. This could include: •

refusing to employ you or give you work

•

dismissing you from your job

•

not promoting you

•

giving you worse pay or benefits

Indirect: When your employer has rules for staff that disadvatage you because your race, ethnicity or nationality. 41

EXAMPLES OF RACIAL DISCRIMINATION IN THE WORKPLACE  Harassment: 

When someones behavior towards you is offensive, frightening, humiliating or distressing



If it is related to race, ethnicity or nationality it‘s called race harassment



If you‘re being harassed, you should report it

 Victimization: •

If you were being harrased or discriminated, you‘re being victimised. If you have been:

•

ignored by your colleagues

•

given a bad reference

•

denied a promotion or training opportunity

 Complaints: •

Employers may be responsible for discrimination of employees;

•

They have a duty to eliminate discrimination;

•

If you’ve already complained about being harassed or discriminated against and are treated badly as a result, you’re being victimised.

WHICH STATES HAVE BEEN CHARACTERIZED BY RACIAL DISCRIMINATION? Some examples: •

INDIA

•

SOUTH AFRICA: APARTHEID (1948 – 1994), state repression of black African, coloured and Asian South Africans fort he benefit of the nation is minority white population.

•

UNITED STATES

•

AUSTRALIA

•

LIBERIA,... A Task for students: sing a song by Bob Dylan 42

Yes, how many years can some people exist, before they are allowed to be free? Yes, how many times can a man turn his head, pretending he just doesn not see? /.../ Yes, how many times must a man look up, before he can he can see the sky? Yes, how many ears must one man have, before he can hear people cry? Yes, how many deaths will it take till he knows that too many people have died?

Bob Dylan, Blowin in the Wind -----------------------------------------------------------GENDER DISCRIMINATION AT THE WORK PLACE •

Discrimination is treating, or proposing to treat, someone unfavourably because of a personal characteristic protected by law.

•

It is illegal to discriminate someone based on their race, religion, gender, or national original when hiring or in the workplace.

•

It is against the law to discriminate against anyone in the workplace.

GENDER IDENTITY Gender identity is one's personal experience of one's own gender. Gender identity can correlate with assigned sex at birth, or can differ from it. In all societies, some people do not identify with some (or all) of the aspects of gender that are assigned to their biological sex; some of those people are transgender. There are some societies that have third gender categories. SEXUAL ORIENTATION Sexual orientation is an enduring pattern of romantic or sexual attraction to persons of the opposite sex or gender, the same sex or gender, or to both sexes and more than one gender. These

attractions

are

generally

subsumed

under heterosexuality, homosexuality

and bisexuality, while asexuality is sometimes identified as the fourth category.

HARASSMENT •

Harassment is a form of discrimination.

•

It involves behaviour that could reasonably be expected to make a person feel offended, humiliated or intimidated. Sexual harassment can be physical, verbal or written.

•

It is against the law to authorise or assist another person to discriminate against or sexually harass someone. This means a person must not ask, instruct or encourage anyone else to undertake these actions.

As with discrimination, there are different types of harassment, including unwelcome behavior by a co-worker, manager, client, or anyone else in the workplace, that is based on •

race,

•

color,

•

religion,

•

sex (including pregnancy),

•

nationality,

•

age (40 or older),

•

disability,

•

or genetic information. 45

EQUAL PAY FOR EQUAL WORK When paying a salary to men and women of the same qualifications, responsibility, skill level, and position, employers are forbidden to discriminate on the basis of gender. Also, businesses are forbidden from lowering one gender's salary in order to equalize pay between men and women. Reducing the Gender Wage Gap in Europe: â&#x20AC;˘

Women in Europe currently earn on average 17.5% less than men.

â&#x20AC;˘

At EU level, the gender pay gap is defined as the relative difference in the average gross hourly earnings of women and men within the economy as a whole. COMPLAINTS:

Employers have a positive duty to eliminate discrimination, sexual harassment and victimisation as far as possible.

Presentation link: https://twinspace.etwinning.net/50976/pages/page/404926

5.4.

TURKEY

MODERN SLAVERY

WHAT IS MODERN SLAVERY

Slavery did not end with abolition in the 19th century. Instead, it changed its forms and continues to harm people in every country in the world.Whether they are women forced into prostitution, men forced to work in agriculture or construction, children in sweatshops or girls forced to marry older men, their lives are controlled by their exploiters, they no longer have a free choice and they have to do as they’re told. They are in slavery. There are estimated 40.3 million people in modern slavery around the world.    

10 million children 24.9 million people in forced labour 15.4 million people in forced marriage 4.8 million people in forced sexual exploitation

Today slavery is less about people literally owning other people – although that still exists – but more about being exploited and completely controlled by someone else, without being able to leave. Someone is in slavery if they are: 

forced to work – through coercion, or mental or physical threat;



trapped and controlled by an ’employer’, through mental or physical abuse or the threat of abuse;



dehumanised, treated as a commodity or bought and sold as ‘property’;



physically constrained or have restrictions placed on their freedom of movement. FORMS OF MODERN SLAVERY 48



Forced labour – any work or services which people are forced to do against their will under the threat of some form of punishment.



Debt bondage or bonded labour – the world’s most widespread form of slavery, when people borrow money they cannot repay and are required to work to pay off the debt, then losing control over the conditions of both their employment and the debt.



Human trafficking– involves transporting, recruiting or harbouring people for the purpose of exploitation, using violence, threats or coercion.



Descent-based slavery – where people are born into slavery because their ancestors were captured and enslaved; they remain in slavery by descent.



Child slavery – many people often confuse child slavery with child labour, but it is much worse. Whilst child labour is harmful for children and hinders their education and development, child slavery occurs when a child is exploited for someone else’s gain. It can include child trafficking, child soldiers, child marriage and child domestic slavery.



Forced and early marriage – when someone is married against their will and cannot leave the marriage. Most child marriages can be considered slavery.

HOW DOES SLAVERY HAPPEN?

Modern slavery can affect people of any age, gender or race. However, most commonly, slavery affects people and communities who are vulnerable to being taken advantage of. It can be someone living in poverty and having no real prospects for a decent job, who will accept a good sounding offer of a job abroad that turns out something else that what was promised. It can be someone from a community heavily discriminated against, such as Dalits in India, who will have to borrow money for a medical treatment from a wealthy farmer, and will fall into debt bondage for decades with no hope of help from corrupted authorities. Or it might be a young girl who happens to live in a society where early marriage is completely acceptable, who will have no choice over marrying an older man. Or it might be someone who happens to be born to a mother coming from a ‘slave’ cast, literally owned by their masters from the day they are born. Slavery is also more likely to occur where the rule of law is weaker and corruption is rife. It can also happen to groups of people who are not protected by the law, for example migrants whose visa status is irregular are easy to blackmail with deportation. 49

Many people think that slavery happens only overseas, in developing countries. In fact, no country is free from modern slavery, even Britain. The Government estimates that there are tens of thousands people in modern slavery in the UK. HOW WE WORK TO END SLAVERY

As the oldest human rights organisation in the world, our work to end slavery is based on over 180 years of experience in successfully combating slavery.Since 1839, we have developed a strong reputation in advancing the political agenda on slavery through cuttingedge research, advocacy, campaigns and work with local communities.We were involved in ending various manifestations of slavery in many corners of the world, including slavery in British colonies, abuses in Belgian Congo, Indian and Chinese ‘coolie’ systems and slavery in Peruvian Amazon. 

Over 180 years of working to end slavery – read about our history

We were involved in the development of all major laws against slavery, including the UN 1926 and 1956 Slavery Conventions and numerous other laws such as International Labour Organization’s conventions on forced and child labour and Council of Europe trafficking convention. All of these laws put slavery in a legal framework today. Being so uniquely placed to identify, we understand and tackle modern forms of slavery, we carried our expertise into the 21st century. Slavery is a complex and ever-changing problem which requires increasingly sophisticated solutions to tackle it.

