comhlamhs coming home training

A handbook for volunteersending agencies

Comhlámh’s‘Coming Home’Training

Contents

Welcome to the Training Handbook 1Background of this Handbook 3

PART A Context of the Training Handbook

Development Education in Volunteering 7Continuous Engagement 10Debriefing and Self Care 13Introduction to Facilitation 16

PART B Activities

SECTION 1 Forming the Group

Activity 1.1 Quotes and Introductions 25Activity 1.2 Lithuanian Listening Exercise 28Activity 1.3 Hopes and Fears 30Activity 1.4 Creating a Contract 31Activity 1.5 Mobile Maps 32

SECTION 2 Games

Activity 2.1 Name Games 35Activity 2.2 Focus Games 37

SECTION 3 Self Care

Activity 3.1 Step Forward for Self Care 43Activity 3.2 Charging your Batteries 45

SECTION 4 Situating the Overseas Experience

Activity 4.1 If your time overseas was a movie... 49Activity 4.2 Personal Map Exercise 50Activity 4.3 Memorabilia Exercise 52Activity 4.4 Gauging Perspectives 53

SECTION 5 Storytelling

Activity 5.1 Telling it as it is? 58Activity 5.2 How the Monkeys Saved the Fish 59Activity 5.3 The Rainbow People 61Activity 5.4 Poems and Short Stories 64

SECTION 6 Critical Literacy

Activity 6.1 Introduction to OSDE 69Activity 6.2 Developing Critical Perspectives 72Activity 6.3 ‘Spect-actors’ of Development 74Activity 6.4 Suggested Drama Warm Up Games 75

SECTION 7 Images and Perceptions

Activity 7.1 Images and Messages – Communicating Locally 79Activity 7.2 Social Media Activity 80Activity 7.3 Ireland or India? 83Activity 7.4 Headline Hysterics 84

SECTION 8 Cultural Reflections

Activity 8.1 Cultural Reflections 87Activity 8.2 Gender: a local and global issue 90

SECTION 9 Interdependence

Activity 9.1 Meditation on Interdependence 95Activity 9.2 A Day in the Life of a Global Citizen 98Activity 9.3 Word Web 99Activity 9.4 Map and Pebbles 100

SECTION 10 Underlying Causes of Poverty

Activity 10.1 Why – Why – Why Chain 103Activity 10.2 The Global Debt Crisis 104Activity 10.3 Chains of Justice 108Activity 10.4 Utopia or Dystopia? 110

SECTION 11 Exploring Power

Activity 11.1 Power Activity: Card Game 115Activity 11.2 Moving Debate 116

SECTION 12 Looking to the Future

Activity 12.1 Picturing the Future 121Activity 12.2 Imagine 122Activity 12.3 Personal Action Planning 123

SECTION 13 Taking Action

Activity 13.1 Building an Action Project 127Activity 13.2 Small-scale Projects and Project Management Tools 129Activity 13.3 Campaigning Activity 134Activity 13.4 What Next Options – Diamond Ranking Activity 136Activity 13.5 Continuous Engagement Opportunities from Ireland 138

Contents

1

Dear reader,

Welcome to Comhlámh’s Training Handbook! As someone whoworks with volunteers, you will already have skills and experiencethat are incredibly valuable, and this handbook intends to enhanceand ‘add value’ to the work you are already doing.

As all volunteers are unique with their own needs and interests,and likewise as each Volunteer Sending Agency is unique as anorganisation as well as the specific nature of volunteerprogrammes, I encourage you to read this manual critically andadapt the exercises to your own respective situation.

As much as possible, this manual has been informed by the goodwork already going on in the sector, and many volunteer sendingagencies have contributed activities that work well with theirvolunteers in relation to development education and continuousengagement. Volunteer Sending Agencies have been sharingresources and good practice in volunteer training within the peersupport network through Comhlámh, in particular through theVolunteering and Development Education committee, and thistraining manual is a testament to some of this sharing and learningfrom each other. In particular, I would like to thank Nurture Africawho contributed their activities to this manual.

Welcome to the Training Handbook

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The focus of this manual is on the coming home phase of a volunteer programme; that does not take away from the importanceof pre departure training, and there is a separate training manualspecifically for this phase. However, as much as possible theactivities in this training manual shouldbe seen as complimentary andconnected to the activitiesdelivered with volunteersbefore they go overseas.Volunteering can be seenas a continuum and thedifferent phases are notseparate from each other,but are part of the samecontinuum of learning.

The training manual has been written using a developmenteducation approach, that is, using participative methodologies toengage in critical debate around the underlying causes of globalinjustice and poverty, and to identify the role volunteers can playwithin this, both overseas but also in their home country.

I hope you enjoy your journey through the activities includedwithin. We at Comhlámh welcome any feedback on how we cancontinue to be relevant to volunteers and volunteer sendingagencies. If you have used or adapted any of the activities inthe handbook with the groups of volunteers you work with,please do pass it on.

Happy Facilitation!

The Comhlámh Team

Overseas

Context: Volunteering as part ofa longer term commitment to

global development

Outcome: Using the experiencesgained overseas to inform action

for change from Ireland

Pre-departuresupport andinformation

Communicationprior to return

On return, servicesand support to

returned volunteers

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Background of this HandbookThis handbook comes to you as a part of a larger programme, a Europeanproject that a consortium of three NGO’s started in 2011. This project iscalled ‘Back to the future’ and will continue until 2013. The three partnersin this project are Comhlámh (Ireland), SWM (Polish sending organisation)and finep – (German development NGO).

Working in similar areas of work we sat together to shared our thoughtson the role of returned volunteers in development education. Despitecoming from three very different countries we had the common idea thatreturned volunteers are a real asset to any form of development education.Their first hand experiences can motivate other people to become activeand engaged in topics of global development.

We had three very different approaches and experiences in our threecountries on how to strengthen continuous engagement by returnees.We found these different backgrounds to be highly fruitful and inspiringfor our common activities in this project. They became a vital part of ourwork together over the last years and we hope to pass on some of themagnificent inspiration of this cross cultural cooperation to you. Thiscommon spirit of a shared journey of learning and understandingdifferent approaches, methods and offers to returnees we try to pass onnot only in our own courses with returnees but also in our publicationsregarding this topic – such as this handbook. We hope you will get somenew thoughts on the work returned volunteers with this handbook – just as we did from working together as a team in this project.

4

Training courses for returnedvolunteersWe delivered training courses for returnees tobecome multipliers in development education.The trainings include self reflection of the role as areturned volunteers in the society, knowledge indevelopment topics, methods of developmenteducation, ideas and focal points for furtherengagement at home. Some of the activities fromthese courses are included in this handbook.

Training of trainersWe offer workshops for trainers of sendingorganisations. In these workshops we share ourtraining methods and our experiences withreturnees from three different countries. Thehandbook you are reading is a companion tothese Training of Trainers’ workshops.

Guidelines for sendingorganisationsWe offer some practical guidelines for sendingorganisations on how to keep returneesengaged. These guidelines present some crucialpoints for motivating the volunteers after theirreturn home.

Toolkit for returneesThe toolkit puts a spotlight on what returnees mayask themselves when coming home, building abridge between experiences overseas and globaldevelopment topics. The toolkit also offers someexamples of what other returnees have done to stayengaged in development topics.

Social media guidelinesAs social media is growing important we releasedmedia guidelines for returned volunteers on howto communicate in social networks like Facebookand others, how to use pictures and what to takecare when communicating about their timeoverseas in terms of maintaining respect andchallenging stereotypes.

Information leaflets for returneesA leaflet including a quick overview on theoptions to stay engaged that signposts the rangeof activities for returnees.

NetworkingFor returned volunteers to become active we feelthat it is important to bring together sendingorganisations together with developmenteducation organisations and other NGOs workingat home on global topics. Through the project wehave established networks between sendingorganisations, NGOs and civil society byorganising regular meetings and conferences.

AdvocacyFinally we want to increase the standing ofvolunteering and development topics in our society.Therefore we conduct advocacy and awarenessraising for the engagement of returnees indevelopment education.

If you would like to find out more about the project,or to find out more on the area of volunteering anddevelopment education, contact Comhlámh formore information www.comhlamh.org. Here youcan find the documents and resources connectedwith the ‘Back to the Future’ project.

