Diversity and Inclusion in the Interamerican Scout Region Interamerican Symposium Inclusion and Diversity in the Scout Movement

n September 18 to 20, 2015 the Interamerican Sym- posium of Inclusion and Diversity in the Scout Move- Oment was held in the City of Knowledge, Panama. This is the first time the Interamerican Scout Region organized an event to discuss these issues of vital importance.

The symposium was attended by 29 persons - 22 representati- ves from 17 National Scout Organizations (NSOs), 1 member of the Interamerican Scout Committee, 1 representative of the European Scout Region and 5 staff members of the Regional Office. Likewise, 13 experts from 10 organizations also attended, working as Symposium panelists.

Participating NSO's were: Scouts de Argentina AC, Scouting Antiano, Scouting Aruba, The Scout Association of Belize, União dos Escoteiros do Brasil, Association des Scouts du Canada, Asociación Scouts de Colombia, Asociación de Guías y Scouts de Costa Rica, Asociación de Scouts del Ecuador, Aso- ciación de Scouts de El Salvador, The Scout Association of Gre- nada, Asociación de Scouts de Honduras, Asociación de Scouts de Nicaragua, Asociación Nacional de Scouts de Panamá, Aso- ciación de Scouts del Perú, Asociación de Scouts Dominicanos Inc. y Asociación de Scouts de Venezuela.

The developed concepts in this document are the result of the work done by the participants of the Symposium, from the topics addressed by experts from different areas.

The Interamerican Scout Region wants make clear its appre- ciation to the Messengers of Peace Fund for their valuable support in funding received for this symposium.

Diversity and Inclusion, strategic priority of the Triennial Plan 2014-2017 of the World Organization of the Scout Movement

ur mission. The Mission of Scouting is to contribute to the education of young people, through a value system Obased on the Scout Promise and Law, to help build a better world where people are self-fulfilled as individuals and play a constructive role in society.

Our Vision. By 2023 Scouting will be the world's leading educational youth movement, enabling 100 million young people to be active citizens creating positive change in their communities and in the world based on shared values.

“Diversity & Inclusion” strategic priority. Scouting should reflect the societies in which it exists and actively work to wel- come all individuals without distinction. This diversity should not only be reflected in the membership, but also the methods and programmes used within the Movement.

3 Concepts related to the theme of Diversity and Inclusion

iversity refers to the variety and difference of the people among themselves. This includes any dimen- Dsion that can be used to differentiate between groups or between individuals. To the extent that our societies are increasingly diverse, it is important that the Scout Movement reflects this situation and strives to represent the society in which it is immersed.

It is considered that the differences between people are an opportunity for the enrichment of society. This collective bene- fit is built through the active participation of all, in all spheres of development of social and cultural processes of each community.

It is necessary that the NSOs recognize the importance of the issue, i.e., accept differences between people as something positive. Therefore, diversity must not be perceived as a problem but as a challenge and an opportunity to enrich the forms of teaching and learning. Encouraging young people to share with people who go through various social, historical and cultural situations, we contribute to the formation of citizens who are committed to create a better world.

Our societies tend to generate resistance to what is “different", either by fear, missinformation or prejudice. Commonly, this kind of thinking is installed because, in part, it has been histo- rically inherited1.

Diversity is an indisputable reality. In a context where we recognize the value of diversity, the process of inclusion is vital to the development and enrichment of practices equitable and accessible to all.

1. Revista latinoamericana de inclusión educativa. 4 http://www.rinace.net/rlei/numeros/vol4-num2/art5.pdf We understand the inclusion in the Scout Movement2 as the process of identifying and responding to the different needs, characteristics of the members of the Organization through greater participation in Youth Programme and adults' manage- ment systems. This vision involves changes and modifications in contents, approaches, structures and strategies, with a com- mon vision, which includes all children and young people according to their age range, as well as all adults involved.

The inclusion is necessary if we want:

A world more equitable and more respectful to the differences.

Reach to all persons, regardless of their characteristics, untagged or exclude.

Provide equitable access, making permanent adjustments to allow for the full participation, valuing the contribution of each person to society.