Presentation link: https://twinspace.etwinning.net/50976/pages/page/404926

5.5.

ITALY

IMMIGRATION

Every year, more than 100,000 people leave their countries because of war or poverty. People have moved from their home countries for centuries, for all sorts of reasons. Some are drawn to new places by ‘pull’ factors, others find it difficult to remain where they are and migrate because of ‘push’ factors. These have contributed to the recent movement of people here but are also the reason why people from here have emigrated to other countries What is the difference between migration, emigration and immigration? The choice between emigrate,immigrate, and migrate depends on the sentence's point of view. Emigrate is to immigrate as go is to come. If the sentence is looking at the point of departure, use emigrate. The point of arrival? Immigrate. Talking about the actual process of moving? Use migrate. If you move to a different country, you emigrate. For example, if you are Canadian and you emigrate to Italy, you aren't on vacation — you are making Italy your new home. When a person immigrates, he or she moves to a new country. During the great wave of immigration between 1880 and 1924, over 25 million Europeans immigrated to the United States. To migrate means to move from one place to another, sometimes part of a back-and-forth pattern, and sometimes to stay. Why do people leave their countries? 1. They face real political,economic, religious or ethnic persecution. People fleeing the Nazis, Communists, Muslim extremists, Spanish Inquisition, ethnic fighting in Africa, civil war in Iraq. 2. They want a better standard of living. Most people in developing countries would move to the US or Europe if they could. 3. They want to retire in a warmer place with cheaper prices. Northern Europeans in Southern Europe, Americans in Mexico and Costa Rica.

4. They made some money in a country where they fear it may be confiscated or arbitrarily taxed: Russians and Chinese and Brazilians. 5. They perceive that the situation in their country is getting worse and want to at least temporarily relocate: France, South Africa, Spain, Greece. HUMAN MIGRATION INTERNAL MIGRATION... • ...is a movement between regions within the same country and over relatively short distances; • ...does not alert the total population or a country but will change population density and population distribution patterns within the country. INTERNATIONAL MIGRATION • International migration is a global phenomenon that is growing in scope, complexity and impact; • It occurs when people cross state boundaries and stay in the host state for some minimum lenth of time. ECONOMIC MIGRATION • Economic migration is where people move to other countries to benefit from their creater economic opportunities; • Traditionally this is from LEDCs in the developing south to MEDCs in the affluent north; • The main areas for economic migration are: Mexico to the USA, north Africa to Europe, and from territories to their former mother country. SOCIAL MIGRATION Social migration is the movement of people due to social reason Often created by migration, as ethnic groups move into one country examples Nigeria, there are over 300 different ethnic groups. The main ones are Hausa Fulani, ibo and Yoruba. Hausa-Fulani are Muslims and have tried to oppress people in the north, encouraging people to migrate. USA has long been known for its different ethnic groups. For example, there are more Irish people in the USA than in Ireland. Only 1% of the people of the USA were indigenous people in 2000. POLITICAL MIGRATION Political migration is any migration motivated primarily by political interests. Typically, political migration is in one of two classes, private or government, depending on who 53

encourages the migration. Political migration differs from others migrations by attempting to change aspects of a political system. These changes are accomplished by modifying the demographics of a specific region ENVIRONMENTAL MIGRATION Environmental change and natural disasters have always been major drivers of migration. Environmental migrants are people or groups of people who, for reasons of sudden or progressive change in the environment that affects their lives or living conditions, are obliged to leave their habitual homes, and move either within their country or abroad WHAT ARE PULL\PUSH FACTORS? These push and pull factors can be for many reasons: 1. Environmental; 2. Economic; 3. Cultural; 4. Socio-Political. PUSH FACTORS (security) Are those that push the individual freely to move about. The main reasons are: ● Conflict; ● Drought; ● Famine; ● Extreme religious actions; ● Unemployment; ● Race discriminating cultures; ● Political intolerance; ● Persecution of people; who question the “Status Quo”; PULL FACTORS (Places of utility) Are those conditions that attract people to places where to settle. People move to places to settle down or to retire after a lifetime of work and stress. They move to calm places where to relax and feel sure. IMMIGRANT STEREOTYPES IN ITALY In Italy there are many immigrants and consequently many stereotypes. The most common are addressed to poor people that come from war areas; Italians usually think that they come here to: - Steal our jobs; - Bring diseases. 54

And obviously that’s not a good thing, we have to respect and accept anyone indifferently from his nationality or economic situation; and the most important thing is to help them to solve their problems, whatever they are. IMMIGRANT STEREOTYPES IN ITALY Italy is one of the most racist nation in the world... For this reason italians have many many stereotypes... For example, many Italians think... o Romanians are all gypsies and ROM; o Albanians are all thieves and drug dealers; o Turkish live only for the kebab; o Arabians with a long beard are automatically terrorists; o French copy in all the Italians; o Germans only drink beer. The stereotypes are also present between the Italians from the north and those from the south: 

People from the North of Italy are cold and detached, they only eat “Polenta” and are always focused on their job. They are talls, with blond hair and blue eyes.



People from the South of Italy only eat “Pizza”. They are too noisy, jealous and mobsters. All of them are short, with brown hair and hairy.



People from the Center of Italy haven’t got any particular stereotypes.

Other types of stereotypes between Italians from the North and the South are :  People from the South are called “Terroni”. That is a derogatory term to designate an inhabitant of Southern Italy. The term comes from an agent noun formed from the word “terra” (Italian for “land") and it means a person who loves the land (a peasant).  People from the North are called “Polentoni". This term is used by people from the South of Italy. It means that Northern people eat lot of polenta. 1st GENERATION IMMIGRANTS They wanted to keep: 1. Traditions; 2. Rituals; 3. Religion; 4. Values; 5. Language. They often wanted to stay among themselves. PROBLEMS 55

General problems they have to deal with: 

Opinions of children and parents are differing:



Education;



Modernity <--> traditions



Job;



Religion <--> atheism



Question about origin;

2nd generation immigrants often revolt against Racism. Their parents’ culture embracing that of their birth country.

The Problem of the 3rd Generation Immigrants No other scholar has contributed more to the emergence of immigration studies as a special historical field than Marcus Lee Hansen; noted immigration authority and author Frederick Hale. Born in Neenah to Danish immigrant parents, Hansen attended college in Iowa and earned his PhD in history at Harvard. He was a professor of history at the University of Illinois from 1928 until his death in 1938. Hansen was one of the first historians of immigration to conduct extensive, multi archival research in Europe. He completed the draft of the first volume of his projected trilogy on immigration before he died in 1938. Harvard professor Arthur Schlesinger, Sr. edited the draft into a polished manuscript which earned Hansen a posthumous Pulitzer Prize in 1940. In a 1938 essay, ‘’The problem of the Third Generation Immigrant,’’ Hansen first presented Hansen’s Law:’’ What the son wishes to forget the grandson wishes to remember.’’ This law predicts that ethnicity is preserved among immigrants, weakens among their children, and returns with the grandchildren. Children of immigrants tend to reject the foreign ways of their parents, including their religion, and want to join the American mainstream, but the next generation wants to retain the values or their ancestors. WHAT CAN BE DONE TO HELP? To help refugees...we should offer them the essential human needs: Healthcare; Food; Clean water; Clothes; Education; Jobs; Accomodation. But above all, we should give them love and respect. ORGANIZATIONS There are various international organizations (and others) involved in the help and management of migrants: UNHCR - United Nations High Commissioner Doctors Without Borders 56

IOM - International Organization for Migration Save the Children Amnesty International MEDU - Doctors for Human Rights In Italy we have organizations such as the SPAR (l Sistema di protezione per richiedenti asilo e rifugiati) and the CIR -Italian Council for refugees Emergency Red Cross “NO ONE LEAVES HOME UNLESS HOME IS THE MOUTH OF A SHARK”

Presentation link: https://twinspace.etwinning.net/50976/pages/page/404926

6. Students products and workouts Students worked in multicultural teams and created posters of the exchange, campaign posters to raise awareness about the issues of religious tolerance "United as One under the European Sky" (also used as a tool for evaluating the impact). https://twinspace.etwinning.net/50976/pages/page/404927

Chapter 3

7. Topic: “Common Stereotypes Related to Religions and Religious Beliefs: Catholics, Muslims, Orthodox”.

7.1.