If you are curious on what else we have been doing through‘Back to the Future’, below is a list of activities:

Activities of the project 2011–2013

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PART A

Context of the Training Handbook

While there is no strict definition for developmenteducation in the context of overseas volunteering,applying development education values andprinciples throughout the volunteer continuumcan guide a fuller understanding of the widerpurpose of overseas volunteering and how thisfits into the bigger picture of development. The opportunity for individuals to go overseas, toexperience first-hand many of the challengingand complex issues surrounding poverty andinjustice in the world, can be the inspiration for adeeper engagement in development.

In the context of this Training Handbook,development education will be the approachused throughout: in terms of the context, contentand the underlying values.

Comhlámh promotes development education asessential within the training for volunteers,recognising the potential for developmenteducation to enhance an overseas experience.Our understanding of development education aspart of volunteering programmes includes:

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Development Education in VolunteeringIntroduction

Comhlámh was set up in 1975 by returned development workers andvolunteers seeking to use their overseas experience of global inequality toeffect change from Ireland. Development education has always been acentral way in which the organisation has worked with development workersand volunteers. Even today, Comhlámh is continually striving to strengthenthe links between volunteering and development education in Ireland.

Development Education in Volunteering

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Making local-global connectionsA deeper exploration of interdependence and theconnections between Ireland and the rest of theworld can support an understanding of why it isimportant to continue engagement in developmentfrom Ireland. There is a potential to challenge theperception that development is something that isdone ‘out there’; rather to see development assomething that affects us all and that we all have arole to participate in, both overseas and at home.This relies on a critical understanding ofdevelopment and interdependence, to makeconnections between the lives of people in Irelandand the rest of the world.

The content and approach usedthroughout the trainingA participative approach and active learningthroughout the training can help volunteers to makerelevance of the overseas experience in relation tothe wider context of their lives at home. Tailoring thetraining to complement existing knowledge andsupporting volunteers to learn from and build ontheir experience can encourage a deeperunderstanding and longer term engagement indevelopment beyond the time overseas. Experientiallearning, that is, learning by doing, is a core part ofdevelopment education in volunteering, as livingand working first hand in another country is aninvaluable learning tool. A focus on the lifelonglearning of individual volunteers can support them tomake sense of the overseas experience in relation totheir wider lived experience and translate this intoinformed action and awareness-raising on return.

Engaging perspectives from the Global SouthLearning first hand from people from the GlobalSouth can provide new insights and perspectives toenhance volunteers’ understanding of globalpoverty and injustice and in turn inform howvolunteers raise awareness on return (which shouldbe to challenge, rather than reinforce, perceptionsof the Global South). Open Spaces for Dialogue andEnquiry, which will be explored in this manual, isone approach to consider different perspectives andcritically engage with our own assumptions.

Developing critical perspectivesDevelopment Education provides an opportunity togenerate new and more complex narratives ofdevelopment, unpacking and challenging volunteerassumptions during the pre departure training andcontinuing this critical approach throughout thewhole experience. The opportunity to look criticallyat the reasons for going overseas in the first place, atthe underlying causes of why poverty exists and toengage with multiple narratives of ‘development’ canmake the overseas experience more meaningful inthe long run and equip returnees with critical thinkingskills that they can use throughout their lifetime.

Providing opportunities forreturned volunteers to continuetheir engagement indevelopment through action andawareness-raisingLocating the overseas experience within the widercontext of development allows for a deeper andmore long-term engagement in development totake place, and possibilities for continuedengagement and action on return. As a result, goodquality development education as part of thetraining and overall experience for volunteers isnecessary to make meaningful the opportunity ofvolunteering overseas and to enhance the potentialof volunteers travelling overseas for action andawareness raising on their return. Returnees can bea valuable resource for campaigns on local issues,applying the skills and perspectives gained whileoverseas to the local context.

‘If you don't stand forsomething, you willfall for something.’African proverb

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What is the value of returned volunteers to Ireland?How can you as a volunteer sending agency equipvolunteers with the skills to encourage others tothink critically about development, poverty,injustice, using their overseas experience as aresource to do this? Where are the opportunitiesfor returned volunteers to become ‘multipliers’ fordevelopment education?

We must treat the term ‘multiplier’ with caution.Very often, returnees are considered experts in‘development’ or experts in the particular countrythey travelled to, even after only a short stint abroad.This is why it is important through the volunteertraining to highlight the complexity of developmentas well as an understanding that there are multipleperspectives of development. It is important tocreate the space for volunteers to critically reflect ontheir experience when they return, to understandthe underlying causes of poverty and injusticeaffecting the countries to which they travelled,having the opportunity to have their ownperceptions challenged and to develop the skills tochallenge others on return.

An overseas experience is one part of a wider lifeexperience, and like all experiences throughout life(travel and otherwise), it contributes to an ongoingjourney of learning. By being exposed to acompletely different way of life, volunteers’ norms,values and practices can be challenged and oftenenriched by the different experiences which, in turn,can add to their way of seeing the world. Followingan engagement with another culture and contextdifferent from what they are used to allows a uniqueopportunity to see the world ‘through other eyes’.

In Ireland today, there is existing and increasingpoverty and inequality for many people, despite ahuge increase in wealth for others. Injustice andinequality are not a million miles away, and onedoes not need to travel to other countries to witnessthese issues. However, if someone has had theopportunity to go overseas, they may well bringback important perspectives that could add value tothe existing work going on locally, sharing examplesof how communities in the global south aremanaging challenging issues and creating solutions.Returned volunteers have the potential to bring acritical, global perspective into local areas of work,study and daily life and the lives of others, enrichingand enhancing local activity and engagement withnew and fresh perspectives.

There is a potential role for returned volunteers tobring new perspectives on these issues, deepeningan understanding of the issues with people locallywhile making connections globally. Manydeveloping countries have experienced similarissues and there is an opportunity at the moment tolearn from such countries in terms of resilience,community based solutions and adaptation to achanging local and global context.

Further reading:www.throughothereyes.org.ukwww.walkoutwalkon.netwww.handbookforchange.org

Returned Volunteers as Multipliers for Development Education

The decision to stay engaged following anoverseas experience depends on the individual,and how this manifests itself will look differentlyfor each volunteer. Research into Barriers toContinuous Engagement (McGinn, 2011)highlighted the personal nature of continuousengagement, ‘an attempt should be made tomatch the person’s profile with activities thatwould suit them’. Research carried out by DERC(2010) found that each volunteers’ experience isunique and should be valued accordingly:

‘The complexity of each individual’s particularexperience in relation to their expectations, their

work and life situations before and after the(overseas) experience, contribute to a variedpicture of how and whether the returnedvolunteers are using their experience indevelopment awareness work.’

The individual nature of continuousengagement means that each returnee willcontinue their engagement based on their ownareas of interest. Tailoring training to meet theinterests and needs of volunteers can maximisethe relevance of the coming home training forthe individuals involved.

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ContinuousEngagementSo what are the ways in which returned volunteers can stay involvedwith development? How can volunteer sending agencies providesupport and signposting for returnees to become ‘multipliers’ fordevelopment education?

Coming home can be different for returnedvolunteers; for some, they are ready and willingto get going almost as soon as they are off theplane! For others, they get involved if and whenthey are ready. For many people when theyreturn home there is much excitement,distractions, catching up with family and friends,etc. Some returnees may feel overwhelmed bybeing back home and may find it more difficultto readjust. Coming home can be challenging in

itself and it can even take years beforevolunteers feel ready to re engage. Providingsupports, maintaining contact with volunteersand providing information on how to engagewhen they are ready are some of the ways inwhich returned volunteers are more likely tocontinue their engagement. As there is nooptimum time for returnees to get involved,ongoing support and communication withvolunteers is so important.

When is a good time to get involved following an overseas experience?

‘It furthers one to havesomewhere to go.’

Tao Te Ching

So what is the role for volunteer sending agenciesin supporting returnees to continue theirengagement from Ireland? As well as providingsupport for returnees’ personal and psychologicalneeds through debriefing and other supportservices (see the section on ‘Debriefing and SelfCare’), there is a role for sending agencies toprovide training on return and ongoing supportfor volunteers to stay involved.

The benefits of maintaining contact withvolunteers after their overseas placement hasended can have benefits for both the volunteerand the sending organisation. The volunteer canbenefit from support, access to services and toknow that they are valuable beyond their time

overseas. Volunteer sending organisations canbenefit from staying involved, to know what arethe needs of returnees, to inform continuousengagement opportunities and to increase supportfor the organisation. People locally, who may nothave the chance to go overseas themselves, havethe opportunity to learn about global issuesthrough the experiences of returning volunteers.

