DOCSLIB.ORG

Practice Resource

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Practice Resource Practice Resource Grant Agreement No. 2015- 2-UK01-KA205-014061 Practice Resource Grant Agreement No. 2015- 2-UK01-KA205-014061 At this place, we would like to thank all who participated in focus groups or individually contributed with their feedback to our research and development of RIDE projects. Editor: Dorothea Urban, CESIE (IT) Cecilie Grusova, CESIE (IT) Steve Bullock, University of Gloucestershire (UK) Co-authors: Natalie Dowling, University of Gloucestershire (UK) Chloe Page, University of Gloucestershire (UK) Rebecca Stein, University of Gloucestershire (UK) Martin Brestovanský, University of Trnava (SK) Peter Lenčo, Children of Slovakia Foundation (SK) Kristína Liberčanová, University of Trnava (SK) Janette Gubricová, University of Trnava (SK) Ivana Šuhajdová, University of Trnava (SK) Naďa Bizová, University of Trnava (SK) Silvana Oliveri, CESIE (IT) Merve AYVALLI, Akdeniz University (TUR) Emine Ela KÖK, Akdeniz University (TUR) Antonija Bračulj, Croatian Youth Network (HR) Katarina Car, Association Play (HR) ISBN 978-1-86174-231-5 Table of content Introduction...................................................................................................................................................................................... 7 Ground rules for all sessions ..................................................................................................................................................... 8 1 RELIGIONS IN DIALOGUE ................................................................................................................................................. 9 1.1 About this Session Plan ............................................................................................................................................ 9 1.2 Thematic introduction and information about the topic......................................................................... 10 1.3 Description of practical activities ...................................................................................................................... 17 1.4 Evaluation activity ................................................................................................................................................... 22 1.5 Further notes to the youth worker ................................................................................................................... 23 1.6 References ................................................................................................................................................................... 25 1.7 Pictures credit ........................................................................................................................................................... 26 2 (UN)EMPLOYMENT AND MIGRATION ..................................................................................................................... 28 2.1 About this Session Plan ......................................................................................................................................... 28 2.2 Thematic introduction and information about the topic......................................................................... 29 2.3 Description of practical activities ...................................................................................................................... 36 2.4 Further notes to the youth worker ................................................................................................................... 40 2.5 References ................................................................................................................................................................... 43 2.6 Pictures credit ........................................................................................................................................................... 44 3 REMOVE THE BORDERS ................................................................................................................................................. 45 3.1 About this Session Plan ......................................................................................................................................... 45 3.2 Thematic introduction and information about the topic......................................................................... 46 3.3 Description of practical activities ...................................................................................................................... 49 3.4 Evaluation activity ................................................................................................................................................... 50 3.5 Further notes to the youth worker ................................................................................................................... 50 3.6 References ................................................................................................................................................................... 52 4 (DIS)ABILITY ....................................................................................................................................................................... 53 4.1 About this Session Plan ......................................................................................................................................... 53 4.2 Thematic introduction and information about the topic......................................................................... 54 4.3 Description of practical activities ...................................................................................................................... 56 4.4 Evaluation activity ................................................................................................................................................... 58 4.5 Further notes to the youth worker ................................................................................................................... 59 4.6 References ................................................................................................................................................................... 60 4.7 Pictures credit ........................................................................................................................................................... 60 RIDE ▪ Resources for Inclusion, Diversity and Equality New Practice Resources 5 HOW GREAT AM I? - First Session ............................................................................................................................. 61 5.1 About this Session Plan ......................................................................................................................................... 61 5.2 Thematic introduction and information about the topic......................................................................... 62 5.3 Description of practical activities ...................................................................................................................... 65 5.4 Ending activity .......................................................................................................................................................... 67 5.5 References ................................................................................................................................................................... 67 6 HOW GREAT AM I? - SECOND SESSION................................................................................................................... 69 6.1 About this Session Plan ......................................................................................................................................... 69 6.2 Ending activity .......................................................................................................................................................... 71 6.3 Evaluation activity ................................................................................................................................................... 71 6.4 Further notes to the youth worker ................................................................................................................... 72 6.5 References ................................................................................................................................................................... 72 6.6 Pictures credit ........................................................................................................................................................... 72 6.7 Appendix ...................................................................................................................................................................... 73 7 YOUTH AS KEY FOR RURAL REVIVAL ...................................................................................................................... 75 7.1 About this Session Plan ......................................................................................................................................... 75 7.2 Thematic introduction and information about the topic......................................................................... 76 7.3 Description of practical activities ...................................................................................................................... 80 7.4 Evaluation activity ..................................................................................................................................................