ROMANIA

RELIGIONS IN ROMANIA

Religion In Romania Religion is the belief in and worship of a superhuman controlling power, especially a personal God or gods. There are 4200 different religions around the globe.

In Romania the most predominant religion is Orthodoxy with more than 80% of the population following it. Other religions in Romania are Roman-Catholic with over 4%, Reformed religion with 4%, Pentecostal religion with 2%. The other 10% of the population are either non-religious or follow a different religion from foreign cultures such as Islam religion, Jehovaâ&#x20AC;&#x2122;s Witnesses religion and many others in a small percent. The Christian Religion was founded by Jesus Christ and his apostles around year 33 of our current calendar. The Orthodox religion is a doctrine added to Christianity which was added along the years 325 and 787 by religious councils.

As conflicts between religions in Romania all I can say is that there will always be conflicts, no matter what, as long as one person belives in something and the other one in something else. A example as a conflict, people that belive in other religion, different from Islam, will think about the Islamists that they are terrorists because a small part of them did terrorist acts in the name of their god. You can see that sometimes in Romania too, rarely because the percent of Muslim people (Islam Religion) is low.

The majority of the Romanians are Orthodox which means that there are special holidays in the year where we celebrate different religious acts that made Orthodoxy what is it now such as The birth of Jesus Christ (26 December), Easter (April 21) when Jesus Christ was resurrected from the dead, Epiphany (6 January) the revelation that God incarnate as Jesus Christ. Celebration of Holy Mary who was Jesus Christ mother ( 15 August ) and many others.

Presentation link: https://twinspace.etwinning.net/50976/pages/page/639174

7.2.

SLOVENIA

RELIGIONS IN SLOVENIA

FREEDOM OF BELIEF The majority of Slovenes are Roman Catholics, although there are over 40 other religious communities, spiritual groups, societies and associations registered in Slovenia. Along with the guaranteed right to preserve national identity, Slovenes have a right to their own religious beliefs. Under the Slovenian Constitution, state and religion are separate. Religious communities enjoy equal rights, and they pursue their activities freely. CATHOLIC CHURCH IN SLOVENIA History •

First notices came in 2. century with Roman soldiers and salesmen

•

But when Slavs arrived on our land they brought polytheistic religion

•

In 8th Century the Catholic idea began to spread again

Now •

57% of Slovenian nation is Catholic

•

Every year the percentage is lower

•

The Catholic Church in Slovenia comprises two metropolitan provinces, the Ljubljana and the Maribor Metropolitan Province. Each of them consists of three dioceses

•

Most of the religious people in Slovenia live in the countryside

CATHOLIC HOLIDAYS •

Easter which is the biggest holiday in Catholic Church

•

The Assumption of Mary the Virgin (15 August)

•

Epiphany or the Three Kings‘ Day

•

Christmas ISLAM IN SLOVENIA

•

The Muslim religion came first in our land with Turkish invasion of Europe 65

•

The second big numbers of Muslims came in WW 1 when Austrian cesar brought Bosnian soldiers to fight in Soška fronta

•

A lot of Muslim people came also in Yugoslav war between (1991 – 1999) from Bosnia and Kosovo

•

Islam is the second most spread religion in Slovenia nearly 2,7% is Muslim

•

Most of the muslim migrants came in searc for work after the WW2

•

We also have a mosque in Ljubljana in the making PROTESTANTISM

•

Protestantism is a Christian movement that recognizes the Bible as the sole authority and has, during the Reformation, split from the Roman Catholic Church in the Middle to the Late Renaissance in Europe.

•

Protestantism is the second largest form of Christianity.

•

Protestantism is regarded as one of the three largest branches of Christianity (along with Roman Catholicism and Orthodoxy), and it covers various levels of theological and social views. EVANGELICAN CHURCH

•

In Slovenia, most Protestants live in Prekmurje and belong to the Evangelical Church.

•

The Evangelical Church is a Protestant Church, derived directly from the Reformation movement launched by Martin Luther.

•

Protestantism is the 4th largest religion in Slovenia with approximately 18,000 believers.

•

To Slovenians, the most famous is the Evangelical Church of the Augsburg Confession, which is derived directly from the Luther's movement and is therefore called the Lutheran Church.

•

The Evangelical Church of the Augsburg Confession in Slovenia is a Lutheran denomination in Slovenia. It is led by Bishop Geza Filo. ORTHODOX CHURCH

•

The Eastern Orthodox Church officially the Orthodox Catholic Church is the secondlargest Christian church, with over 250 million members all over the world.

•

The majority of Eastern Orthodox Christians live in Eastern Europe, Greece, and the Caucasus, some of them in Slovenia too.

•

Orthodoxy belongs to the three major branches of Christianity.

•

The Serbian Orthodox Church is the second largest Christian religious community in Slovenia (after the Roman Catholic Church) and the third largest religious community in general (immediately after Muslims).

•

There are around 47.000 members of the Orthodox Church in Slovenia.

•

In Slovenia, the church has been officially functioning since 1976. The seat of the church is located in Ljubljana the capital city.

STEREOTYPES ABOUT RELIGIONS

HOW TO ACCEPT PEOPLE OF OTHER RELIGIONS 67

•

Accept That Everyone Is Different because all people are different; everyone needs to make different choices to be happy.

•

Take a Step Back and Stop Criticizing Before you point out the "holes" in another person's religion, take a look at your own, as every religion has its faults.

•

Think About Other People's Feelings.

•

Do not attempt to change them.

•

Recognize Similarities, almost all religions have certain similarities.

•

Learn About Religious Ceremonies. If you think a religious ceremony or practice looks odd, learn about it before you wrinkle your nose at it. INTEGRATION IN OUR LOCAL ENVIRONMENT MOCIS:

•

Integration of migrants: a course in Slovenian language and culture,

•

A special integration programme for women migrants from 3rd World countries.

Presentation link: https://twinspace.etwinning.net/50976/pages/page/482857

7.3.

TURKEY

RELIGIONS IN TURKEY

RELIGIONS IN TURKEY Turkey is a country covering parts of both Europe and Asia, with 97% of the country in Asia and the remaining 3% situated in Europe. The Bosphorus and Dardanelles Straits and the Sea of Marmara separate these two parts of Turkey. The country is a unitary state. It is the only Muslim country without the state religion. The other religions in the country are Christianity, Judaism, and Ashkenazi. The Islam religion can be divided into Sunni Islam, Alevi Shia Islam, Ja’fari Shia Islam and Alawi Shia Islam.Turkey has been home to all three great revealed religions Judaism, Christianity and Islam for centuries.99% of Turkey’s people today are Muslim, and Turkey’s historyis principally that of an Islamic people, their empires,architecture, arts and literature. ISLAM IN TURKEY Turkey is a secular state with no official state religion and is in fact the only secular Islamic

Rank

Religion

Population (Percentage)

Sunni Islam

65.0

Unaffiliated Islam

13.0

Irreligious

7.0

Spiritual

6.0

Shia Islam

4.0

Other religion

2.0

Other Christian

1.0

Protestant Christian

1.0

country in the world where religion has no place in the running of the state.The majority of the Turkish population is Muslim but in Turkey religion is strictly a private affair as with other European countries.However, the call for prayer can be heard five times a day and there are two Islamic festivals in the country alongside the secular national holidays: Seker Bayrami at the end of Ramadan, and Kurban Bayrami.