Volunteers are more likely to continue theirengagement on return if they have receivedadequate supports such as opportunities forreflection, debriefing, counselling, etc. A safespace for returned volunteers to unpack theirexperiences and receive access to support servicesis vital for continuous engagement.

As a Volunteer Sending Agency, you may be able tooffer multiple ways in which volunteers can engageon return, including involvement with:

l Your organisations’ Board of Trustees;l Management Committees;l Facilitation of training for new volunteers;l Writing for your organisation’s website;l Network events;l Recruiting new volunteers.

As well as options offered by sending organisationsto stay involved, there is the potential to alsoexplore continuous engagement opportunities morewidely within Ireland. With an acknowledgement ofthe resource challenges organisations are facing,signposting to existing options and activities withinand beyond the sector can maximise the optionsoffered by individual sending organisations.Creating more and more diverse continuousengagement opportunities will allow individualvolunteers to find continuous engagementopportunities that most suit them and bring theexperiences and skills of returned volunteers toother sectors of Irish society. Identifying the optionsavailable more widely within the developmenteducation sector could enhance this.

For options for continuous engagement fromIreland, see ‘Continuous EngagementOpportunities for Returned Volunteers’, at theback of the manual.

Further reading:Comhlámh’s Coming Home Bookhttp://www.volunteeringoptions.org/Portals/0/PDF/Coming%20Home%20Book%20pdf%20FINAL%202010.pdf.

‘Engaging Returned Development Workers inDevelopment Education’, Mc Ginn, P. (2011).

‘Returned Volunteers and Engagement inDevelopment’, Development Education ResearchCentre, Institute of Education, London (2010).

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Role for Volunteer Sending Agencies

Options for continuous engagement

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l Embed development education within andacross your organisation, so that it is not an‘add on’ but a core part of how you carry outyour work

l Introduce development education across theentire volunteer continuum, including therecruitment and pre departure stages, notonly as something included in the cominghome phase

l Integrate development education approachesand participative methodologies into the trainingyou do with staff and volunteers, to enablecritical thinking about global issues

l Provide access to support services for yourreturned volunteers; returnees will only be ableto continue their engagement if they feel healthyand happy on their return (if you do not haveresources to provide such services, signpost toorganisations like Comhlámh who have these)

l Invest sufficient time and energy into thetraining for volunteers, including pre departurebut also the coming home phase of the training,which is often neglected

l Start where people are ‘at’. The uniquepersonal journey of each volunteer will beshaped by their wider life experiences, anddevelopment education is a way to apply whatthey have learned overseas to their ongoingactions on return

l Support and encourage volunteers to takeaction on return as an outcome of the overseasplacement, to raise awareness and continueengagement in development from Ireland

l Maintain ongoing contact with returnedvolunteers. There is no ‘optimum’ time thatvolunteers decide they want to continue theirengagement and given the fact that volunteersare often very busy when they first return home,it may be the case that some people decide toengage at a later stage

l Develop structured programmes for thevolunteers to engage with on return. Seed Fundsand Action Projects are ways in which to do this,providing returned volunteers with ongoingmentoring and support and tangible projects tokeep them engaged

l Record what volunteers go on to do, throughongoing communication, as a way to measureimpact and provide insights into the possibilitiesfor continuous engagement

l Provide multiple options for volunteers tocontinue their engagement. Each volunteer isunique and will have different needs andinterests. If your organisation does not have thecapacity to offer multiple options, signpost toorganisations who offer opportunities, includinglocal development education organisations

l Create opportunities for returned volunteers tomeet with other returnees, either through yourown sending agency or from other organisations.Some examples include: network weekends,social events, social media, reconnection eventsand graduation ceremonies

l Network and share information with otherVolunteer Sending Agencies. There is a wealthof experience and knowledge on developmenteducation in volunteering within the sector.Share your good ideas and practices, and beopen to learning from others!

Guidelines for Development Education for Volunteer Sending Agencies

‘Not only is anotherworld possible, she is onher way. On a quiet day Ican hear her breathing.’

Arundhati Roy

Debriefing and Self Care‘The individual whose vision encompasses the whole world oftenfeels nowhere so hedged in and out of touch with hissurroundings as in his native land.’

Emma Goldman

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Comhlámh advocates for support services, includingdebriefing, and the care of individuals being at theheart of engaging with returned volunteers. Ifvolunteers have a positive experience overseas andon coming home, they will be more likely to re-engage with their sending organisation or moregenerally in development issues (Mac Rory, 2009).

The link between support services and continuousengagement is significant in the coming homephase. Comhlámh has found from experience thatvolunteers are more likely to re engage with theirsending organisation and other continuousengagement activities if they have had a goodexperience in the coming home phase in terms ofaccess to support services. Therefore, the cominghome phase is crucial for continued reflection andlearning, but also for making supports available forreturning volunteers and these should be mutuallydependent on one another.

The reasons why returned volunteers may chose tore-engage depends on a number of factors, andmany may not wish to engage at all. It is importantto consider the various reasons why returneesdecide not to engage on return. Some may feeltraumatised or burnt out following their overseasexperience. Before volunteers are able to getengaged on return, it is essential that their

immediate needs are met. Support for individualneeds such as access to services, spaces forreflection and opportunities to meet other returnedvolunteers can help to make the transition backhome a lot easier, and can also be an incentive forvolunteers to get engaged when they are ready.

Coming back home can be an exciting but also abusy and a challenging time: in the midst ofcatching up with family and friends there is often‘reverse culture shock’ for many people. This can bea difficult time, often feeling like a ‘square pegtrying to fit into a round hole’. Self-care andstrengthening personal resilience to overcome anydifficulties in the coming home journey is crucial atthis time. Identifying and accessing supportnetworks can ease this difficult transition. Cominghome can also be a time to strengthen yourpersonal resilience to transitions and changes whichmay involve accessing extra professional support atthis time, such as counseling, if needed.

Research carried out with 145 returned aidworkers into their predominant feelings duringthe first few weeks after returning home foundthat 60% of returned workers report primarilynegative feelings on return to their homecountry (Lovell, 1997).

It is good practice for volunteers to receive both anoperational debriefing and personal debriefing onreturn home. Personal debriefings aredistinguishable from operational debriefings:operational debriefings are primarily concernedwith the work done on assignment and areconducted by the ‘volunteer sending agency’; apersonal debriefing is concerned with how thewhole overseas experience was for the individualand how they are finding the process of readjusting

back home. The purpose is to help the individual toreflect on and process their overseas experiencesand to bring about a sense of closure.

Debriefing should take place ideally 1–3 weeks afterthe individual has returned home, and should notbe too short – recommended that 3 hours is optimaltime for a debriefing. It is important to follow theprocedures around debriefing and that the persongiving the debriefing has been trained.

Stress is completely normal for volunteers, bothwhile overseas and on returning home. However,this should not be overlooked. Even volunteerswho have had a short period abroad can still feeloverwhelmed and unable to settle back on return.A study by Lovell Hawker (2010) found that 5% ofvolunteers from a 6-week project overseas hadsuicidal thoughts on return, who did not have suchthoughts before going away.

It is good to reassure returnees that it is normal notto feel ok, and providing the right support at thistime is crucial. Symptoms of stress can be physical,emotional, behavioural, spiritual, or throughthought patterns. Every individual has their ownway to manage stress, and exploring what worksfor each returnee can be a useful activity as part ofComing Home supports.

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Debriefing

Stress

Transitions affect everyone. Going overseas is atransition; and returning home to Ireland is anothertransition which is sometimes underrated. Transitionpsychology originated from work on bereavement,family crisis and depression, and in the 1970’s theUS Peace Corps used this theory for culture shockbriefings for volunteers (see Figure 1 for the ‘Phasesand Features of the Transition Cycle’).

Most returnees adjust to being back home after afew weeks. Enabling factors in supporting thisinclude: economic security, emotional support fromfamily, friends and work colleagues, time for regularexercise and a supportive work environment.

It is important to create space for returnedvolunteers to stop and reflect on their transitionhome and enable them to overcome anychallenges within this. Activating previous copingmechanisms can help to strengthen resilience andcan be an enabling factor for future transitionsthey may experience.

Transitions

It is good to reassurereturnees that it is normalnot to feel ok, and providingthe right support at this

time is crucial.