Load more

Recommended publications
  • RELIGION and YOUTH in CROATIA Dinka Marinović Jerolimov And
    RELIGION AND YOUTH IN CROATIA Dinka Marinović Jerolimov and Boris Jokić Social and Religious Context of Youth Religiosity in Croatia During transitional periods, the post-communist countries of Central and Eastern Europe shared several common characteristics regarding religious change. These can be roughly summarized as the influence of religion during the collapse of the communist societal system; the revitalization of religion and religiosity; a national/religious revival; an increase in the number of new religious movements; the politiciza- tion of religion and “religionization” of politics; and the as pirations of churches to regain positions they held in the pre-Communist period (Borowik, 1997, 1999; Hornsby-Smith, 1997; Robertson, 1989; Michel, 1999; Vrcan, 1999). In new social and political circumstances, the posi- tion of religion, churches, and religious people significantly changed as these institutions became increasingly present in public life and the media, as well as in the educational system. After a long period of being suppressed to the private sphere, they finally became publicly “visible”. The attitude of political structures, and society as a whole, towards religion and Churches was clearly reflected in institutional and legal arrangements and was thus reflected in the changed social position of religious communities. These phenomena, processes and tendencies can be recognized as elements of religious change in Croatia as well. This particularly refers to the dominant Catholic Church, whose public role and impor- tance
    [Show full text]
  • The Religious Freedom in Croatia: the Current State and Perspectives
    Centrum Analiz Strategicznych Instytutu Wymiaru Sprawiedliwości For the freedom to profess religion in the contemporary world. Counteracting the causes of discrimination and helping the persecuted based on the example of Christians Saša Horvat The religious freedom in Croatia: the current state and perspectives [Work for the Institute of Justice] Warsaw 2019 The Project is co-financed by the Justice Fund whose administrator is the Minister of Justice Content Introduction / 3 1. Definitions of religious persecution and freedom to profess religion / 4 1.1. The rologueP for freedom to profess religion / 4 1.1.1. Philosophical and theological perspectives of the concept of freedom / 4 1.1.2. The concept of religion / 5 1.1.3. The freedom to profess religion / 7 1.2. The freedom to profess religion – legislative framework / 7 1.2.1. European laws protecting the freedom to profess religion / 7 1.2.2. Croatian laws protecting the freedom to profess religion / 8 1.3. Definitions of religious persecution and intolerance toward the freedom to profess religion / 9 1.3.1. The religious persecution / 9 1.3.1.1. Terminological clarifications / 10 2. The freedom to profess religion and religious persecution / 10 2.1. The situation in Europe / 10 2.2. The eligiousr persecution in Croatia / 13 3. The examples of religious persecutions in Croatia or denial of religious freedom / 16 3.1. Religion persecution by the clearing of the public space / 16 3.2. Religion symbols in public and state institutions / 19 3.3. Freedom to profess religious teachings and attitudes / 22 3.3.1. Freedom to profess religious teachings and attitudes in schools / 22 3.3.2.