VISITING MOSQUE Mosques are usually closed to visitors during prayer times. As in any place of worship, visitors should speak quietly and behave respectfully.Everyone should wear clothes which cover their legs, so no shorts for either sex, and women should also make sure that their shoulders and head covered. Shoes should be removed before entering a mosque.

RELIGIOUS FREEDOM There are also Christian and Jewish minorities throughout the country. The constitution guarantees freedom of religion and the right to worship. During the time of the Ottoman Empire, people of many different faiths lived in what is now Turkey, and since that time, this diversity has been preserved.Today there are almost 20 chuches and 36 synagogues open for worship in Turkey. This is a church Äąn Turkey

What are the major stereotypes people have about Turkey and to what extent are they true? 1. Turkey is a strict Muslim country. 

Turkey is a strict Muslim country. Well, it’s certainly true that the majority of the country claim to be Muslim by religion, but the country as a whole, is not. Turkey is actually a democratic republic. Turks are very proud of their history, particularly that of Ataturk. Ataturk is the founder of the Republic of Turkey, he reformed and modernized the country. Turkey is a secular state, meaning its government do not (or should not..) favour Islam over any other religion, and religion should have no effect on public life, politics or law (although this is arguable after recent events.)

2. Women walk around in Burkas, covered from head to toe, only showing their eyes. 

Wrong. It’s very rare to see women wearing Burkas in Turkey, it is discouraged. A lot of women do wear headscarves, although this is changing too. In fact, those women working in government buildings are not permitted to cover their head while working. Walking around Fethiye in summer, I have seen plenty of Turkish women wearing revealing clothing, leaving little to the imagination, beaches are full of Turkish people sunbathing in bikinis. I imagine a lot of the big cities to be the same. Of course, in strictly religious rural towns and more traditional families, a lot of women do still cover up, but it is their choice.

3. Everyone wears a fez and has a mustache. 

Don’t think there’s really any need to comment on this one is there? (; Thought I’d end on a lighter note.Having a Turkish partner, naturally I am constantly defending Turkish people and trying to change peoples narrow view of the country I currently call home. As I have said, there are good and bad people and customs all over the world. Turkey is a beautiful country with plenty of kind, beautiful people. You have to know to look in the right places and not get caught up believing everything you read or hear, and know there is often a lot more to the country than we see in resorts and areas designed purely for tourism. Presentation link: https://twinspace.etwinning.net/50976/pages/page/482857

7.4

ITALY

RELIGIONS IN ITALY

RELIGIOUS EQUALITY RELIGIONS IN ITALY 

Catholicism (74, 4%)



Non-religious, atheists (22, 6%)



Other religions (3%)

Catholicism is the most widespread religion in Italy,as we saw on the previous graphic.In spite of the large increase in practice of other creed,the majority of italians still consider themselves Catholic. The growth of multiculturalism in the country and the increase of immigration from countries culturally very differnt from Italy has enhanced the presence of creeds, wich were virtually unknown within our borders up to 40 or 50 years ago :today,Islam and Buddhism,”new” to our country,are practised side by side with Hebraism,Protestantism and Orthodoxy wich,on the other hand ,have been followed for centuries.

Religious stereotyping in Italy In Italy there are religious stereotyping about religions, like Islam, Buddhism and Orthodox. For example, in Italy Muslims are considered a unique community. So, Islam, like other religions, is a religion with different practices and customs. Then, Buddhism is the third religion practiced in Italy, after catholic Christianity, and there are a lot of conversions, because (especially in the North of Italy) people are dissatisfied of their religion.

Religious discrimination in Italy Religious discrimination is treating a person or group differently because of the beliefs they hold about a religion. In Italy, part of the 19th article of the constitution says that everyone has the right to profess his own religion. Recently, the arriving in Italy of many non-EU, which profess different religions, didn’t cause serious acts of discrimination, but it made the government propose again the topic of religious tolerance to avoid tragedies. Examples and analysis of cases in which stereotypes and discrimination against religions have had terrible consequences The easiest example is The Holocaust, also referred to as the Shoah, which was genocide during World War II in which Nazi Germany without mercy murdered six million European Jews between 1941 and 1945. Jews were targeted for extermination as part of a larger event involving the persecution and murder of other groups, as well as ethnic Poles and other Slavs, 74

Soviet citizens, Soviet prisoners of war, political opponents, gay men and Jehovah's Witnesses, resulting in up to 17 million deaths overall.

The genocide was done in concentration camps where the prisoners, at first, were tortured and, at the end, killed. The camp was controlled by the SS, which to kill the Jews they use every tool as possible like gas inhalation, poison injection, tortures made by rebuilt medieval tortures and at the end the dead bodies were burnt in the crematorium ovens. The famous witnesses of this horrible period were Anne Frank, with her diary, and Primo Levi, an Italian writer. Finally, the lagers were closed in 1945 after the Red Army Invasion. San Basso is a very famous festivity in Termoli that celebrates the saint patron of the city. Rituals of this festivity are: the sea procession where the statue of the patron is carried on a boat and a Holy Mass. At night people have fun on rides and at midnight there are fireworks. On January 17th in Italy is celebrated the Sant'Antonio (patron saint of animals and countryside) through a representation. The characters of this representation are: 11 hermits, 2 devils, 2 angels and the players. The Saint Anthony represents the temptations of the devil against the abbot. With tunics and long beards with devil horns or angel wings, the performers carry the message of the Saint Anthony and his blessing.

Presentation link: https://twinspace.etwinning.net/50976/pages/page/482857

7.5.

LITHUANIA

STEREOTYPES IN RELIGION â&#x20AC;&#x201C; CATHOLICISM

Subject: Stereotypical thinking about Religion in Lithuania Title: Catholicism Age Group: Secondary School (15 - 18) Prie-Intermediate, Intermediate, Mixed Ability Class A2, B1 according to CEF (Common European Framework) Group size: 25 students in class (4-6 pupils in a group) Timing: 30 minutes Place: Classroom INTRODUCTION The aim of the activity is to provide information about stereotypical thinking about different religions in Lithuania. Students will become familiar with the definition, what is Catholicism, what stereotypes dominate in Lithuania. Students will be introduced with the different religions facts, numbers in Lithuania. Students will present the origin of Catholicism, Main Symbols and interesting facts, main points of Catholics beliefs, Stereotypes and reality. Students will get to know the main religious festivals as well. Students enrich vocabulary associated with Religion definitions, symbols and etc. Learning Outcomes: •Be able to discuss the concept of differences and similarities among different religions, by considering the issue of tolerant behaviour on people’s different stereotypical thinking. •To identify the possibilities and solutions become more tolerant and friendly towards people who face discrimination because of religion. •Watching online video students will become familiar with the real experience of religion acts and behaviour. Language Objectives: •To clarify the terminology: Baptism, Mass, confession and etc. •To enrich their vocabulary. •To exercise the collaborative production of spoken language. Activities: presentation, discussion.