For more information on this topic, see Comhlámh’s‘Coming Home Book’, which supports volunteersand development workers in settling back into life inIreland. It has information on reverse culture shock,health issues, social welfare, the importance of ‘timeout’, information about job hunting and furtherstudies. This can be found online.

Further reading:Fawcett, G. (1999). ‘Ad-mission: The briefing anddebriefing of teams of missionaries and aidworkers’. Harpenden: self-published.

Lovell-Hawker, D. (2010). ‘Debriefing aid workersand missionaries: A comprehensive manual’.London: People in Aid. (Available fromwww.peopleinaid.org).

MacRory, L. (2009), ‘Towards understanding howto engage returned volunteers: managementrecommendations for VSO Ireland’.

Storti, C. (1991), ‘The Art of Coming Home’,Yarmouth, Intercultural Press;

Williams, Dai. (1999) ‘Life events and careerchange: transition psychology in practice’;

Williams, Dai. (1999), ‘Transitions: managingpersonal and organisational change’.

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Figure 1: Phases and features of the Transition Cycle, Williams, 1999.

Wellbeing

Feelgood

Minimisingor denial

DisbeliefNumbness

Life event 1

(a) positive events (b) trauma or loss

Honeymoon

Uncertainty

Testing

Exploring

Acccepting

Letting go

Quitting

Extendedcrisis

Partialrecovery

New confidence,transformation

Confusion

Depression

Crisis

Losing confidence

Excitement

(b)

(a)

OK

Distress/despair

Firstshock

Provisionaladjustment

Innercontradictions

Innercrisis

Re-constructionand recovery

2 3 4 5 6 7 8+ months

*

Introduction to Facilitation

Facilitation: facilitation is a way of working with people. Facilitation enablesand empowers people to carry out a task or perform an action.

‘Developing Facilitation Skills: a handbook for group facilitators’, Patricia Prendeville

This section aims to outline some of the basic approach when facilitatinggroups. Each group of volunteers you work with will be different interms of their needs, interests and personalities. The approach forfacilitation can change, depending on the group, even if the content ofthe training stays more or less the same.

Developing facilitation skills comes with practice,self-analysis and an openness to challenging waysof doing things. Developing ongoing reflectionon your own practice can be a useful tool toconsider what is working well, and what can beadapted or changed into the future to ensure thetraining that is delivered is most relevant and

effective with the groups of volunteers you workwith. Ways in which you can reflect on your ownpractice can include: keeping a ReflectiveJournal; debriefing with someone after deliveringeach session or course; taking on the feedbackfrom evaluation and feedback forms.

Reflective Practitioner

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Facilitation allows group members to engage in aprocess to reach an agreed goal, and encouragespeople to share ideas, opinions and to thinkcritically. There is always existing knowledge andexpertise within the group, which is what makesfacilitation different from teaching. In teaching

there is often the transfer of knowledge; infacilitation the aim is to draw out the collectiveknowledge and to develop new realisations andways of thinking as a result. Facilitation should beexperienced as an enjoyable way to use skills andto get a task completed.

Facilitation

...in facilitation theaim is to draw outthe collectiveknowledge...

Each group will be different; therefore someactivities will work better than others, andother activities may have to be adaptedaccording to the group. In this training manual,there are suggested ways in which activitiescould be adapted. You as a facilitator have the

opportunity to choose activities that will bestsuit the needs of the group, and which will bestdraw out the shared knowledge to reach thedesired goal. Time, availability of materials andspace may be other factors affecting how youwill choose to adapt this manual.

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Creating the right atmosphere for participants tofeel safe, and a sense of group cohesion, is a goodplace to start when forming a group. What are thebackgrounds of people in the group? Is this the firsttime this group have come together? In the case ofmany coming home trainings, the group may knoweach other very well for some time. Two theorists ofgroup development have models that are usefulwhen facilitating groups:

Tuckman: stages of groupdevelopment (1965)Tuckman’s stages of group developmentinclude: Forming (group members learn abouteach other and the task at hand); Storming(group members will engage each other inarguments about the structure of the groupwhich often are significantly emotional);Norming (group members establish implicit orexplicit rules about how they will achieve theirgoal); Performing (group reaches a conclusionand implement the solution to their issue).Applying these stages to the group with whom

you are working can offer insight to wheregroups are ‘at’ within this model and how toguide groups in their development.

Schutz: Fundamentalinterpersonal relationsorientation (1958)Schutz’s theory is based on the belief thatwhen people get together in a group, thereare three main interpersonal needs they arelooking to obtain:

l Inclusionl Controll Openness

This technique was created to measure orcontrol how group members feel when it comesto inclusion, control, and affection/openness orto be able to get feedback from people in agroup. As a facilitator, keeping these 3 needs inmind when working with groups, can be a goodway to ensure each group member feels able toparticipate and contribute effectively.

Choosing activities

Forming a Group

‘Out of clutter, find simplicity.From discord, find harmony.In the middle of difficulty

lies opportunity.’Albert Einstein

l Create a sense of belonging in the groupthrough energisers and fun exercises whichbring the group together.

2 Use small groups to work on specific tasks orissues but make sure the group members arechanged round regularly to avoid cliques orset patterns.

3 With shy members, encourage them to talk inpairs so they can feel more confident whentalking in larger groups.

4 At regular intervals as appropriate checkhow the whole group is working and how itcould be improved.

5 Check the pace and energy of the groupsand provide impromptu energisers ifnecessary, that have an element of fun andsurprise about them.

6 Summarise where the group is so far anddiscuss with them the next steps.

7 Regularly invite the group to reflect on theirlearning and use creative methods to do thissuch as drama, posters and games.

8 Provide regular snacks and tasty food.

9 Encourage the group to affirm eachother’s contributions.

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Tips for creating a supportive environment

Know your group:

Did you do a needs analysis before thetraining? Consider their expectations? What aretheir backgrounds? Have they travelled orworked overseas before? Why are they comingto this workshop?

Timing:

Agree the duration of activities and try tostick to these.

Consultation:

During the workshop, you could consult withgroup members on the direction, pace andcontent of the workshop with an openness tochange. For example, although you will want toget all sections covered, if a discussion is goingwell, you may agree to let it run on a little.

Participation:

Ensure that everyone in the group is included andencouraged to participate and share ideas –encourage silent, non-participative members.

Respect:

Respect each individual and prevent other groupmembers from undermining the basic respect thatshould be accorded to each individual in thegroup. This includes being non-judgementalabout other people’s opinions. A group contractcan support this.

Happy Facilitation!

Good luck on your facilitation journey. Findactivities that you enjoy, because if you areenjoying what you are delivering, the chances arethe group will be enjoying it too!

Tips for facilitatorsBelow are some general tips for facilitators which may be useful to consider.

For further guidance, support and useful resources for facilitating sessionswith volunteers in pre departure or coming home training, contactComhlámh (01 478 3490) or [email protected]

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PART B

Activities

SECTION 1

Forming the Group

Activity 1.1 Quotes and Introductions

Activity 1.2 Lithuanian Listening Exercise

Activity 1.3 Hopes and Fears

Activity 1.4 Creating a Contract

Activity 1.5 Mobile Maps

22

The process of forming a group is so important and can be significant forthe rest of the work you as a group carry out together. In the context ofdoing group work with returned volunteers, there is a certain ‘magic’there on which you can build.

WelcomingIn many countries around the world, welcoming is an important ritual. If you yourself havebeen overseas, take some time to reflect on the first welcome you received from your hostcommunity. In day to day work, it is not unusual for the exchange each morning betweencolleagues to be as enthusiastic and warm as if they hadn’t seen each other in years.Keeping this in mind as you welcome returnees to the group and to your sessions can bea special way to recapture some of the warmth that they may have experienced overseas.

It is also significant to keep in mind the fact that many returnees may feel vulnerablecoming into a group. Shyness, a fear of group work, or just finding it difficult readjustingto being home can all contribute to this vulnerability. You do not know the stories of thosecoming into the space, nor do you know how they will be feeling when they enter. A warmwelcome can be a simple reassurance to people that the space they are entering is onewhere they can feel comfortable.