Inclusion see people as subjects of rights; that is, guarantee joyful enjoyment of themselves. It is important to understand that, as individuals, we can be similar but not identical, so our needs must be met and be considered from a plural and diverse perspective.

Normal or abnormal does not exist, so there is diversity.3

2. Interamerican Symposium Inclusion and Diversity in the Scout Movement. Panama. August, 2015. 5 3. Rita Banús (Aids for AIDS-Panamá). Interamerican Symposium Inclusion and Diversity in the Scout Movement. Panama. August, 2015. Inclusion requires to be seen as the equality of opportunities, i.e. the commitment of society as a whole to make the necessary reforms to those persons with disabilities, in situations of vulnerability and minority groups, to fully enjoy their rights.

Each person has a different route in relation to the development of his/her learning and he/she integrates to the educational proposal that Scouting offers from his/her needs, inte- rests and possibilities. At the same time, the Scout Movement must offer the necessary conditions to assist the uniqueness of every situation in life, i.e., to ensure equality of opportunities.

Inclusion is a process, which is achieved through the elabora- tions of agreements, dialogue and the understanding that it doesn't have the answers in advance, but they are constructed in the course of the same proposals and inclusive practices. They are not in a manual, you live and experience to reach it, it is necessary to have an inclusive look and leave aside prejudice, understanding the social and cultural context (also considering the technology) that develops community which it serves.

Every time we make an adjustment to assist in the process of inclusion of people with disabilities or who are in a context of social vulnerability, the entire society is benefited, contributing concretely to building a world more tolerant and respectful.

6 Definitions spanning the theme of Inclusion and diversity

isability. Any deficiencies or difficulties preventing a person to develop daily and routine activities as other Dindividuals are not complicated to them. They can be disorders in physical, sensory or mental capabilities. Taking as a reference the WOSM document Guidelines on Scouting for people with disabilities, for the Scout Movement disability is a condition that could make it difficult for a young person or adult to access or participate in its activities.

Stigma. It is a condition, attribute, feature or real or imaginary behavior that causes discredit the honor, reputation or fame of a person. Stigma creates the idea that the person who owns it is inferior to others. The causes of stigma are, among others, lack of information, false beliefs, fears and moral judgments.

Discrimination. Unfavorable treatment is to exclude or mar- ginalize certain person or group of people based on a real or imaginary stigma. Discrimination may be by action or omis- sion, subtly or overtly hostile, direct or indirect, intentional or unintentional.

Effects generated by discrimination include:

Be expelled or abandon family, housing, school, work or organization.

Depression, suicide, alcoholism, use of toxic substances.

Vulnerability. Vulnerability is a relative and dynamic concept that refers to the diminished ability of a person or group of people to cope with and recover from situations that affect them. The vulnerability is not confined solely to poverty, but also the social, gender relations and power, the ambient environment, among others. Vulnerability is a relative situation; i.e., all people are vulnerable, but each, depending on their personal circumstances and socio-economic conditions, has its own 7 level of vulnerability, as well as its own kind of vulnerability. In trying to insert ourselves in vulnerable communities, the accesability of all young people should be guaranteed.

Welfarism. It is a practice to offer aid that sees people as passive objects of action of others. Within the Scout Movement the prospects for welfarism persists that keep us in a frame of contradiction, since you cannot achieve full inclusion persist from a welfare perspective.

Equalization of opportunities. It is understood as the process through which all the services offered by the society are made accessible to all people. In the Scout Movement, this can be interpreted as the process that an NSO required to follow to make its education proposal accessible to all children, young people and adults.

Assertive language. It is the language that includes terms, concepts and purposeful and constructive attitudes that promote the positive value of diversity and inclusion.

Public policies. They are the answer offered by the State to the demands of society. Beyond the rules (laws, regulations, etc.) involves everything the State does. They are the result of the political participation of various social actors (NGOs, political parties, churches, etc.). The public policies vary according to historical, social and economic context.

Public policy involve action plans, which are State intervention in certain subject.

Education. Socialization process where learning and knowledge are assimilated. It is a training designed to develop the intellectual, moral, spiritual, emotional, social and physical abilities of the individual.