SESSION Presentation Stereotypes in Religion: Catholicism. Religions in Lithuania The most dominant religion in Lithuania is the Catholicism. There are 77.2% believers. Orthodox Church - 4.1%, Protestants are 0, 8%, of which 0.6% are Lutheran and 0.2% are Reformed, Muslim - 0.1%

Origin of Catholicism 77

Catholicism, as the branch of Christianity has appeared in 1054(One thousand and fifty four) when the Christian Church was divided into Eastern and Western Churches. The Catholic Church was based on the history of Jesus Christ. Catholics claim that St. (saint) Peter was the first bishop of Rome. Catholicism is the most widespread religious belief in the world. Originally, Lithuania was a pagan country. They believed in goddesses, gods of nature. Officially Lithuania was baptized in 1387. Actually, Lithuanians were baptized several times before, because this faith did not spread. Today Catholicism in Lithuania is recognized by about 79 % of believers. The first churches in Lithuania appeared before the first signs of Christianity. The first church is Vilnius Cathedral. After the baptism of church, Catholicism began to grow. Catholicism, as the direction of Christianity, has appeared in 1054 when the Christian Church was divided into eastern and western churches. The Catholic Church was based on the history of Jesus Christ. Catholics claim that St. Peter was the first bishop of Rome. Catholicism is the most widespread religious belief in the world. Catholicism in Lithuania is recognized by about 79% of believers. Catholic symbols: the bible, rosaries, alive Jesus Christ in shape of bread and wine. The symbol of Catholicism is rosaries. The first church is the Vilnius Cathedral. Main Symbols of Catholicism You can count many symbols, but the more important symbols are: The Holy Bible, the crusifix and the rosary. The Pope The Pope is the bishop of Rome - the most important person in Catholicism. In total there has been 266 popes, including Pope Francis - The current pope who visited Lithuania this year in September 22 - 23.Pope Benedict XVI (previous) Pope Francis (current pope). The Catholic Church The Roman Catholic Church is the largest Cristhian church. Approximately there are 1.3 Baptized Catholics worldwide. Interesting Fact - The First ever Church was not a structure. It was a process, which Jesus Christ did during the Last supper. STEREOTYPES AND REALITIES ABOUT CATHOLICISM First stereotype is that The Catholic Church is anti-women. But in reality, the biggest defender today of womenâ&#x20AC;&#x2122;s basic human rights is the Catholic Church.

The Second Stereotypeâ&#x20AC;Ś 78

Some people believe that the Catholic faith is stuck in the past and needs to be updated to reach the modern world. Third stereotype is that Catholics aren't Christians. In fact, all Catholics are Christians, but not all Christians are Catholics.

MAIN POINTS OF CATHOLICISM The Catholic Church sees baptism as the first and basic sacrament of Christian initiation. Baptism is usually conferred by pouring water three times on the recipient's head, while reciting the baptismal words. Catholics confess their sins and have them absolved by God through the administration of a Priest. Eucharist is considered the most important and highest form of prayer. Religious Festivals of Catholicism There are 5 Religious Festivals of Catholicism which are widely celebrated in Lithuania. First of all is Christmas. Catholics celebrate Christmas Eve on the 24th of December. Lithuanian people have some traditions on this fest but one of the biggest is to decorate Christmas tree and break the holy bread by the dinner table. Children believe that that night Santa Claus comes to their house and put gifts under the Christmas tree. Before this day, catholics have one month of advent. It starts in December 1. In this month, people cannot listen to music loudly; follow a fast which means not eating meat. The next festival is Easter which is celebrated in spring. This festival is celebrated on the different date depending on the moon phase. In this festival catholics decorate eggs, roll them. This celebration is very popular among children, because they have to look for some eggs, sweets or chocolate which Easter rabbit hid for them. Saint Jonas Relief is celebrated in June 24. On this day eve people look for some Fern blossom. It is a plant that never fights. It is not hight, with green long leaves. During this holiday, people go to the mass in the evening and celebrate in the evening. Herbal festival is similar with Saint Jonas Relief celebrated in August 15. This day is the day when holy Mary, the mother of God, went to heaven according to the Bible. During this holiday, people go to the church and pray. Presentation link: https://prezi.com/cavbf9po63y-/?utm_campaign=share&utm_medium=copy&rc=ex0share

8. Students products and workouts The creation of products by students - students worked in multicultural teams and created posters of the exchange, campaign posters to raise awareness about the issues of religious tolerance "United as One under the European Sky" (also used as a tool for evaluating the impact). https://twinspace.etwinning.net/50976/pages/page/659420

Chapter 4 9. Topic: “Stereotypical Thinking and Discrimination in schools: how can we resolve these issues”

9.1.

SLOVENIA

BULLYING AND HATE SPEECH

WHAT IS HATE SPEECH? 

Hate speech is speech that attacks a person or a group on the basis of attributes such as race, religion, sex, disability, sexual orientation etc.



In some countries, a victim of hate speech may seek redress under civil law, criminal law or both. WHAT IS BULLYING?



Bullying is the use of force or threat to abuse, intimidate, or aggressively dominate others.



The behavior is often repeated and habitual. Violence can be:



verbal harassment or threat,



physical assault,



such acts may be directed repeatedly towards particular targets.



If bullying is done by a group, it is called mobbing. Hate speech and bullying can be based on:

 social class,  race,  religion,  gender,  sexual orientation,  appearance,  behavior,  body language,  personality,  reputation,  lineage,  strength,  size,  or ability.

Violence can be defined in many different ways and it is divided into four basic types of abuse: 

Emotional,



Verbal,



Physical,



Cyber abuse. The statistics on bullying and suicide are alarming:

•

Suicide is the third leading cause of death among young people, (victims of bullying are between 2 to 9 times more likely to consider suicide)

•

A study in Britain: least half of suicides among young people related to bullying

•

Statistics reported by ABC News: nearly 30 percent of students are either bullies or victims of bullying, and 160,000 kids stay home from school every day because of fear of bullying. SLOVENIAN SCHOOL Have you ever been bullied at school?

If yes, what form of bullying did it take?

Who did you tell?

Have you ever seen bullying in your school?

If yes, what form of bullying did it take?

Do you feel safe at school?

Bullying most often occurs at school... Choose all that apply.

What can we do to prevent bullying? i don\`t know se ne kregas, si pozitiven some education about bulying with advertising about bullying because i think it is not talked about it as much as it should be. z osvescanjem ucencev o dobrih medsebojnih odnosih i don\`t know. Maybe more talking on this. 86

education about bullying tell teachers talk to a parent,teacher or a bully them back. we must talk with parents tell the techer z pogovorom Everybody should watch out for bullies. we can talk more about that we put ourselves in situation of the other person and talk about bullying pay attention we can be friendly to people and help them. speak we need to show people that this is not okey and you can really hurt someon with words. we can speak with a victim,we must be attention with people to see something i just don’t know :( z pogovori

How to help the victims? 

Take all talk or threats of suicide seriously.



Don’t tell the person they are wrong or that they have a lot to live for. Get them immediate medical help.



Encourage the victims to talk about bullying that takes place.



Tell victims that it’s not their fault that they are being bullied and show them love and support.



Get them professional help if the bullying is serious.

How to prevent bullying? 

Stand up for people who are bullied,



Take an anti-bullying pledge,



Take action,



Talk to other students,



Talk to your teachers or principal,



Talk to your parents,



Speak up,



Get creative

Presentation link: https://twinspace.etwinning.net/50976/pages/page/639174

9.2.

TURKEY

DISCRIMINATION AT SCHOOL

DISCRIMINATION The unjust or prejudicial treatment of different categories of people, especially on the grounds of race,age or sex. THERE ARE FOUR MAIN TYPES OF DISCRIMINATION: 1-)Direct discrimination 2-)Indirect discrimination 3-)Harassment 4-)Victimisation Direct discrimination: Direct discrimination in schools is when a child is treated less favourably on the grounds of gender, disability, race, sexual orientation, religious belief or age. Indirect discrimination: Indirect discrimination is when policies or practices affect a certain group of children more than others for no good reason. Harassment: Harassment can occur when a school engages in unwanted conduct related to a disability which has the purpose or effect of violating a pupil's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for the pupil. Victimisation: Victimisation occurs when a school does something which is disadvantageous to a pupil because either the pupil or the pupil's parent or sibling takes, or is thought to be about to take, action under disability discrimination law. TO DEAL WITH DISCRIMINATION IN SCHOOLS

Confronting discrimination can be challenging and intimidating, but it is critical to safeguarding students’ rights to learn. Here are some things you can do to fight discrimination in schools.  1-)Know your rights  2-)Keep a record of what occured  3-) Identify allies  4-) Talk to school leaders  5-) Encourage nondiscriminatory policies and practices  6-) Learn about the school’s formal grievance process

 Identıfy allıes: It is often helpful to identify sympathetic individuals within the school community with whom you feel comfortable sharing you concerns. These people may be other parents, teachers, counselors, or administrators who will serve as allies in your efforts to call attention to the things that need to change and who can provide advice on how to do this effectively.