IntroductionForming the Group

23

Welcoming techniquesSome simple ways in which you can create a warm welcome for people:

l In advance of the arrival of participants, write up all their names on a flip chart. This willaffirm each and every individual that comes into the space.

l Write the word ‘welcome’ clearly for all to see, possibly in the language from their hostcommunity. Finding this out in advance can be a thoughtful reminder of the welcome theyreceived while overseas.

l Make an effort to ensure the space is looking as comfortable as possible – a nice space canmake a real difference to the conversations that take place. Bringing in materials and fabricsfrom other countries, putting up some posters on the walls if they are bare, keeping theplace tidy, are all ways to make the space more comfortable. If you have quite a large space,sectioning off parts of the room for different activities can help to create ownership overwhat otherwise could be quite daunting for some.

l Be still. Ensure that everything is ready before the participants arrive so that you can giveyour full attention to them when they come in. Try to avoid being busy – getting thingsready or doing last minute tasks. First impressions of how the facilitator presentsthemselves can be important.

l As each person enters, give them your full attention and offer a warm welcome. If you aretwo facilitators you can divide up roles between you. It can be good to examine the list ofparticipants in advance and to think of one thing about each person, e.g. ‘how was thejourney from Tipperary this morning?’

Safe spaceGroup work can be a very special space for participants; how you decide you wish to create thisspace is down to each individual facilitator or facilitation team. Reflecting on this in advance ofany session can remind you as a facilitator of the purpose of the space, who are the individualswho will attend the session and what you wish to achieve from the session.

ACTIVITY OUTLINE

1 Lay out the quotes on a table in advance.

2 As participants are entering the room, or before the session begins, invite them to chose aquote that appeals to them.

3 When everyone is seated in a circle, invite people to share:(a) Their name(b) Something about themselves, e.g. where in Ireland they have come from/where they were

overseas (if they have been to different places), etc.(c) Read out their quote and explain why they chose it.

4 After each person speaks, affirm what they said so that you welcome and acknowledge eachperson, and it can help to repeat their name, e.g. ‘Thank you Caroline’ as a reminder forothers in the group.

5 This might be the first time some of the participants have met so it is important that a safespace is created (as it is not always easy to speak in front of a big group!)

HOW THIS ACTIVITY COULD BE ADAPTED

l You could source other quotes, e.g. quotes more directed towards Action; quotes moredirected towards Education, etc.

l Images could be used instead of quotes, try New Internationalist www.newint.org or Lonely Planet www.lonelyplanet.com for images from around the world.

SOURCE

l Children in Crossfire.

SECTION 1 · FORMING THE GROUP · ACTIVITY 1.1

25

Quotes and Introductions

AIM OF ACTIVITY

To introduce each participant to the group, using themedium of quotes from around the world.

MATERIALS NEEDED

Quotes

TIME NEEDED

20 minutes (depends on the size of the group)

26

ACTIVITY 1.1 · QUOTES

An elder’s handbag is never completely empty. Acholi proverb

A tasty soup draws people to itself. Ewe-mina proverb

A person who can speak many languages is not necessarily more

valuable than a person who can listen in one.

It is not what you gather but what you scatter that tells what kind of

life you have lived.

A society grows great when old people plant trees whose shade they

know they shall never sit in. Greek proverb

Surely it’s no coincidence that the word ‘listen’ is an anagram of the

word ‘silent’.

Tell me, and I forget. Show me, and I remember. Involve me, and I

understand. Chinese proverb

If you go through the high grass where the elephant has already gone

through, you don’t get soaked with the dew. Ghanaian proverb

Every time an old person dies it is as if a library has burnt down.

Mandinka proverb

We shall know who enjoys walking when we are on a journey.

Sierra Leone proverb

You change your steps according to the change in the rhythm of the

drum. Ewe proverb

Not only is another world possible, she is on her way. On a quiet day I

can hear her breathing. Arundhati Roy

If you destroy a bridge, be sure you can swim. Swahili proverb

Washing one’s hands of the conflict between the powerless and the

powerful means to side with the powerful, not to be neutral.

Paulo Freire

Until the lion has his or her own storyteller, the hunter will always have

the best part of the story. Ewe-mina proverb

27

ACTIVITY 1.1 · QUOTES

If you give me a fish you have fed me for a day. If you teach me

to fish then you have fed me until the river is contaminated or the

shoreline seized for development. But if you teach me to organize then

whatever the challenge I can join together with my peers and we will

fashion our own solution. Ricardo Levins Morales

The river swells with the contribution of the small streams. Bateke proverb

The youth walks faster than the elderly but the elderly knows the road.

Nilotic proverb

Many stars cannot be concealed by a small cloud. Maori proverb

More things grow in the garden than the gardener sows. Spanish proverb

You’ll never plough a field by turning it over in your mind. Irish proverb

If you don’t stand for something, you will fall for something.

African proverb

A calm sea does not make a skilled sailor. African proverb

A thing that causes an elephant to fall: how small may it be!

Luganda proverb

Wisdom is like a baobab tree; no one individual can embrace it.

West African proverb

If we do not change our direction we are likely to end up where we are

headed. Chinese proverb

When spider webs unite they can tie up a lion. Ethiopian proverb

Paddling a canoe without rhythm leads to drowning. Sierra Leone proverb

…What is most important in the world? …it is people, it is people, it is

people. Maori proverb

Those who do not listen to the voice of the elderly are like trees

without roots. Luo proverb


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Lithuanian Listening Exercise

AIMS OF ACTIVITY

• To encourage participants to interact with one another.• To value the existing individual and collective knowledge in the room.

MATERIALS NEEDED

Flip chart paper and markers

TIME NEEDED

20 minutes

ACTIVITY OUTLINE

1 Invite everyone to imagine they have a small object in their hands. Give an example tohelp them.

2 After a few moments, ask everyone in the group to share what they have in their hands. Write these up on a flip chart.

3 Now invite the group to stand up, move around the room and swop their objects with eachother, passing on what they have in their hands and remembering what the last person gavethem. Demonstrate a few times so that they understand. The instructions need to be clear.Let this go on for some time until there is a buzz in the room and you can see that mostpeople have made many exchanges.

4 Ask people to remember the very last object they were given. Then invite them to sit downagain, and go through the list on the flip chart page. Ask, ‘who now has the ring?’ You willusually find that some items have gone missing, and other items have multiplied.

DEBRIEF

1 What do you notice about what happened during that activity?

2 Why do you think some items went missing? (Suggestions may include: not listening toeach other, not concentrating, distractions in the room, more concentrated on receivingthan what I was giving, etc.)

3 What can we learn about this in the context of our group dynamics? (Suggestions couldinclude: the importance of listening to each other; valuing what we receive from oneanother, but also valuing what we are bringing to the room ourselves; the potential forsomething new to be learned from one another and the group; the collective skills andexperiences we all share, etc.)

4 Acknowledge and thank all participants for their participation, and for what each of themare bringing to the group in terms of their overseas experiences but also other skills andexperiences they have. Each individual does not need to have all skills, but by valuing whatwe each have, by sharing this and by being open to receiving from others, we can growand learn from within the group.

continued overleaf...


l This could also be used in pre departure training as a way to acknowledge the skills andexperience people have before they go overseas, but could be adapted to apply to the hostcommunity – ‘what are the skills we need to truly listen and learn from the host community, sothat we can not only give, but receive the wisdom and learning while we are overseas?’

l This activity would lead quite naturally onto the creation of a contract.

SOURCE

l Partners (Training for Transformation) facilitators learned this exercise while on a GrundvigLearning Exchange programme in Lithuania. Hence its name.


29


30

Hopes and Fears

AIM OF ACTIVITY

To manage expectations of the training session.

MATERIALS NEEDED

Post-its and pens

TIME NEEDED

20 minutes

ACTIVITY OUTLINE

1 Hand out post-its to each person, in 2 different colours (one for Hope and one for Fears).

2 Invite participants to write down a hope they have for the training, and a fear they havefor the training. When they have done this, invite them to put them on the flip chart.

3 Arrange the post-its into similar themes, e.g. ‘ideas of what to do next’... ‘worried it willbe a waste of time’, etc. and address each in turn, inviting the group to comment asmuch as possible. Address any unrealistic hopes or fears that may come up.

4 Take note of the hopes and fears and, if possible, integrate them into your plan fortraining over the upcoming sessions.

5 This activity could lead onto creating a group contract.


l A more participative way to do this same activity is to mix up the hopes and fears, andrandomly let participants chose one hope and one fear and then they themselves suggesthow this might be managed during the training.

ACTIVITY OUTLINE

1 Ask the group the question, ‘What are the conditions needed for us to work together effectively’?

2 As the group to suggest ways in which the group can work together effectively, encouragethem to think about what this practically might look like, e.g. RESPECT – what does this meanand how can we animate respect within the group?