    [Show full text]
  • S "Opä⁄I Religijski Leksikon (A General Lexicon of Religion)"
    Occasional Papers on Religion in Eastern Europe Volume 22 Issue 6 Article 3 12-2002 Rebić's "Opći Religijski Leksikon (A General Lexicon of Religion)" - Book Review Davor Peterlin Faculty of Philosophy of the Society of Jesus, Zabreb, Croatia Follow this and additional works at: https://digitalcommons.georgefox.edu/ree Part of the Christianity Commons, and the Eastern European Studies Commons Recommended Citation Peterlin, Davor (2002) "Rebić's "Opći Religijski Leksikon (A General Lexicon of Religion)" - Book Review," Occasional Papers on Religion in Eastern Europe: Vol. 22 : Iss. 6 , Article 3. Available at: https://digitalcommons.georgefox.edu/ree/vol22/iss6/3 This Article, Exploration, or Report is brought to you for free and open access by Digital Commons @ George Fox University. It has been accepted for inclusion in Occasional Papers on Religion in Eastern Europe by an authorized editor of Digital Commons @ George Fox University. For more information, please contact [email protected]. Opći Religijski Leksikon A General Lexicon of Religion . Adalbert Rebić, editor. Zagreb: Leksikografski zavod Miroslav Krleźa , 2002. 1062 pages, hard cover, one volume. The publication of a major encyclopaedia or a lexicon is always a significant event in any country. If the publication is the first of its kind ever to appear on the national cultural scene, and if it covers a particular field which has traditionally been ignored by the ruling ideology or monopolised by a prevalent religion, then the sheer fact of its appearance deserves loud approval. Thus, the emergence of the pioneering General Lexicon of Religion in Croatia in September 2002 constitutes a major contribution and a landmark for the national culture.
    [Show full text]
  • The Croatian Ustasha Regime and Its Policies Towards
    THE IDEOLOGY OF NATION AND RACE: THE CROATIAN USTASHA REGIME AND ITS POLICIES TOWARD MINORITIES IN THE INDEPENDENT STATE OF CROATIA, 1941-1945. NEVENKO BARTULIN A thesis submitted in fulfilment Of the requirements for the degree of Doctor of Philosophy University of New South Wales November 2006 1 2 3 Acknowledgements I would like to thank my supervisor Dr. Nicholas Doumanis, lecturer in the School of History at the University of New South Wales (UNSW), Sydney, Australia, for the valuable guidance, advice and suggestions that he has provided me in the course of the writing of this thesis. Thanks also go to his colleague, and my co-supervisor, Günther Minnerup, as well as to Dr. Milan Vojkovi, who also read this thesis. I further owe a great deal of gratitude to the rest of the academic and administrative staff of the School of History at UNSW, and especially to my fellow research students, in particular, Matthew Fitzpatrick, Susie Protschky and Sally Cove, for all their help, support and companionship. Thanks are also due to the staff of the Department of History at the University of Zagreb (Sveuilište u Zagrebu), particularly prof. dr. sc. Ivo Goldstein, and to the staff of the Croatian State Archive (Hrvatski državni arhiv) and the National and University Library (Nacionalna i sveuilišna knjižnica) in Zagreb, for the assistance they provided me during my research trip to Croatia in 2004. I must also thank the University of Zagreb’s Office for International Relations (Ured za meunarodnu suradnju) for the accommodation made available to me during my research trip.
    [Show full text]
  • Muslim Community in the Republic of Croatia
    Occasional Papers on Religion in Eastern Europe Volume 19 Issue 3 Article 2 6-1999 Muslim Community in the Republic of Croatia Neven Duvnjak Institute ofSocial Sciences Iva Pilar- Center Split (Croatia) Follow this and additional works at: https://digitalcommons.georgefox.edu/ree Part of the Christianity Commons, and the Eastern European Studies Commons Recommended Citation Duvnjak, Neven (1999) "Muslim Community in the Republic of Croatia," Occasional Papers on Religion in Eastern Europe: Vol. 19 : Iss. 3 , Article 2. Available at: https://digitalcommons.georgefox.edu/ree/vol19/iss3/2 This Article, Exploration, or Report is brought to you for free and open access by Digital Commons @ George Fox University. It has been accepted for inclusion in Occasional Papers on Religion in Eastern Europe by an authorized editor of Digital Commons @ George Fox University. For more information, please contact [email protected]. Muslim Community in the Republic of Croatia by Neven Duvnjak Mr. Neven Duvnjak is Junior Assistant at the Institute ofSocial Sciences Iva Pilar- Center Split (Croatia). Currently he is working on the project "Religious Communities in Croatia and Their Role in Integrative Processes". He is an M A. Candidate in Sociology of Religion at the University ofZagreb. Mr. Duvnjak is a member ofWorld Conference on Religion and Peace- Europe (Croatian Chapter), and Association for Religious Liberties in Croatia. His professional interests are Sociology of Religion, Religious Freedom and Human Rights, Religious Communities and Social Justice, Inter-religious relations, Relations between Church and State. 1. A brief history The first mention of Muslims on Croatian territory dates back long before the Turkish invasions.
