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Content bibliography from the HaCES Falta course

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Content bibliography from the HaCES Falta course

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Beyond Culture (1976), Edward T. Hall
https://www.spps.org/cms/lib/MN01910242/Centricity/Domain/125/iceberg_model_3.pdf

Cinco caminos para la paz: una estrategia de educación en valores para el tiempo libre, Movimiento por la Paz -MPDL Cantabria-
http://pazydiversidadcultural.org/2021/06/21/cinco-caminos-para-la-paz-una-estrategia-de-educacion-en-valores-para-el-tiempo-libre/

Compass, Manual for Human Rights Education with Young  People
https://rm.coe.int/compass-spanish-2015/168077bbdf

Dismantling prejudice, the story of Alex https://youtu.be/xA5Dew4IFFU

Drop-In Action, A catalogue on non-formal
education methods
https://drop-in.eu/drop-in-action/

Intercultural learning T-kit, edited by Silvio Martinelli, Mark Taylor
https://www.salto-youth.net/downloads/toolbox_tool_download-file-112/t%20kit%20intercultural%20learning.pdf

Leadership Education Advancing Democracy and Diversity, LEADD: The Derdians and Engineers
Dismantling prejudice, the story of Alex https://youtu.be/xA5Dew4IFFU

The Danish video, We are not so Different https://youtu.be/fXBXOaLcMZg

The Danger of a Single Story TED talk https://www.youtube.com/watch?v=D9Ihs241zeg&ab_channel=TED

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"Cinco caminos para la paz: una estrategia de educación en valores para el tiempo libre"

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Comenzamos un curso online gratuito en el que, a lo largo de dos semanas, se abordarán claves y recursos educativos para fomentar una educación en valores desde el ocio y el tiempo libre.A lo largo del mismo se recorrerán cinco caminos: Diversidad cultural: el camino de la

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Logbook_Serbistan (2015), Želimir Žilnik
The Salt of the Earth (2014), Wim Wenders
Almanya - Welcome to Germany (2011), Yasemin Şamdereli
Take me somewhere nice (2019), Ena Sendijarević
Before the Rain (1994), Milčo Mančevski

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The Innocent Anthropologist, Nigel Barley (1983)
Deadly Identities, Amin Maalouf (1998)
Flowers for Algernon, Daniel Keyes (1959)
Audrey Lorde, author
The Arrival, Shaun Tan (2006)
The Other, Ryszard Kapuściński (2006)

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Before discussing interculturality, how would we define culture? The UNESCO Universal Declaration on Cultural Diversity says that it is the distinctive spiritual, material, intellectual and emotional features of a society or social group, comprising art and literature, lifestyles, ways of common life, value systems, traditions and beliefs.

From there, we can characterize interculturality as the equal presence and interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue, mutual respect and understanding, promoting not only coexistence, but also cooperation. The concept recognizes that societies are becoming increasingly interconnected through various means, such as migration, travel, communication, and globalization.

Interculturality seeks to facilitate positive and constructive interactions between individuals and communities from different cultural backgrounds. It attempts to overcome the stereotypes, prejudices and misunderstandings that can arise when people from different cultures come into contact with each other.

Interculturality is crucial to reducing conflict and building bridges between people of different backgrounds, helping to create a more united global community. It is often a guiding principle in education, business, diplomacy and social integration programs.

Some ways to implement interculturality yourself can be:

Organize workshops, seminars, and cultural events to raise awareness about diversity and its value.

Create a language club in your community to encourage learning languages spoken by different cultural groups.

Focus on active listening and empathy, understanding another's perspective.

Organize campaigns and initiatives that challenge stereotypes about other cultures.

Use media and social platforms to promote positive representations of diverse cultural groups.

Organize cultural exchange programs, where people can share their culture and learn about others.

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Objectives: Group dynamics and team building, learning about different cultures. This exercise creates a good atmosphere and brings the group together, as music is something that connects us all.

Number of participants: 6-20

Duration: 15-30min, flexible

Group requirements: The exercise can be done early in the program, as it serves as a good introduction for the topics of culture and interculturality. It can be a fun way to create a friendly, open atmosphere, but also be a motivation for further intercultural learning.