3 Put the contract or group agreement up somewhere where people can all see it throughoutthe training, and refer back to it so that it is a ‘living’ piece of paper.


l This activity could be done in smaller groups, with more opportunity for discussion amonggroup participants.


31

Creating a Contract

AIMS OF ACTIVITY

• To agree on some key statements that willsupport the group to work together effectively.

• To develop a shared understanding of safetyand respect within the group.

MATERIALS NEEDED


TIME NEEDED

10 minutes

ACTIVITY OUTLINE

1 Place yourself in the middle of the room, and invite participants to gather around you.

2 Explain that your position in the centre represents the ‘centre’ of the universe. Outline where isnorth, south, east, west, etc.

3 Invite participants to travel to the place in relation to the centre where

l They originally come from

l Where they are currently living

l A place they have travelled to

l A place they have a family connection to

l A place they would love to visit

4 At each point, either invite participants to share why they are standing at a certain point withthe person closest to them, or else as the facilitator you can ask people to share in thebigger group.


l You could chose different options, or use it for example in terms of their confidence indevelopment education, etc.

SOURCE

l ‘Values and Visions: a handbook for spiritual development and global awareness’ (NODE, 1995).


32

Mobile Maps

AIM OF ACTIVITY

To situate participants within the group and inrelation to each other.

MATERIALS NEEDED

No materials needed

TIME NEEDED

20 minutes

SECTION 2

Games

Activity 2.1 Name Games

Activity 2.2 Focus Games

35

1 Bean bags

ACTIVITY

l Ensure everyone’s name tags are visible from a distance. Stand in a circle.

l Whoever holds the bean bag calls out the name of another and throws the bean bag to him orher. She or he then passes the bean bag to someone who has not yet had it.

l Participants must remember who they threw the bean-bag to, and create a pattern.

l Gradually introduce more bean bags, maintaining the order in which they were thrown, so thatseveral are going at once.

l Call a halt to the game when it breaks down and chaos begins, or when there is a natural end.


SECTION 2 · GAMES · ACTIVITY 2.1

Name Games

AIMS

• To learn each other’s names.• To energise the group.• To bring focus to the group.

MATERIALS NEEDED

Bean bags (or small balls), name tags

TIME NEEDED

5 minutes


36

2 Informative introductions

ACTIVITY

l Ask participants to introduce themselves to the group and to give one other piece ofinformation e.g. the most recent thing that made them laugh, a snippet from their partypiece (song, poem, dance,) etc.

AIM

To facilitate the learning of each other’s names, while energising the group.

MATERIALS NEEDED

No materials needed

TIME NEEDED

5 minutes

3 Mixing up the group

ACTIVITY

l While seated in a circle, give each participant a ‘fruit’ name (apples, oranges, pears, etc.).The number of fruits should correlate with the number of groups you would like.

l Call out the name of each fruit and when you do, all those fruits are to change seats withthe others, e.g. ‘PEARS’! All the pears change seats.

l When you want everyone to change seats, call out ‘Fruit Salad’!

l There should only be enough seats in the circle for everyone to sit down (except oneperson who will be in the middle).

l This game could be adapted, e.g. things to pack in the suitcase when going overseas,‘anyone in the group who buys Fair Trade products/is a vegetarian/recycles’, etc.


AIM

To mix participants up.

MATERIALS NEEDED

Enough chairs for everyone except one in a circle

TIME NEEDED

5–10 minutes

Focus Games


37

ACTIVITY

l Let everyone know that there is a mosquito in the room (‘Has anyone ever encountered amosquito while overseas? What was it like? How did you deal with it?’)

l Agree on a way to ‘swot’ the mosquito, which is to ‘clap’ your hands, at the same time as theperson next to you.

l The mosquito will ‘fly’ around the circle, and people will ‘clap’ with the person next to themwhen it is between them (so each person will clap twice; once to the right, then the left).

l Continue until focus (and laughter) has been achieved.


1 Mosquito clap

AIM

To create focus in a group.

MATERIALS NEEDED

No materials needed

TIME NEEDED

5 minutes


38

2 Line up

ACTIVITY

l Split the group in 2.

l Without speaking, (‘as quickly and as quietly as you can…’) invite them to line up in order of:l height;l the month of the year they were born (Jan–Dec);l their names alphabetically;l in alphabetical order of the counties in Ireland they are from (Antrim–Tyrone…) etc.

l It is a competition, so the team with most wins is the winner.

ADAPTATION

l This could be adapted by splitting the teams in 2; and writing the words ‘Development’ and‘Volunteered’ vertically on a flip chart page on one side of the room (one word for each team).

l In 2 lines, get participants to run up to their page and to write a word for each letterassociated with volunteering overseas.

l E.g. ‘D’ is for ‘doing good’; ‘V’ is for ‘very worthwhile experience’.

AIM


MATERIALS NEEDED

No materials needed

TIME NEEDED

10 minutes

3 Count to 10

ACTIVITY

l Explain that the objective of the activity is to count to 10. Sounds easy…? There are some guidelines:

l No one person can say 2 consecutive numbers.l If 2 people say the same number at the same time, the whole group must go back tothe beginning.

l There should be no talking while this activity is happening, apart from the numbersbeing called out.

l The objective of the activity is to reach ‘10’ uninterrupted. This is more difficult than youwould think, and requires concentration and feeling the energy of a group to make it work.

l Try it with everyone closing their eyes, or put a ‘focal point’ in the middle like a pen to seewhat difference this makes!

l Check in with the group when finished to see how they are feeling.


AIM


MATERIALS NEEDED

No materials needed

TIME NEEDED

5 minutes


39

ACTIVITY

l Ask participants to sit in a circle with their feet on the ground and their hands free.

l Explain that as a group we are going to make a continuous, collective sound (like aMexican wave).

l The facilitator will begin, and in a clockwise motion pass the ‘sound’ around the circle.Each person should copy the person to their right, changing the sound they aremaking when the person to their right changes, and should continue until the personto their right stops.

l The actions are as follows:

l Rub hands together… Click fingers… Clap… Pat thighs… Pat thighs and stompfeet… Stomp feet only… Clap… Click fingers… Rub hands together…. Sigh.

4 Rainforest

AIM

To refocus the group: this activity could either ‘lift’ the energyor ‘cool’ down the atmosphere.

MATERIALS NEEDED

No materials needed

TIME NEEDED

5–10 minutes

Most importantly… remember… if you are enjoying what weare delivering then the participants will be having fun too!

SECTION 3

Self Care

Activity 3.1 Step Forward for Self Care

Activity 3.2 Charging your Batteries

42

Supporting volunteers in their preparation to go overseas andsupporting them while they are overseas are both very important involunteer programmes. However, just as important is to supportvolunteers when they return home again. Keeping in touch withvolunteers, offering debriefing sessions, and signposting toservices like counselling (if needed) are ways to provide ongoingsupport to returnees.

Coming home from being overseas is a transition; and like all transitions in life, thereis the opportunity to build a deeper understanding of ourselves, how we managethrough challenging times and an opportunity to build personal resilience.

Self care is so important during this time for returned volunteers: taking time out torest, having space to reflect on the experience, and doing things to make them feelgood. Often those who go overseas are highly committed and focused people; theimplications of this can be that they may go into overdrive when they come home,getting involved in everything... or getting involved in nothing as they find it hard toget motivated – and possibly beat themselves up for this.

Acknowledging that it is normal not to feel ok can be a great reassurance. It canbe really worthwhile to spend some time with returned volunteers to explorewhat ‘charges their battery’, that is, what keeps them happy and plugged in tolife? A simple exercise, either individually or collectively, can help to share goodideas of ways to look after themselves and build resilience through self care.

Ideas may include: having lots of sleep, eating well, doing exercise, joining a clubor doing an activity, starting a new hobby, writing in a diary, etc.

Self care will look different for each person. In the midst of our busy lives, selfcare should be a muscle that everyone activates, not just returned volunteers!However, skills for positive self care can be learned following an overseasexperience and can be activated any time in the future.

IntroductionSelf Care

SECTION 3 · SELF CARE · ACTIVITY 3.1

43

Step Forward for Self Care

AIM OF ACTIVITY

To encourage participants to reflect on their levelsof self care on return.

MATERIALS NEEDED

Self care quiz questions

TIME NEEDED

30 minutes

ACTIVITY OUTLINE

1 Invite participants to stand in a line at one side of the room.

2 Explain that you are going to call out a series of questions, and for each question if this issomething they do, to take a step forward.