 Talk to school leaders: If you think you or your child have faced discrimination in schools, or if you have observed discrimination toward others, it is important to speak up. The problem may be resolved formally by calling a school leader’s attention to potential discrimination. Establishing an open dialogue with school leadership is an important step in creating more equitable schools.

 Encourage nondiscriminatory policies and practices: All schools should have a designated person in charge of nondiscrimination efforts who is supposed to provide more information about school policy and civil rights at your request. Families can form partnerships with schools to develop more effective solutions for improving equal opportunities for all students.

 Learn about the school’s formal grievance process: If you feel your concerns are not being taken seriously when you suspect that discrimination has taken place, find out what the school, district, or state agency’s process is for fi ling a complaint,which is often called a grievance.

SUMMARY Fighting discrimination takes courage and commitment. Prejudices are deeply ingrained in our society, and discrimination has a long, sad legacy in our schools, but when individuals speak up,students stand to benefit.If we do nothing,such injustices will surely continue.

Children are excluded because they are short or fat.

Child excludehimself from society. Excluded children do not talk to people And child lose their confidence

WE CAN MAKE A BETTER WORLD TOGETHER.

NOWADAYS, SYRIAN CHILDREN WHO LIVE IN OUR COUNTRY AND TURKISH CHILDREN STUDYING TOGETHER. EVERYONE IS TOLERANT

A CARTOON CHANNEL LAUNCHED A CAMPAIGN WICH SUGGESTS CHILDREN RESPECT EACH OTHER. NAME OF CAMPAIGN ‘’ZORBA OLMA KANKA OL’’ SO ‘’DON’T BULLY, YOU BE BEST FRİEND AND CELEBRITIES SUPPORTED THIS CAMPAIGN

PREVENTING DISCRIMINATION  Children are never born racists or with discriminatory minds: They learn these behaviors from people and events around them. If parents or caregivers tell them things that make them see people in a different light, they will grow up with that idea, and it may be difficult to correct when they are adults.  For Parents or caregivers: The greatest prevention plan may come from parents. Parents must set good examples in their attitudes, words and behavior towards others. As children grow, speak to them about prejudice and discrimination and how that hurts people. Speak to them about the need to appreciate differences. Encourage our children to think through the consequences of prejudice & discrimination for themselves —Barnados Encourage and support children who have been discriminated at. Doing nothing is not a good idea, as it will not make discrimination go away.  For young people: It is very important that you realize that the world is a very big place and there are humans living in many other places, very far from you. Because of that, people do things differently and are brought up differently. That means what you think is cool may not be so for another person, because of where they come from. Being different is a good thing. Can you imagine if every human was just like you? Learn to appreciate diversity and respect people who are different in any way. People may be disabled, transgender, dark-skin or have a different hair color. No one chose to be that way. If even people choose to believe or join specific groups, they have a right to belong and a right to believe what they want. We MUST learn to respect that, just as you would like others to respect you for who you are.  Removing barriers to inclusive education: Accessibility of schools,

transport and teaching materials reasonable accommodation of

environment, teaching style, organisation adequate resources appropriate support  Moving towards inclusive education: Developing legislative measures and policies in close cooperation with organisations of persons with disabilities without any compromises with the principle of equal opportunities regardless the nature or severity of the disability or difficulties to be included in mainstream schools

The four strategies for having courageous conversations are:  -Stay Engaged  -Expect and Accept Non-Closure  -Speak Your Truth  -Experience Discomfort 1. 

Stay Engaged The first courageous conversation strategy is a personal commitment that staff make regardless of the behavior of others. Staying engaged means remaining morally, emotionally, intellectually, and socially involved in the dialogue.

2. 

Expect and Accept Non-Closure The second strategy prepares staff to recognize that they will not reach closure in their racial understanding or in their interracial interactions. Normally, we deal with challenges by searching for solutions.

3. Speak Your Truth 

The third strategy in courageous conversations about race requires a willingness to take risks. Speaking Your Truth means being honest about your thoughts, feelings, and opinions, and not just saying what you perceive others want to hear.

4.Experience Discomfort 

Because of the problematic status of racial conditions in our society, courageous conversations necessarily create discomfort for staff. Staff have to push themselves to have real dialogues— the kind that may make them uncomfortable, but can lead to growth. This strategy requires that staff open up and examine their core racial beliefs, values, perceptions, and behaviors.

GENDER PERSPECTIVE 

Girls and women with disabilities:

Lower access to school and qualifications (notwithstanding the opposite trend for students without disabilities in some countries higher rates of school drop out higher illiteracy rates lower access to employment.Special measures are needed to ensure equal opportunitis

Presentation link:

https://twinspace.etwinning.net/files/collabspace/6/76/976/50976/files/c9d28b88.pdf

9.3.

ITALY

WHAT IS DISCRIMINATION?

WHAT IS DISCRIMINATION? In human social behavior, discrimination is treatment or consideration of, or making a distinction towards, a person based on the group, class, or category to which the person is perceived to belong. Common reasons that people are discriminated against: • their sex or gender • if they have any kind of disability • their race • their age • their sexual preferences.

Discrimination is often linked with bullying. People who negatively discriminate often behave in a way that is intended to disturb or upset the other person. Find out what you can do if you’re being bullied or harassed in this way. What to do if you think you’re being discriminated against? 

If you feel you’re being discriminated against, there are things you can do to address it. Try to take action yourself



Explain to the person involved that their behaviour offends you or makes you uncomfortable.



Keep a record



Write down everything that’s happened, including any attempts you’ve made to address or resolve the situation. Include the date, time of day and where it happened.



Check out your legal rights

Formal processes for handling issues of discrimination can be very different depending on where and when the discrimination occurs.

NOW WE HAVE A KAHOOT TEST FOR YOU! https://create.kahoot.it/kahoots/my-kahoots

Presentation link: https://twinspace.etwinning.net/50976/pages/page/639174

9.4.

LITHUANIA

NO HATE SPEECH AT SCHOOLS

Subject: Stereotypical thinking, bullying at schools and ways to reduce these issues in Lithuania. Title: “NO! Hate Speech at Schools” Age Group: Secondary School (15 - 18) Prie-Intermediate, Intermediate, Mixed Ability Class A2, B1 according to CEF (Common European Framework) Group size: 35 students in class Timing: 30 minutes Place: Classroom INTRODUCTION The aim of the activity is to provide information about stereotypical thinking, bullying and ways to reduce these issues in Lithuania. Students will become familiar with the definition, what is Bullying, what stereotypes dominate in Lithuania. Students will be introduced with the different ways of discrimination at schools, some facts and numbers in Lithuania. Students will present some theoretical definitions, main organisations Lithuania is participating in to reduce discrimination among students. Our students will present collaboration with different organisations, prevention actions, ways and methods applied in our school. Learning Outcomes: •Be able to discuss the concept of differences and similarities among different students bullying reasons, social isolation by considering the issue of tolerant behaviour on people’s different stereotypical thinking. •To identify the possibilities and solutions become more tolerant and friendly towards people who face discrimination because of race, attitudes, social or financial situations. •Watching online video, photos gallery students will become familiar with the real experience of our students acts and activities which are organised every year. Language Objectives: •To clarify the terminology: Bullying and its categories, direct and indirect bullying, victim and buller, and etc. •To enrich their vocabulary. •To exercise the collaborative production of spoken and written language. Activities: presentation, discussion, workshop (Wishes puzzle) “NO! Hate Speech at School”

SESSION Presentation (Theoretical background) Today, the problem of bullying is relevant worldwide, Lithuania is no exception. Bullying has been studied since 20th century in 70’s - 80’s. Nowadays there are many international researches in different countries.