    [Show full text]
  • Sociology of Religion in Croatia 1991-2007
    UDK 316.74:2(497.5)"1991/2007" Siniša Zrinščak SOCIOLOGY OF RELIGION IN CROATIA 1991-2007 Introduction “Only a couple of years have passed since the analyzed period so it is justifi- ed to raise the issue of the (necessary) time distance, in other words the possibility of deducing an analyses that is as objective as possible At the same time the issue of the personal (ideological) involvement in this period may present a certain difficulty, as can the fact that we are talking about individuals that are still active”. These senten- ces were written in the introduction of a more extensive study that focused on the development of the sociology of religion in Croatia from 1945 to 1990 (Zrinščak, 1999a:17). Whether and in what way did the study avoid the dangers perceived, will of course be judged by others. Still, I feel the need to again emphasize some of the methodological dangers related to the mapping of the development of sociology of religion in Croatia following its independence. It is an inarguable fact that this over- view is being given by a person that has been active in the socio-religious scene and that has, in his public appearances as well as in a series of theoretical and research publications, differed form other sociologists of religion. The scientific differences, at least in social sciences, are not neutral, because they are related to the current, often ideological and emotionally characterized social issues. I do not intend to pass judg- ments on such issues here, although they should not be forgotten.1 But, since we are unavoidably talking about a subjective evaluation of the development of the sociolo- gy of religion in Croatia that includes me as well, in this paper I will attempt to sepa- rate the facts from their reinterpretations as clearly as possible.2 Similar to the already quoted study, the development of the sociology of reli- gion will here also be looked at through a prism of the development of sociology of religion worldwide.
    [Show full text]
  • Thesis CA Van Gorp Brotherhood and Unity
    The coat of arms of Socialist Yugoslavia “Brotherhood and unity?” The relationship between nationalism and socialism in socialist Yugoslavia Master thesis Conflicts, Territories and Identities Chris van Gorp, MA, 0600636, [email protected] Thesis supervisor, dr. H.W. Bomert 1 Table of content Map of the Socialist Federal Republic of Yugoslavia + the Yugoslavian timeline 3 List of terms and abbreviations 4 Introduction 5 (Ethno)-nationalism, communism and democratization: 16 a theoretical overview Origins of the term, historical overview of the term and ideas regarding it (primordialism, modernism, constructivism) and the theories of Gellner, Hobsbawm, Anderson & Brown. 1. Chapter 1: The ‘first’ Yugoslavia and its origins 27 2. Chapter 2: Historical background of Tito’s Socialist Yugoslavia, 1945-1973 38 1. Was there something like an official SFRY national identity and if so, what was it and why was was this problematic to some inhabitants? What was the Yugoslavian idea and where did it originate from? 2. How important were Tito and the Partisan legacy for the legitimization of the SFRY? 3. How did the SFRY deal with the past? 3. Chapter 3: Titoism and the new constitution, 1974-1986 56 1. What were the major changes in the 1974 constitution, what were the ideas behind it and how did they influence the development of nationalism? 2. What state was Yugoslavia in before Milošević rose to power? 4. Chapter 4: Nationalism and political legitimacy, 1986-1992 68 1. Why and when did ethno-nationalism become a feasible option for political legitimacy? Had this anything to do with the death of Tito, the fading memory of the second World War and the end of the Cold War or was it ultimately the transition to democracy that gave nationalism a good chance? Was the rising nationalism a reaction to the official communist policy of ‘brotherhood and unity’ or was it a reaction to things earlier in the past, for instance the Yugoslav kingdom or the Second World War? 2.