Materials: Speakers/something used to play music, Internet or already downloaded songs from different countries, paper and pens/pencils

Steps: Split the participants into teams. The teams should be as diverse as possible, with people from different cultures. Let them choose team names. Then, play 15 seconds of a song. Each team has to write the country/region/culture they think the song is coming from on a piece of paper, and show it to each other. If they get it right, they get a point. Another song is played, and so on. Try to make it as diverse and fun as possible, and to include the cultures of the people present. If they know the lyrics and it turns into a little performance, all the better.

Another variation: If you want to make it more dynamic and competitive, instead of writing the anwsers on a piece of paper, put a ball or another object in the middle of the room. The person that first reaches the object when they recognize the song is the one that can take a guess on the behalf of their team.

Possible reflexion questions:
Did you like the exercise?
How different was the music that was played?
Did anything surprise you?

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Objectives: Encouraging an open discussion and reflection about the difficult realities and discrimination that exists in our society and more specifically, the legal system.

Number of participants: 10-20

Duration: 1h-1h30

Group requirement: As this exercise can touch on a lot of personal opinions and views on moral and the human nature, it is important that the group has previously built a friendly atmosphere and trust.

Materials: An interesting real-life case that shows the flaws of the legal system and poses a dilemma, for example the case of the Sikh religious symbol in Italy: https://mancunion.com/2017/05/19/the-sikh-kirpan-and-italy-religious-freedom-or-a-threat-to-security/
You can get creative with photos and drawings of evidence, even video material presenting the case.

Activity steps: You will need three or four teamers to play the roles of the game - a judge, the state attorney and the defence attorney, and optionally the defendant. The judge asks the participants to play the jury, and then presents the case (of course, without revealing the real-life verdict). The state attorney and the defense attorney present their arguments, and any material that you may have (a picture of the knife in questions, a quote from the court case, a declaration from the law of Italy, or from the Sikh beliefs). The defendant also gets a chance to speak. Once the case is presented, the participants are asked to place themselves on one side of the room or another, depending on whether they find the defendant guilty or not guilty. Then the floor is open for discussion. The teamers should intervene as little as possible, with the judge facilitating. They are allowed to switch sides at any point if the arguments of the other group convince them. At the end of the activity, you may share with them the verdict and additional information about the real-life case.

Difficulties: It is important to keep in mind that the debate may get heated and passionate, and try to moderate the it as best as possible. However, it is not likely they will reach a unanimous verdict, so it´s suggested to leave 10 minutes before the end of the activity for a sharing round and unwinding.

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Objectives: Inspiring critical thinking, highlighting how stereotypes can be harmful, perpetuate biases, and contribute to discrimination. Encouraging participatants to question their own beliefs and attitudes, and how much they are shaped by society.

Number of participants: 5-20, diverse group

Duration: 20-30min

Group requirement: The activity is suitable for a more formed group, when they already feel comfortable sharing with each other and some trust is built, because some difficult topics and opinions could come up. A constructive and open reflexion after is key for making this exercise succesfull.

Materials: post-its, variations based on what you have available and how you want to carry out the exercise - backpacks, bags, hats, or simply papers can be used.

Activity steps: Ask participans to take some post-its. Then ask them to go around the room and write a stereotype or an assumption about another persons country or culture, and then put it in the persons backpack. Encourage them to not censor themselves, and write as freely as possible, even if the associations that come up are negative. Give them time to go around and do this for each person.
(Variation: If you are using papers, instruct half of the participants to tape the papers to their backs while others write, and then switch.)
When this is done, each participant can read what was in their backpack. You may also previously ask them to share what they think the others wrote.

Group reflexion:

How did you feel reading the stereotypes about your own culture? Was there anything that surprised you?
What are some of the thoughts and feelings that came up while you were writing about others?
Where do you think these stereotypes come from? Why are they dangerous?

Reflexion is the key to this exercise because it can be emotionally challenging. The group should be encouraged to share their feelings and any frustration that the activity has risen.

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Objectives: This exercise teaches participants how to interact and adapt to cultures different than their own, and  helps develop cultural competences.

Number of participants: 10-25

Duration: 5-10 minutes, reflexion time 10 minutes

Group requirements: The activity can work as an energizer, and more importantly as an introduction to the topic of interculturality.