4 Continue the activity until all the questions have been asked.

DEBRIEF

1 What came up for you during this activity?

2 What have you learned about your own approach to self care?

3 What are some of the ways you could improve your approach to self care?

4 Invite participants to write down some promises to themselves that they will do in the comingweeks and months to enhance their self care.


l You could change the questions in the quiz.

SOURCE

l Kilcranny House.

SELF CARE QUIZ QUESTIONS

Take a step forward every time you can truly say your answer is YES?

1 Do you recognise the signs when you are getting stressed or burned out?

2 Do you take action to relax yourself when you are getting stressed out?

3 Do you make sure you always get enough sleep?

4 Do you make sure you eat a healthy diet, even when you are busy at work? Or you could say Ieat 5 fruit and veg 5 days a week

5 Do you make sure you drink plenty of water? I drink 2 or 4 litres of water every day.

6 Do you have people in your life you can talk with about problems, and find comfort in theircompanionship?

7 Do you ask for help easily when you need it?

8 Do you forgive yourself easily when you make genuine mistakes?

9 Do you make time every day for relaxation and/or reflection?

10 Do you make sure there is time in your life for the elements you truly enjoy?

11 Do you have an optimistic vision of the future?

12 Do you spend regular time with people you love, enjoying their company?

13 Do you feel you direct your anger in a healthy way?

14 Do you cry when you feel sad?

15 Do you allow time for laughter in your life?

16 Do you acknowledge yourself when you have done something well?


44


45

Charging your Batteries

AIM OF ACTIVITY

To identify what works in terms of self care.

MATERIALS NEEDED

Flip chart paper and pens

TIME NEEDED

45 minutes

ACTIVITY OUTLINE

1 Invite participants to get into small groups.

2 Introduce the concept of ‘self care’ as something that can and should be consciouslyactivated on return.

3 Ask participants to share in small groups what helps them to ‘charge their battery’ when theyare feeling low. Ideas can be recorded on a flip chart sheet (with the image of a battery on it).

4 Share what comes up with the wider group, and acknowledge that what works will changedepending on the individual, but sharing ideas can stimulate others to think what worksfor them.

SOURCE

l Comhlámh’s Coming Home weekend manual.

SECTION 4

Situating the Overseas Experience

Activity 4.1 If your time overseas was a movie...

Activity 4.2 Personal Map Exercise

Activity 4.3 Memorabilia Exercise

Activity 4.4 Gauging Perspectives

48

What is the purpose of volunteers going overseas to volunteer? How canthe learning from an overseas experience inform returnees’ ongoingdecisions and lifestyle choices when they come back?

This is quite a complex area, as it is not straightforward and clearcut for people to seehow one part of their lives directly impacts another. It is often with the value of hindsightthat such realisations can manifest themselves. It can be a combination of many anddiverse experiences through life that inform what people go on to do and the decisionsthey make, and it would be inaccurate to directly attribute these decisions solely to anoverseas experience.

Instead, supporting volunteers during the coming home phase of training to reflect ontheir overseas experience within the context of their lives more generally means that theythemselves can understand how the many life experiences have led them to go overseasin the first place, and how their time overseas may also inform what they go on to do next.

An overseas experience has the potential to be just a ‘one off’ experience for manypeople, detached from their roles and identities from Ireland. If the overseas experienceis not placed within the context of a wider life journey, there is the risk that potentiallearning could be lost.

Supporting volunteers to value overseas volunteering within the wider context ofdevelopment likewise may have the effect that volunteers come to understand why theirongoing engagement in development issues and activism from Ireland is so important.

IntroductionSituating the Overseas Experience

ACTIVITY

l Facilitator asks participants to introduce their time overseas through the question:

‘If your time overseas was a movie, which movie would it be and why?’

l Which character would you play?

l Which characters would your other team members play?

l E.g. Ocean’s 11 – we had a strong team dynamic, feeling like we were constantly overcomingobstacles and pulling off the impossible.

l This could also be used as an opening activity or as a close at the end of the day.

SECTION 4 · SITUATING THE OVERSEAS EXPERIENCE · ACTIVITY 4.1

49

If your time overseas was a movie...

AIM OF ACTIVITY

To encourage participants to talk about theirtime overseas.

MATERIALS NEEDED

No materials needed

TIME NEEDED

10–20 minutes


50

Personal Map Exercise

AIM OF ACTIVITY

To situate the overseas experience in the wider lifeexperience of each participant.

MATERIALS NEEDED

Coloured paper, markers, crayon, coloured pencils

TIME NEEDED

1–1½ hours

ACTIVITY OUTLINE

1 Explain the purpose of the activity to the group, that for the next hour or so, explain to thegroup that there will be some individual time to reflect on all the different experiences thathave brought them into this room today. There will then be some time to share thesereflections in smaller groups.

2 Put some coloured paper and markers/pens/crayons in the middle of the circle.

3 For the next 20 minutes, invite participants to take some time on their own to think of all thedifferent influences in their lives to date. This can include events, people, organisations, etc.Their personal map will include their overseas experience, but not be restricted to this.

4 After 20 minutes or so, invite the participants to get into small groups of 3–4 people. Ask themto share their personal maps in these smaller groups, only sharing what they feel comfortablesharing. The time in small groups can be for 15–20 minutes, ensuring each person hasadequate time to talk.

DEBRIEF

l When 15–20 minutes have passed, gently invite everyone to finish their conversations andreconvene in the bigger group. Invite feedback, focusing on:

(a) The similarities between individuals, if any?

(b) What was the learning from this activity?

(c) What values were gained/nurtured through the different life experiences?

(d) How do these personal maps help to understand motivations for going overseas?

(e) In terms of continuous engagement, where are some of the spaces in which you feel yourtime overseas may have an impact on your personal map into the future?



l The activity could be more linear, that is, making a chronological timeline. A structured wayto do this is to draw a horizontal line across the page, followed by a vertical line, leavingspace to the right of the vertical line (this will be the space for ‘what next’ in their timeline,space to consider their continuous engagement and next steps as informed by theirexisting life experience including the time overseas).

l This could also be an activity used in the pre departure training, to consider motivationsand to introduce continuous engagement from the pre departure stage.

|———————— my life to date ————————| What Next?

NOTE TO FACILITATOR

l For some, looking back on previous life experiences can be traumatic, particularly if somethingbad had happened them during childhood. Ensure safety in this activity by inviting participantsto only share what they feel comfortable to share.

SOURCE

l Comhlamh’s Coming Home Weekend manual.


51


52

Memorabilia Exercise

AIM OF ACTIVITY

To remind participants of their time overseas and to revive the memories.

MATERIALS NEEDED

Map of the World, stickers/pebbles to put onthe map, *each participant should bring a pieceof memorabilia from their time overseas

* Important to invite them to do this in advance, and tosend a reminder just before the training event

TIME NEEDED

1 hour

ACTIVITY OUTLINE

1 Place the map in the middle of the circle. Invite participants to go and get their memorabiliabefore the session begins (so that there is no disruption during the session).

2 Invite each person (in no particular order) to share their piece of memorabilia – why they choseto bring it along and what memories does it invoke?

3 Give each person sufficient time to talk. If someone does not have enough to say, gently asksome questions about the item (or invite the group to ask questions).

4 It is important to acknowledge and appreciate each person and their piece of memorabilia,as this will be very personal to each participant.

5 Sometimes this activity can bring up a lot of emotions, so sit with this and check in with theparticipant to make sure they are ok. Acknowledge that it is ok and normal to get emotionalwhen remembering.

6 At the end, thank each person for sharing. It can be a nice idea to take a photograph of allthe objects together. When the session is done, make sure all the memorabilia is put awaysafely so that they do not get damaged or lost.


l Instead of inviting participants to bring their own objects, you as facilitator can bring alonga bag of items (collected from second hand shops, etc.) and lay them out in the circle,inviting participants to chose one that reminds them of an aspect or memory from theiroverseas experience.

l If someone forgets to bring an item, invite them to imagine what they would havebrought, and present this ‘invisible’ object.

SOURCE

l Comhlámh’s Coming Home Weekend manual.

ACTIVITY OUTLINE

Stage 1 (pre departure):

l Invite participants to visualise themselves walking through the country they are soon to visit.Allow 60 seconds for everyone to place themselves in their host country.

l Provide a piece of paper and an envelope.

l Note 5 key words on their piece of paper to summarise their 60 second visualisation.

l Seal the paper in the envelope and each person sign their own.