    [Show full text]
  • Transitions Related to Religion, Minorities and Gender (Wave)
    Welfare and Values in Europe: Transitions related to Religion, Minorities and Gender (WaVE) Croatia: Overview of the national situation by Marija Geiger and Siniša Zrinščak 1 1. Introduction Croatia is a small (according the Census 2001 it has 4,437,460 inhabitants) and young country that gained independence in 1992, after the dissolution of the former Yugoslavia. The process of gaining independence was connected with the Homeland War, which ended in 1995. After a turbulent social and political period during the 1990s, the Croatian situation has been slowly but considerably normalised. The main political goal of the Republic of Croatia is to become a full EU member. The Stabilisation and Association Agreement with the EU was signed in 2001, and after Croatia fulfilled all conditions, the negotiation process started in October 2005.1 The interaction between religion, minorities and gender is a new topic in Croatian scientific research and the results of the WaVE project will provide new knowledge on social welfare, majority – minority relations and gender. This statement is based on the analysis of recent scientific literature and research in Croatia, briefly presented below. There are two recent research studies, which (only partially) have focused on the social, welfare-related role of religious agents in the country. The first one is the European Value Survey (EVS) conducted in Croatia in 1999; it produced a series of data about different aspects of the social role of religion and was published later in a book (Baloban, 2005). The second study is more important as, by initiating this research, the Catholic Church wanted to present itself as an institution, which has paid much attention to different welfare issues.
    [Show full text]
  • Sacred Places and Religious Practices Among Croatian Spiritual Seekers: a Medjugorje Case Study
    SACRED PLACES AND RELIGIOUS PRACTICES AMONG CROATIAN SPIRITUAL SEEKERS: A MEDJUGORJE CASE STUDY MARIJANA BELAJ AND GORAN PAVEL ŠANTEK The political, economic, and sociocultural transitions and Politične, gospodarske in družbenokulturne preobrazbe, ki transformations that Croatia has experienced since the 1990s jih je doživela Hrvaška od devetdesetih let prejšnjega stoletja, have also affected the position of the Church in society. In so vplivale tudi na položaj Cerkve v družbi. V zadnjem the last decade, institutional religion in Croatia has lost its desetletju je institucionalna vera na Hrvaškem izgubila legitimizing function in society, and religiousness is greatly legitimno funkcijo v družbi, doživljanje religioznosti pa influenced by the individualization and subjectivization zaznamujeta individualizacija in subjektivizacija insti- of, or distance from, institutional religious principles and tucionalnih religioznih načel. Kljub različnim stališčem doxa. Internal conflicts within the Church regarding the znotraj Cerkve o najpomembnejšem romarskem kraju v most known pilgrimage place in Hercegovina, in Medjugorje Hercegovini, v Medjugorju, število romarjev narašča, kar notwithstanding, the pilgrimage to Medjugorje continues to omogoča domnevo o “duhovnem obratu” v sodobni družbi. flourish, upholding the thesis about the “spiritual turn” in Ključne besede: sveti prostor, ritual, identiteta, Medjugorje, contemporary society. Hrvaška, romanje Keywords: sacred space, ritual, identity, Medjugorje, Croatia, pilgrimage INTRODUCTION Because this
    [Show full text]
  • Sacred Geography of the Post-Socialist Balkans: Transformations of Religious Landscape and Pilgrimage an Introduction
    southeastern europe 41 (2017) 1-18 brill.com/seeu Sacred Geography of the Post-Socialist Balkans: Transformations of Religious Landscape and Pilgrimage An Introduction Evgenia Troeva Institute of Ethnology and Folklore Studies with Ethnographic Museum, Bulgarian Academy of Sciences, Sofia, Bulgaria [email protected] Petko Hristov Institute of Ethnology and Folklore Studies with Ethnographic Museum, Bulgarian Academy of Sciences, Sofia, Bulgaria [email protected] This introductory text aims at presenting the dynamics in the development of religious life in the post-socialist Balkans and the trends in its research from the perspective of the humanities and social sciences. The topic has geographi- cal as well as political and temporal limitations. The transformations in the political, economic, social and cultural development of the former socialist countries have been taking place hand in hand with significant changes in re- ligious life as well. The officially imposed atheistic ideology and the restriction on religious practice during socialism have been followed by a manifestation of religious feelings, particularly in the 1990s. The different faiths traditional for the region have come alive in the public sphere. After 1989, the religious sphere became more pluralized in the countries of the Eastern bloc, and new religious movements such as neo-Protestantism, Eastern teachings, New Age ideas, etc. began to spread. The intensification of religious practice in post-socialist countries raises the question of defining the processes observed. The research corpus on the issue can be grouped into four major theses: on the revitalization of religion; on the important differences in the religiousness of different countries; on religion as an important identity framework for social processes; and on the role of religion in the new pluralistic social environment (Jerolomov, Zrinščak 2006: 280).