Materials: a piece of paper/post-it per group, explaining the greeting

Steps of the activity: Divide the participants into groups of 4-5 people. Each group receives a piece of paper with an explanation of how people greet each other in a particular country. For example, one group could get: Egypt - Give a firm and long handshake and look straight in the other person´s eyes while smiling. Another group could get - Tibetan: Greet by Tashi Delek, stick out your tongue at the other person. A third - Turkey: Take the person´s hand, kiss the top of it, then bring that person´s hand to your forehead. You can put more if you have more participants, as long as they are real greetings from real places!
You give them a minute or two to learn the greeting. Then you ask them to go around and greet each person in the way they just learned.

Guiding questions for the reflections:

How did you feel greeting people? What reactions did you get to your greeting?

Did you find any of the greetings unusual? Do you know where they come from?

Did you learn and repeat another greeting, or just replied with the one from your culture?

How do you interact with people from other cultures? What is important to remember?

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Intersectionality is a feminist tool

for analysis, advocacy, policy

and project development that

addresses how the relation between

power structures and systems of

oppressions construct our multiple

identities and social locations in

hierarchies of power and privilege. It was first coined by Kimberlé Crenshaw, a legal scholar, in 1989.

Why is it important to discuss intersectionality? First and foremost, it is an instrument that helps recognize and reflect on power and privilege, that are based on many different parts of our identities, such as skin colour, gender, sexuality, disability, income, age, education, religion, citizenship status, and so on. With this we begin to deconstruct the systems that hold them up (legal system, colonization, politics, capitalism, war, economy, immigration system...) and figure out ways how to fight them, both individually and collectively. The goal of intersectionality is to foster greater awareness and understanding of the complex and diverse experiences of individuals within society and to promote more inclusive solutions to address systemic discrimination and oppression.

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IOM defines a migrant as any person who moves across an international border or within a country, outside his or her usual place of residence regardless of:

their legal status;

the voluntary or involuntary nature of the displacement;

the reasons for the movement;

the duration of their stay.

The history of humanity is the history of migration.

The causes are very diverse: new economic opportunities, search for work, family reunification, escaping from conflicts, persecution, human rights violations, consequences of climate change, etc.

Migration is full of stereotypes and false information. Migrants come from various countries, cultures, and backgrounds. Recognizing this diversity helps challenge stereotypes and fosters understanding and empathy towards their unique circumstances. 80% of irregular arrivals to Spain arrived by plane and not by boat (from Latin America and not Africa).
Source: PorCausa

This is why humanizing migration and recognizing the realities of it is key - understanding the experiences and needs of migrants, and advocating for their rights and dignity.The experiences of people that migrate can vary a lot. It is not rare that it is a dangerous and challenging process, and basic human rights are at stake. Racism, discrimination, fear, ignorance, police brutality, language barriers, state laws; these are just some of the hardships and systematic abuse that the people face.

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Can we still use the term race in the 21st century?

As the dutch linguist Teun Van Djik explains, « Racism with a more ideological and explicit basis was born in the 18th and 19th centuries as a way to legitimise the superiority of the so-called "white race". »

Therefore, we should speak of ethnicities and not races. Human races do not exist from a biological or anthropological point of view. However, even if races do not exist, racism undoubtedly does. It is historically formed structural inequity, a systematic hierarchy that passes advantage and dissadvantage from one generation to another, and it is vital to understand its roots and effects.

When talking about racism, it is important that we make the distinguish what is the difference between being non-racist and anti-racist. People who are non-racist claim to be "colorblind" and to think everyone should be equal. They do not accept that they are part of this system, and they do not do anything to change it. Anti-racist people acknowledge that they are part of this system of inequality, and they think about ways to combat racism both in society and in themselves.

Encouraging individuals to examine their own biases and prejudices is essential. By being aware of personal biases, people can take steps to challenge and change them. Ask yourself: where do these disparities exist? You will quicky recognize the many areas: education, healthcare, criminal justice, and housing, which disproportionately affect marginalized communities.

The next step is advocating for equality, the rights of marginalized groups, supporting their causes and amplifying their voices. Be vigilant and stand up if you witness injustice, even on a micro level. Everyone has a role in creating a better society, and the first step to making a change is taking responsability and changing yourself. Remember; the learning is ongoing and neverending. Be open to feedback and learn from your mistakes. Keep engaging and being dedicated to the fight.