Europe in Transition: Diversity, Identity and Youth Work Contents

Europe in transition: Diversity, Identity and Youth Work Contents Preface 3 Refugees (and hate speech) 31 Learn, think and act! New approaches 58 to youth work in post-conflict societies Introduction 4 Balkan without hate 33 Davor Marko Ajša Hadžibegović The circle of trust: Integrating refugees 61 Identity in Transition 5 Challenging hate speech and building 36 and redefining youth work and intercultural tolerance towards refugees Reflections on regional identity in 7 learning in Greece Katerina Boutsia the Balkans Mary Drosopulos Barbara Lovrinić Empowering school students to build 38 Blended learning in a multicultural 67 inclusive societies Talking ‘bout my generation: 11 and multi-ethnic environment OBESSU new approaches to understanding Isabel S. Carvalho and Zoran Zdravev identity-formation among young people A case-study of self-advocacy initiatives 41 András Déri and Zsófia Hangyál by people seeking sanctuary in Swansea, Solutions? 71 South Wales Eleri Williams Looking for diversity, responding 73 Di(ver)sability 15 to complexity Diversity, discrimination 17 Katrin Jaschinski Youth Work and Education 44 and disability in Transition Our creative self and its importance 75 Anastasiia Shevchenko for contemporary Europe Cohesion, commonality and creativity: 46 Tipping point for our mental health: 23 Marija Farmer youth work across borders You. Me. Everyone Dr. Annette Coburn and Dr. Sinéad Gormally Nicholas Morgan Conclusions 78 The role of the mediator in mobile 52 From disability to diversability 27 social work Further (general) reading 79 Gabi Steinprinz Vesela Mareva About the editor 80 Intercultural learning in faith based 55 youth work: a case-study Aleksandar Trudić 2 Preface Erasmus+ Erasmus+ has responded to changing circumstances Cultural Diversity in Europe, and the growing concern for social inclusion, Erasmus+ is the European Union programme for SALTO Cultural Diversity (SALTO CD) is one by encouraging new project applications which education, training, youth and sport. It runs from 2014 of eight resource centres in the SALTO-Youth emphasise the following: to 2020 and has a budget of €14.7 billion. network (Support Advanced Learning and Training — Reaching out to marginalised young people, Opportunities for Youth). These support the Erasmus+ Erasmus+ aims to modernise education, training and promoting diversity, intercultural and inter-religious Youth Chapter by providing non-formal training youth work across Europe, by developing knowledge dialogue, common values of freedom, tolerance and networking opportunities for youth workers and skills, and increasing the quality and relevance of and respect of human rights; across Europe. qualifications. — Enhancing media literacy, critical thinking and SALTO CD is concerned with topics such as culture, It is open to organisations across the spectrum of sense of initiative among young people; ethnicity, faith and identity, in order to promote cultural lifelong learning: adult education, higher education, diversity. It has a keen interest in contributing to schools education, vocational education and training, — Equipping youth workers with competences and new approaches in youth work and young people’s youth and sport. methods needed for transferring the common non-formal learning, and in promoting international fundamental values of our society, particularly Erasmus+ will enable more than four million people partnerships in these areas. to young people who are hard to reach; to study, train, volunteer or work in another country. Access to international experience not only benefits — Preventing violent radicalisation of young people. the individuals involved, but also their organisations – Given the current context in Europe regarding enabling them to develop policy and practice, and so migration, Erasmus+ also encourages youth mobility offer improved opportunities for learners. projects involving – or focusing on – refugees, asylum-seekers and migrants. 3 What is this publication about? This publication aims to encourage and inform dialogue Both types of contribution vary in their style and The next section looks at some of the major changes among those working with and for young people across analytical depth, ranging from activist perspectives now underway in youth work and young people’s Europe. In addition, it intends to: to critical in-depth discussions. Editorial choices have non-formal learning in Europe. In the final section, two been guided by the belief that different approaches articles written from very different perspectives suggest — Provide insight on issues and approaches relating and perspectives are needed in order to convey the new approaches that can make a positive difference to to cultural diversity rich diversity of Europe and its people. This applies some of the issues highlighted in the publication and — Engage and encourage readers in critical reflection in youth work and young people’s non-formal learning bring real benefits to young people’s lives in the future. no less than in any other field. In summary, the — Challenge readers in their assumptions and inspire The sections on Identity and Youth Work provide publication does not set out to provide definitive action insights into the broader social processes and answers – nor even to encompass the most pressing institutional arrangements that affect young people. — Contribute to policy by stimulating discussion questions, but it does bring together thinking and recommendations and practice of clear relevance to cultural diversity Other sections look at specific areas from the and the situation of young people in Europe today. perspective of current practice, providing examples — Promote diversity and inclusion in countries from across Europe. The final section puts forward across Europe. Readers are invited to make their own selection, possible solutions – based on differing approaches downloading individual articles or the whole Two types of contributions are included: think-pieces and underlying philosophies. publication, according to their needs and interests. and practice examples. Think-pieces present an Most articles end with a list of recommended further in-depth analysis of or a reflection on a situation, Structure and content of the publication reading. Other materials suggested by the authors theory or policy; practice examples are brief This publication is divided into five sections. are collated in a general reading list at the end of descriptions of services or initiatives designed The first one explores different processes of identity the publication. with and for young people – such as, community construction, particularly among young people. or school-based projects. Contributors consider I wish you a rewarding journey across Europe Sections two and three focus on specific groups both successful initiatives and those which have in Transition. of young people and their situation within Europe had limited success, but from which valuable lessons in transition: people with disabilities and refugees. Sever Dzigurski can be learned. 4 Identity in Transition 5 This section focuses on the processes of identity construction among young people. It opens with reflections on regional identity in the Balkans. Barbara Lovrinić explores the interplay between regional specificities, national identity and masculinity, and calls for place-based policies and action. In Talking ‘bout my generation, András Déri and Zsófia Hangyál argue that the celebrate diversity story is neither powerful, nor accurate enough to depict identity-formations or to foster inclusion. They advocate an approach which is not focused on cultural difference, but on the inequalities and subordinations that occur between the different generations. 6 Reflections on regional identity in the Balkans Barbara Lovrinić Summary Introduction Such influences combine in complex and unpredictable ways over time, giving rise to territorial boundaries, ‘If the Balkans hadn’t existed, they would have been The main purpose of this article is to draw attention national institutions and symbols – all essential invented’, said Count Hermann Keyserling in his work, to problems of violence involving young people and components in regional identity. Europe, back in 1928. Not every region provokes to reflect on regional identity as a source of positive such strong images and identity-based associations approaches to resolving such problems in the Balkan In Europe, different concepts of regions and regional in our minds, as the Balkans. In order to better countries. In doing so, it refers to the influence of the identity were once again prominent in the second half of understand how regions and identities are linked, it is Ottoman legacy in the region, noting how this persists the twentieth century – in line with the profound changes important to consider how various social groups define in spite of efforts to adopt what are seen as Western in the world order. The main drivers in the formation of themselves and their political objectives. Regions, values. The resulting tension is clearly hampering new regional groupings (such as, the European Coal flexible as they are, shape territories and spaces and efforts to build a new regional identity. and Steel Community) were the ambitions for peace and influence people’s social identification. In the case of development. In the latter part of the century, identity was Results from Eurobarometer surveys point to a the Balkans, this has clearly had very mixed results. recognised as an additional

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