    [Show full text]
  • The Most Catholic Country in Europe? Church, State, and Society in Contemporary Croatia
    Religion, State & Society, Vol. 34, No. 4, December 2006 The Most Catholic Country in Europe? Church, State, and Society in Contemporary Croatia VJEKOSLAV PERICA1 Croatia is today the most Catholic country in Europe. The voice of the church is being heard well; the church is able to influence the legal order. ...I do not know of any other country in which society and government pay such attention to what the church has to say, especially about social issues (Jutarnji, 2004). These were the words of the papal nuncio in Croatia, Archbishop Francisco-Javier Lozano, in an interview with Radio Vatican on 27 July 2004. In a follow-up polemic the ruling Catholic party, the Croatian Democratic Community (Hrvatska Demokratska zajednica (HDZ)), sounded triumphant. The HDZ returned to power after a 2003 electoral victory assisted by the church. One of HDZ party leaders, Andrija Hebrang, was glad to hear the nuncio’s words but said modestly ‘Poland and Ireland remain grand champions of Catholicism; they are probably more Catholic than Croatia’ (Novi list, 2004a). Several critical voices, however, dissented from the triumphant mood on the Croatian Catholic right. The writer Drago Pilsel, a former Franciscan liberation theologian born in Argentina, attacked Lozano in his column in the Rijeka daily Novi list. According to Pilsel, Lozano, as a member of the ultraconservative organisation Opus Dei, favours a country in which the Catholic Church acts as patron to state and society. Pilsel describes Lozano as a hawk from the most conservative church circles, and accuses him of hating the poor, the working people and especially Africa (Pilsel, 2004).
    [Show full text]
  • Croatia: a Curriculum Guide for Secondary School Teachers
    Croatia: A Curriculum Guide for Secondary School Teachers Created by the Center for Russian and East European Studies University Center for International Studies University of Pittsburgh April 2006 Cover Photo: Jeanette A. Hahn, Dubrovnik, 2004 Curriculum Guide Contributors: Jeanette A. Hahn, School of Law, University of Pittsburgh (primary researcher and author) Gina Peirce, Center for Russian and East European Studies, University of Pittsburgh (editor) ii Introduction Croatia: A Curriculum Guide for Secondary School Teachers was created to provide information on the historical and contemporary development of the Croatian nation, and in so doing, to assist teachers in meeting some of the criteria indicated in the Pennsylvania Department of Education‘s Academic Standard Guidelines (http://www.portal.state.pa.us/portal/server.pt/community/state_board_of_education/8830 /state_academic_standards/529102). To fulfill the fundamental themes for many of the disciplines prescribed by the state guidelines, this curriculum guide provides the following information: A description of the unique traits of Croatian culture. A description of the effects of political, economic and cultural changes and how these changes shaped the present Croatia. Identification and explanation of the contributions of key historical individuals and groups in politics, science, the arts, and religion in Croatia. Examination of the changing economic and political system of Croatia, and how these changes have affected Croatian society. These and other areas of Croatian society and culture are explored in an attempt to assist the secondary school teacher in fulfilling the Academic Standard Guidelines. As the unique transitions in Croatia provide a laboratory for studying political, economic and cultural change, this guide may be additionally useful as a means for comparison with our own country‘s development.
    [Show full text]