The idea of a more inclusive education is about everyone, but it gives a special emphasis on those most vulnerable or minori- ties who are often targets of discrimination, exclusion, margi- nalization and failure. Inclusion does not only occur in education, but rather the participation of all levels and in all areas of society.

We require visualize learning from the concern to ensure the highest level of achievement in all essential skills for the inte- gral development of persons.

To promote inclusive education, the first step is to have open- ness towards inclusion. Only the conviction inclusive educational practices are generated. Otherwise, a barrier that prevents achieve real inclusion is generated.

8 Educational activities as facilitators of inclusive practices

ame. Free activity par excellence that drives the movement and creativity and joy manifests (Huizinga, GHomo Ludens, 1938). The game promotes an environment that allows you to experiment, explore and stimulate the experience of sensations and feelings. It is the beginning of the meeting and the opening of who I am. It prepares us for life and always promises and transforms realities. The game is inclusive by nature. The game makes us equal without judg- ment; therefore, it can be used as a means of strengthening inclusive processes.

Educational activity. In the Scout Movement, we understand educational activities as the set of actions taken by children and young people from a playful approach, in order to promote learning experiences. The educational purpose of the activities not only responds to fulfillment of objectives, but favors the deployment of the different skills that contribute to physical and emotional development of each young person, as the protagonist of their learning.

Educational activities are enriched by the variety, diversity, in the different. They feed from which each participant can bring experiences from their own experiences, sensations, feelings and learning. The facilitator of ludic activities, to capitalize on the needs, must use his/her emotional intelligence, empathy and sensitivity, ensuring accessibility to the playful mood on permanent deal with young people.

An activity cannot be considered inclusive when it is generated to meet the needs of a majority and then applies a model extension. Forced adaptations generated by this model are more likely to segregation than inclusion, since from its inception do not allow everyone to participate with the autonomy to promote a full educational experience.

9 Role of the Scout Movement

iversity and inclusion is not a new topic in the Scout Movement. Since its inception, B-P adapted its propo- Dsal to reach young people from all social strata. In addition to this, Scouting is a movement that has its own methodology which naturally leads to the inclusion; however, a clear institutional arrangement to achieve it in practice is needed. This provision does not refer to individual wills, but the political will that translates into institutional policies.

Clearly the time has come that the Scout Movement should review their capacity to adapt to change due "Through globali- zation and increased mobilization, our societies are becoming increasingly diverse. This requires the Movement to be prepared to deal with different needs, requirements and wishes to include various members...”4

If we consider that the right to education in our region is still pending matter, the Scout Movement can make a great contribution, becoming voice bearer and awareness of diversity and inclusion. This will help young people, regardless of the limita- tions of any kind that may be, are related to their learning and develop their multiple identities, becoming the primary responsibility for their own development.

4. Diversity + Inclusion in Scouting. World Scout Bureau. European Regional Office in partnership with Africa Regional Office. 2014.

Proposals for actions to develop to start addressing the issue of Diversity and Inclusion within the Scout Movement

Set up self-assessment mechanisms of ideas, practices, resources and institutional possibilities.

Having an advisory committee of outside experts to the Movement.

Develop evaluation tools for implementation of regulatory elements and practices of inclusion.

Promote and actively involved in defending the rights of all people.

Establish diagnosis mechanisms via the following sugges- ted questions: inclusive for what and for whom?, how inclusive we are and want to be?, what project of society we want to advance?, are we or not prepared for this type of inclusions?, what is the responsibility of our organizations to build resilient communities?

Understand that rights are learned when they are exerci- sed; therefore, we should generate the necessary space for the exercise of rights.

Assume citizenship as the full exercise of the rights and linked to political, economic, cultural and legal framework context.

Move from temporary assistance practices towards others that promote development.

Accept that we require strategic alliances to generate knowledge, ability and willingness to work with diversity.

Take inclusion as an institutional priority, accepting that the experience is acquired in the practice itself. 11 Establish spaces of implementation of our educational proposal in places of social vulnerability, sharing good practices.

