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Is there a working definition of radicalization? How are those at risk of being radicalized identified?

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Is there a working definition of radicalization? How are those at risk of being radicalized identified?

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Will young people be used as researchers as well as participants?

Is it possible to be more specific about who and what is to be changed through your processes?

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Besides dialogue in Rwanda, are there any co-constructing activities that will be used. These might be more indirect ways to build trust, like making murals, or plays, or dances together?

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How do the 50 trained teachers connect with the artists?
Are high grades and academic achievement appropriate measures for MAP outcomes?

What is the link between arts processes and peace? Is there a need to analyse the 'for' in Mobile Arts for Peace?

IRDP:

There looks to be a mass of problems to be addressed; too many to be achievable? Too many stakeholders? Are there dialogues between the Ministry of Gender and Family Promotion and the Ministry of Education? How do you plan to track behaviour changes?

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Given Nurgul's response to these questions, I wonder whether the 'real' target for change needs to be government agencies at whatever level entry is possible?

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Given Nurgul's response to these questions, I wonder whether the 'real' target for change needs to be government agencies at whatever level entry is possible?

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Develop a cluster of change to capture change on different levels.

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Does the Ministry of Education speak to the State Agency for Youth Affairs? Can young people engage directly with policy-makers? How will school children and adults engage together through art? Is 'one problem per community' realistic? How can you restrict what is perceived as a 'problem'? Young people becoming decision-makers requires change in governmental attitudes. Can the project work with government officials to promote such a change?

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Does the Ministry of Education speak to the State Agency for Youth Affairs? Can young people engage directly with policy-makers? How will school children and adults engage together through art? Is 'one problem per community' realistic? How can you restrict what is perceived as a 'problem'? Young people becoming decision-makers requires change in governmental attitudes. Can the project work with government officials to promote such a change?

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Very interesting -- the gap between  what is stated like participatory action budget and the real way and reigning assumptions about who is valued and what actually is the method of decision-making.

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How are safeguarding principles and policies integrated into the activities, especially in relation to young people?

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How are safeguarding principles and policies integrated into the activities, especially in relation to young people?

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1. expose the injustice
2. win your opponents as your allies
3. show a better alternative

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There is a holistic dimension that we can all learn from. It will be significant to see what moves most easily and what is more resistant in your project efforts. What groups/sectors are most responses in the preliminary  activities?

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Readiness for change grows when we can see / imagine a better alternative to what we have today

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Readiness for change grows when we can see / imagine a better alternative to what we have today

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There is mention of 'advocacy'. What is being advocated? Benefits are not necessarily changes. How do benefits lead to change? A stated aim is 'budget allocation by government'. Allocation for what? Most of all, how is the government going to be engaged in the process? How and why will it respond to young people?

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There is mention of 'advocacy'. What is being advocated? Benefits are not necessarily changes. How do benefits lead to change? A stated aim is 'budget allocation by government'. Allocation for what? Most of all, how is the government going to be engaged in the process? How and why will it respond to young people?