What is bullying? What are its types and forms? Bullying - is an aggressive repeating behaviour, when the stronger ones hurt the weaker. Bullying can be categorised into: verbal bullying, physical bullying, social and online bullying. Bullying can be divided to direct and indirect bullying. Direct bullying are attacks on the victim, verbal (offensive nicknames, threatening, irritation), physical (beating, kicking, pushing, money and personal belongings subtraction). Indirect bullying is less visible behaviour against victim - mimicry, slander, obscene gestures and social isolation. Direct bullying is easier to notice than indirect. Whereas indirect bullying is harder to recognise, parents, teachers and other children usually don’t even notice it. Bullying SITUATION AT SCHOOLS in Lithuania Lithuania participates in World Health Organisation “Students’ health and lifestyle research” program since 1994 and in HBSC (Health Behaviour in School-aged Children), which analyses bullying problem. 45 European and North American countries participate in research program. This program is one the most known and used information sources about student’s health and lifestyle worldwide. World Health Organisation’s research shows, that increasing indicators in Lithuanian schools started to decrease. 2018 study by HBSC data shows, that 29% of Lithuanian boys, and 26% of girls are being bullied. 25% of boys and 14% of girls said that they are the ones who bully others. Compared to 2014 research, bullying has slightly decreased. In 2014 29% of students were being bullied, whereas in 2018 - 27.6%. Also, there is a small difference in online bullying - in 2014 10% of students were bullied online and in 2018 - 8%. Often boys are the one who bully and the ones who get bullied. Bullying situation in our Gymnasium To reduce bullying and its consequences, our Gymnasium participates in bullying prevention programs - „Zipio draugai” (Zippy’s friends), „Obuolio draugai” (Apple’s friends), „Antrasis žingsnis” (Second step) and “Olweus”. Their goal is to teach children to overcome stress and everyday struggles, find ways to deal with their feelings, teach children how to use support, learn to support others and develop students’ empathy. According to the bullying prevention programs „Olweus“results, the most popular forms of bullying in our gymnasium are: name calling, bad-mouthing, ignoring, not interacting or not accepting into a group. Younger students usually use more open and direct forms of bullying that are more noticeable, like physical/verbal aggression, shoving, verbal threatening, mockery and belittlement. Older students more commonly use indirect forms of bullying: social abandonment, isolation, gossip spreading, negative criticism. Even though it is talked about cyber-bullying more and more, our students state, that it is not that common among them. They occur by sending offensive messages or pictures in social networks or private Facebook groups, however, they are not common. We can be glad, that there aren‘t 100

any students, who don‘t attend the gymnasium or want to switch schools because of bullying. There are also no insults because of nationality, religion or skin colour. Usually bullying doesn‘t have a specific reason, sometimes they begin because a student looks different, wears different clothes, have a different opinion or hobbies, bullying is also commonly provoked by a students loneliness, lack of friends, social skills and/or self-esteem. PREVENTION OF BULLYING In Lithuania, for ten consecutive years now a service for emotional support for children and adolescents called „Child line“ invites people to join the action „Without Bullying“. This action take place during March and its goal is to attract attention to the problem of bullying with all types of activities and ideas, as well as form a attitude in the society, that bullying people is not normal, and encouraging people to be respectful. When participating in „Child line“organized action, during the years our gymnasium has organized these events: · Action „Call me by my name“the objective was to encourage respectful and friendly interactions between students, respect your and others names. (Students created posters using multiple devices for decorating and made short presentations about themselves). · Action „The tree of appreciation“. The goal was to develop a habit of being grateful for yourself and others. (Students created posters using multiple devices for decorating and wrote words of gratitude to someone important in their life) · Students had a chance to participate in a competition called „Friendship“(draugystė). Groups competed by answering questions related to bullying and completing creativity demanding tasks. PICTURES · Darts and checkers tournaments. · For a few years now, before Christmas there is a volunteers event named „Touched by kindness“ (Gerumo paliesti), during which students make angels and little gifts for elderly people living in retirement homes. · The members of „Ateitininkai“has a tradition to visit students of special needs schools. The students of both schools look forward to this gathering. Tightly holding eachothers hands, both healthy and disability having kids enter a wonderful world of songs and dances. The dances and games are not only a gift to everyone or a fun time, but they also let everyone feel equal. · The project „Let‘s raise each other“– the members of „Ateitininkai“showed some activities for younger students. The goal of the activities – to strengthen the students bonds, develops the younger students’ self-esteem and trust in them, along with the older students’ social expression and civilian responsibility.

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· Every year the international day of tolerance takes place – Lithuania‘s society is multinational, it is made up of people with different religions, traditions and opinions. Because of globalization now it is more often that we encounter new traditions and cultures in Lithuania, and when Lithuanians travel to other countries, they become a new and unknown group. So the only way to live next to one another is to learn to admit differences, understand each other, talk about tolerance, teach students about it and to learn about it yourself. · Another event that takes places in the gymnasium is the “International day for older people” – on this day the members of „Ateitininkai“ visit the elderly that live in our town retirement home. The elderly are very happy to see guests who not only visit and talk to them, but also make them gifts and prepare a mini concert. · Every year we commemorate world AIDS day – there are quizzes about the human immunodeficiency virus (HIV) and the disease it creates, along with prevention, treatment and the development of tolerance for people who suffer from AIDS. · The students of our gymnasium contributed to the support action „Future for India“, during which students baked cookies and sold them. The money gained from that was donated to people in India who suffered from a flood. These people lost their homes. Medication, food, drinkable water and clothes are incredibly needed. We are glad to have contributed to a better future for them. You do not need to do a lot of research to understand what kind of emotional trauma and damage bullying can cause. Experiencing bullying can have long or even forever lasting consequences. The consequences can be very tragic, leading to suicide and damaging the body, becoming socially isolated, reluctant to go to school, unable to focus and learn, because of that, prevention of bullying is very important. We perfectly understand that we can only decrease bullying by working constantly everyday: being more tolerant, patient, empathetic and friendly to each other and not being passive observers of bullying, but showing that we do not agree with bullying. Presentation link: https://twinspace.etwinning.net/50976/pages/page/639174

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9.5.

ROMANIA

STEREOTYPICAL THINKING AND DISCRIMINATION IN SCHOOLS

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STEREOTYPICAL THINKING AND DISCRIMINATION IN SCHOOLS ARE THERE STEREOTYPES AND PREJUDICES IN SCHOOL? We all like to believe that stereotypes don’t exist, especially when it comes to being in high school, but that’s just simply not true. STEREOTYPES DO EXIST AND THEY ARE VERY PROMINENT! Even if we don’t like to admit it, we all make judgments about people we meet for the first time.

WHAT IS A STEREOTYPE? A stereotype is a belief about the psychological or behavioral characteristics of a category of individuals; it is our tendency to judge a person by group or category of which is a part, rather than according to individual personality traits.

WHAT ARE THE MOST COMMON STEREOTYPES IN OUR SCHOOL? 

THE NERD They are seen as …rather weak; wearing glasses, look shy, not fashionable, boring, lonely.



THE ROCKER They are seen as…dressed in black, with tattoos, long hair, wearing leather jacket and boots even if outside it is warm, rebel, dirty.



THE EMO They are seen as… wearing black clothes, tight jeans, lined hair, and painted in vivid colors: green, blue, pink, metallic white, asymmetric bang, full of piercing, dissatisfied, sad, depressed, anarchist.

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THE GYPSY They are seen as …poor, dirty, lazy, crude, thief.

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THE COUNTRY SIDE STUDENT They are seen as … modest, obedient, serious, hardworking, and silent.



THE BAD BOY They are seen as…dressed in sportswear or wide clothing, sports shoes, have thick chains at the neck, rings on their fingers, dirty language, cold, impassive attitude, proud, they don`t care about school, for them the “school of life” is more important.