Scan inside scout groups how diversity can give us more wealth, create spaces for dialogue, sharing best practices and learning experiences.

Youth Programme

Develop activities linked to educational objectives related to the construction of citizenship.

Review educational objectives and the educational project with a focus on rights.

Modify the youth's image that the Movement has, from passive recipient to a protagonist of the program and its NSO.

Promote safe spaces through educational activities and games that promote resilience.

Analyze the technical decisions and pedagogical practices that should encourage NSOs to strengthen our thinking and inclusive ludic activities.

Rescue, systematize and share best practices of scout groups that have been open to disabled people, other cul- tures, vulnerable or any other condition that may be considered special or different within our organization.

Adults in Scouting

Analyze the training and volunteer system, ensuring the training on diversity and inclusion.

Adults are positioned themselves as true facilitators and promoters of diversity and inclusion.

Provide the necessary support to volunteers to become active promoters of human rights.

Promote training spaces to our adults about inclusive ludic activities.

12 Institutional development

Make decisions nationally focusing on defining institutional policies related to diversity and inclusion. Make clear the political will of the Association on these issues.

Set goals and institutional actions related to diversity and inclusion.

Make changes and modifications to existing regulations, methodologies, structures and strategies, to ensure inclusion and respect for diversity from the perspective of rights.

Glimpse that inclusive education can lead to the improve- ment of the institutional processes of our Organization.

Communication and institutional relations

Actively engage in the global agenda and the spaces where policies are generated.

Establish permanent links with other organizations (UN, NGOs, and governments).

Approach to experts on community development, gender, inclusion, disability, etc.

13 Key challenges

Define the scope of the inclusion proposal of the National Scout Organization, as a real development choice for children, young people and adults.

Reach to areas that have not been addressed with a proposal that is suitable to their needs.

Include a greater number of people with disabilities, minority groups and vulnerable contexts.

Position the theme of diversity and inclusion of decision- making at the national and regional levels.

Be an integration option for persons in human mobility (migrants, displaced and refugees).

Enhance the skills of volunteers in the field of diversity and inclusion.

14 Participants: Cristian Leonardo Catania, Roger Lionel Lake, Luiz Cesar de Simas Horn, Públio Athayde, Isabelle Dufresne- Lienert, Lilliana Vargas Acuña, Emilio Agusto Veras Ivanovich, Oscar Xavier Jara Orozco, Mishel Alejandra Viteri de Mora, Eynar Alexander Mendoza Vásquez, Marisa Ábrego Valdez, Plinio Hernán Ramírez Díaz, José Javier Raudales Zúñiga, Armando Aban, Natalia Andrea Santofimio Luján, Jessica Damon, Elisha St. Louis, Paula Elisa Aguilar León, Rafael Enrique Sifontes Bracho, Cristian Alfredo Valdés González, Amanda Flores Guevara, Rafe Lucado, Raúl A. Sánchez Vaca, Susana Salguero, Ralf Dillmann Trau, Jesús Arenas, Mauricio Veayra Calderón.

Panelists: Jorge Fernández, Argentina Catholic Commission Migration Foundation; Xenia Mas de Vergara, Walk Together Foundation; Manuel Campos L., Inclusion Panama; Fabiano Franz & Alexander Acebedo, World Vision Latin America; Vani- na Figule, Regional Colaborator; Rita Banús, Aid for AIDS; Nini Guerrero, Jesuit Service for Refugees; Paula Fuentes, Scout Experience Project; Alejandra Albacete, IPA Argentina; Kasper Pedersen, European Scout Region; Pablo Salazar Canelos & Fabiola Aguilar, United Nations Population Fund.

Regional Working Group on Diversity and Inclusion in the Interamerican Scout Region: Vanina Figule, Amanda Flores Guevara, Paula Fuentes, Alejandra Albacete, Jesús Arenas, Mauricio Veayra Calderón.

Translation review: Armando Aban.

15 Panama City, Panama; January 2016. Social change seeks to transform individually or collectively inequities in opportunities for inclusion. Therefore, any State, and in our case, all social organization requires social inclusion prospects have turned into institutional policies.