In these situation, we have formed opinions before we really knew the students, relying only on certain elements of their appearance, in other words we used stereotypes.

WHAT IS PREJUDICE? We can see that we will not stop at simply labeling the students (the “nerd”, the“rocker“, the “diva“, the “country side student”, the “gypsy”…), but these labels awaken some emotional reactions in us. 104

These emotional attitudes or reactions (sympathy, antipathy, anger, fear, disgust, discomfort, hate etc.) are built on stereotypes and are called prejudices.

WHAT IS DISCRIMINATION? When on the basis of prejudices, we adopt different behavior towards people, we are discriminating. All people have equal rights, and when someone uses an irrelevant criterion to limit these rights to a category of people, that person commits an act of discrimination. Discrimination in schools occurs in various forms: 

Avoidance



Marginalization



Rejection



Threats



Humiliation



BULLYING

WHAT IS BULLYING? Is a repeated and intentional behavior by which the aggressor hurts, persecutes and intimidates the victim through various forms: •

VERBAL - screams, nicknames, sarcasm, insults, inappropriate sexual comments;

•

PHYSICAL - hitting/kicking/pinching, spitting, pushing, taking or breaking someone’s things, making mean or rude hand gestures;

•

RELATIONAL- intimidation, denigration, isolation, manipulation;

•

SOCIAL - exclusion, insultas on social statuas;

•

CYBERBULLYING - sending a message or a picture via your phone or the Internet to denigrate a person's image.

!!! Statistics show that: •

3 out of 10 children are excluded from the group of colleagues!!!

•

3 out of 10 children are threatened with beating or hitting by colleagues!!!

•

1 out of 4 children is humiliated in front of colleagues!!!

THE EFFECTS OF DISCRIMINATION AND BULLYING •

SOCIAL AND EMOTIONAL CONSEQUENCES: low levels of motivation for school, increased levels of anxiety and/or depression, school phobia, negative attitude towards school, few friends, lack of social support; 105

•

COGNITIVE CONSEQUENCES: low attendance to school activities, low grades, low selfesteem and negative self-image, negative beliefs and attitudes toward himself, the world and the future, reduced coping and problem-solving skills, low levels of autonomy;

•

CONSEQUENCES OF COMMUNICATION AND RELATIONSHIPS WITH OTHERS: loss of interest in communicating with other students, low levels of social skills development, practicing anti-social behaviors;

•

PHYSICAL CONSEQUENCES: physical injuries, sleep disorders, lack of appetite, certain psychosomatic disorders.

One of the most serious consequences of discrimination and bullying is the risk of suicide!!! These immediate or short-term consequences of discrimination can also take chronic, long-term forms.

HOW CAN WE PREVENT DISCRIMINATION? We must learn to appreciate the diversity! Imagine a world where there are no differences between people. People would look the same, they would dress the same, they would listen to the same kind of music, and they would look at the same movies and have the same hobby. There would be no boys and girls, but only some androgynous beings. Everyone would speak the same language; have the same culinary preferences and the same profession. How would we live in such a world? It would probably be pretty boring, because it would be hard for us to find a topic of discussion or to learn something new from each other. The reality is that those things that differentiate us from the others are those that make us interesting and unique.  We must learn to tolerate all people around us, regardless of race, ethnicity, social status, gender, religion, sexual orientation!  We must learn to appreciate people by their qualities and not by appearances!  Before we judge people, we need to know them! HOW CAN WE FIGHT AGAINST DISCRIMINATION IN SCHOOL? There is no excuse for discrimination and it is always wrong. If you or someone you know are victims of discrimination, you don’t have to tolerate it. You can take the following steps:  You could get in touch with the one who discriminates you and try to communicate with him to solve the problem.  Talk to an adult you trust (your parent, headmaster, teacher, school counselor) about the situation and let them know exactly what is going on;  Contact the police in your area right away if there is physical abuse and bullying, or if you feel you are in any sort of danger;  You can get in touch with an NGO that deals with anti-discrimination;  The Child's Phone is a children's counseling service. If you call 116 111 (just for Romania), you will be contacted by a specialist with whom you can talk to about the issues that concern you. If the situation you are facing is a serious one, the Child's Telephone can contact other institutions that can help you, but this can only happen with your consent. 106

Don`t be passive when you encounter a situation of discrimination! That can always happen to you! Presentation link: https://twinspace.etwinning.net/50976/pages/page/639174

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10. Students products and workouts Partners made presentations, had activities and workshops based on “Stereotypical Thinking and Discrimination in schools” at A. Stulginskis gymnasium. Slovenian team organised a workshop "Helping hands tree". Students summarised the project idea and objectives by creating a poster „Helping hands tree“. https://twinspace.etwinning.net/50976/pages/page/659424

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TEAM MEMBERS:

Romania team: Pojar Lucia Mariana – project

Monika Šiberkštytė

coordinator

Greta Šadbaraitė

Marc Marinela

Kristina Milmantaitė

Parautu Roxana

Aistė Razbadauskaitė

Calian Alex Tudor

Vesta Monika Zubrickaitė

Cazac Laura Luciana

Viktorija Eitutytė

Hanga Alexandra Ionela

Rokas Slaboševičius

Rusu Mihaela Carmen

Paulius Norgaila

Șofron Paul Chirila

Modestas Vedeikis

Berendi Cristina

Gabija Šerpetauskytė

Chira Alina Maria

Urtė Urbonaitė

Nicola Bianca Diana

Agnė Gudauskaitė

Neciu Teodora

Kamilija Eitutytė

Pojar Lucia Mariana

Guoda Baltutytė

Moricz Judith

Rapolas Siautilas

Balogh Erzsebeth Abigail

Aidas Betingis

Trif Alin

Ūla Ivinskytė

Simon Vasile Calin

Austėja Jurgaitytė

Hanga Alexandra Ionela

Lukas Bartkus Antanas Klapatauskis

Lithuania team: Laima Šalkauskienė – project

Turkey team:

coordinator

Sezin ÇİPA – project coordinator

Reda Bartkuvienė

Elif ATAR – vice project coordinator

Virginija Ševčenka

Şerife KAYA

Eugenija Martinkienė

İrem GÖKÇİMEN

Nomeda Kasmauskaitė

Damla GÖKÇİMEN

Laima Baltutienė

Hilal ALP

Daiva Mižutavičienė

Gizem AYGUN

Vilma Šimkuvienė

Sinan YILDIZ

Valentina Kinderienė

Mithat can CEYHAN

Gintarė Aleksėjūnaitė 109

Kaan GURSES

Ludovico Rocco

Nergiz ERGUDEN

Ferretti Giada

Fatma YENIDOGAN

Botticelli Anna

Muhammed Emir UCAR

Romano Emanuele Pio

Kadir YASİN

Lamonica Lucia

İrem KALAYCI

Azzarone Giovanna

Selin KARATAS Recep AVCI

Slovenia team:

Muhammed emir UCAR Eva Meža – project coordinator

Asya nur TUGRUL

Zvone Meža Aleksandra Pečnik

Italy team:

Adolf Flis

Lesley June Fearn - project coordinator

Lucija Kompan

Sabina Palanca

Darija Katanec

Adele Taricani

Janja Šetina

Ganni Salvatore

Blaž Šušel

Michele Teonesta

Mojca Pavše

Stefania Zirillo

Lucija Rožič

Rosina Tana

Gaj Muršec

Travaglini Elena

Karin Šeliga

Moccia Luca

Petra Lužnik

Ricciuti Elena

Aleksandar Đuričić

Ceresa Donatello

Luka Krel

Battaglia Maria Ilenia

Tjaša Pogorevc

Fusco Beatrice

Blaženka Đulabić

Di Nucci Ileana

Anja Krk

Landolfi Sara

Sandra Terzić

Barsotti Claudia

Patrik Grosman

Ruggieri Asia

Bor Kovačič

Scica Sara

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