Stage 2 (coming home):

l Upon completion of the placement or during the coming home weekend; invite participantsto write down 5 words summarising their host country.

l Distribute the ‘Stage 1’ envelopes and ask participants to open them up and compare theirpre and post placement lists.

l Allow time for individuals to discuss how their experience has changed their perception ofthe host country (quite often, participants have forgotten about Stage 1, and some will besurprised by the words they noted in their ‘visual walk’) both negatively and positively.



53

Gauging Perspectives(an activity for pre and post placement)

AIM OF ACTIVITY

To allow volunteers (during pre-placement training) the time to reflecton their perceptions of the country of their placement and for thoseperceptions to be revisited upon completion of the placement.

MATERIALS NEEDED

Coloured paper for allparticipants, envelopes,coloured pencils, pens

TIME NEEDED

The exercise is carried out in 2 stages. If thereare pre-departure training days, stage 1 shouldbe carried out during the first session. Thissession will take around 15 minutes.

Stage 2 can be carried out either at the end ofthe placement in the host country, or during thede-briefing/coming home session. This sessionwill take longer, with sufficient time for debriefafter the activity. 30 minutes for this session.


54

DEBRIEF

l What were your perceptions of your host country before you went there?

l How did these perceptions change?

l Were some of your perceptions reinforced at all? How were your perceptions challenged?

l What informs the perspectives of people in Ireland of countries in the global south(suggestions could include: media, fundraising charities, other returnees, talks in schools andchurches, humanitarian campaigns, etc.)?

l What is the role of returned volunteers to challenge these perceptions and introduce newnarratives of the global south to people living in Ireland?

l How can you do this?


l This activity could be done visually, using images instead of key words.

SOURCE

l Kevin Murphy, Nurture Africa.

SECTION 5

Storytelling

Activity 5.1 Telling it as it is?

Activity 5.2 How the Monkeys Saved the Fish

Activity 5.3 The Rainbow People

Activity 5.4 Poems and Short Stories

56

Storytelling is a valuable tool for working with returned volunteers on anumber of levels.

Firstly, as basic as creating a space for returnees to tell their own story, to be heard and tohave their stories validated is significant and valuable for each individual who has a story totell. Often when volunteers return home, after the initial enquiry about their time overseas,family, friends and loved ones can ‘glaze over’ and close the space for them to really talk.This is why having opportunities for returned volunteers to meet each other and sharestories can be really helpful in supporting them through the coming home process.

On another level, storytelling is a tool used widely in countries across the world, and oftenstories have significant learning and meanings. This does not exclude stories such as thosewhich are critical of development, and this section includes a story from Tanzania whichdoes just that. As such, using stories in the return phase is a perfect example of learningfrom the wisdom and teachings of traditions from all over the world.

For a volunteer going overseas to work with communities around issues ofdevelopment, the stories of the people they meet and work alongside has a very realhuman aspect which adds a new perspective to development. Arthur Thompson(Kimmage DSC, 2011) refers to the ‘story impact’ of those we meet overseas on ourunderstanding of development. The saturation of images and messages of the globalsouth by the media and various charities has the potential impact of people ‘switchingoff’ to the reality of poverty which many communities genuinely face. Having theopportunity to hear first hand the story and perspective of people from the globalsouth could create a greater sense of compassion and empathy which has potentiallybeen eroded as a result of saturated messaging. But also, importantly, that the storiesencountered overseas are those of real people, not the interpretation of peoples’stories on their behalf from a western perspective. ‘No matter how much our headsknow, if our hearts are not persuaded, we are not fully convinced, certainly not enoughto act’ (Taylor, cited in Thomspon, 2011). The impact of stories on volunteers couldindeed be the inspiration to take action on return.

IntroductionStorytelling

57

Finally, the stories returned volunteers tell to others when they come home have a realpotential to inform, challenge or raise awareness. The way in which they tell their story,and which stories they chose to share, all contributes to what narrative the peoplearound them will hear. It is therefore useful and important to consider the limitationsand subjectivity of storytelling, and the influences of the person telling the story, thewider context, the assumptions of the listener, and the space in time as stories canvery easily change over time!

Those we work with are not just individuals on our volunteer programme; they arehumans with important and rich stories to tell. I therefore welcome and encourage youto use storytelling as much as possible, for individual benefits, to better inform ourunderstanding of development, and for awareness raising possibilities.

ACTIVITY OUTLINE

1 As a big group, sitting in a circle invite participants to close their eyes and to consider theirjourney here today.

2 In small groups of 4, one person will tell their story to each of the others about how theygot here. The first time the story is told to one person, the storyteller will make it sounddreadful, focusing on all the things that went wrong. The second time the story is told toanother person, the storyteller will make it sound as though everything was perfect, noproblems. The third time the story is told to the last person, the storyteller will change oneelement of the story.

3 The other 3 listeners will need to listen carefully and reflect quietly on all 3 versions of thesame story.

4 In a bigger group, host the following debrief:

DEBRIEF

1 How did the 3 stories differ from each other?

2 How did each version affect you?

3 Which one is the correct story?

4 What does this tell us about the nature of stories?

5 What might be the impact of the stories we tell about our time overseas?


l Instead of ‘the trip here this morning’, a different topic can be used to tell stories.

SOURCE


SECTION 5 · STORYTELLING · ACTIVITY 5.1

58

Telling it as it is?

AIM OF ACTIVITY

To consider the challenges of telling storiesfollowing an overseas experience.

MATERIALS NEEDED

No materials needed

TIME NEEDED

1 hour


59

How the Monkeys Saved the Fish

AIM OF ACTIVITY

To critically explore the role of Western interventionsin communities in the Global South.

MATERIALS NEEDED

A copy of the story ‘How the MonkeysSaved the Fish’

TIME NEEDED

40 minutes

ACTIVITY OUTLINE

1 Tell the participants that you are going to read them a folktale from Tanzania.

2 Read the folktale (see the copy overleaf).

3 Invite participants to think of one thing they took away from the story.

DEBRIEF

1 What are your first thoughts on this story?

2 Was there anything about the monkey’s behaviour that disturbed you? Is there anything youwould give them credit for?

3 What do you think the message behind this folktale is?

4 How can overseas volunteering best respect the host communities, acknowledging andlearning from local knowledge and adding value to the good work already going on?

5 What message would you give to new volunteers, about to travel overseas, based on thelearning from this story?

SOURCE

l Adapted from Partners Intercultural Companion to ‘Training for Transformation’ (2007).

ACTIVITY 5.2 · STORY

60

Tanzanian Folktale:

How the Monkeys

Saved the FishThe rainy season that year had been the

strongest ever and the river had broken its

banks. There were floods everywhere and the animals were all running up into t

he

hills. The floods came so fast that many drowned except the lucky monkeys wh

o

used their proverbial agility to climb up on the surface of the water where the f

ish

were swimming and gracefully jumping out of the water as if they were the onl

y

ones enjoying the devastating flood.

One of the monkeys saw the fish and shouted to his companion, ‘look down, m

y

friend, look at those poor creatures. They are going to drown. Do you see how

they struggle in the water?’

‘Yes’, said the other monkey. ‘What a pity! Probably they were late in escaping to

the hills because they seem to have no legs. How can we save them?’

‘I think we need to do something. Let’s go close to the edge of the flood where

the

water is not deep enough to cover us, and we can help them to get out’.

So the monkeys did just that. They started catching the fish, but not without

difficulty. One by one, they brought them out of the water and put them carefu

lly

on the dry land. After a short time there was a pile of fish lying on the grass,

motionless. One of the moneys said, ‘Do you see? They were tired, but now th

ey

are just sleeping and resting. Had it not been for us, my friend, all these por pe

ople

without legs would have drowned’.

The other monkey said, ‘They were trying to escape from us because they could

not understand our good intentions. But when they wake up they will be very

grateful because we have brought them salvation’.

(Traditional Tanzanian Folktale)


61

The Rainbow People

AIM OF ACTIVITY

To use a story to explore global justice issues.

MATERIALS NEEDED

A copy of the story ‘The Rainbow People’

TIME NEEDED

20 minutes

ACTIVITY OUTLINE

1 Read out the story below to the group.

2 When you have finished, invite comments about the story.

DEBRIEF

1 What do you think the story was about?

2 What local/global justice issues does this story address? (Suggestions might include:interdependence, discrimination, individualism, conflict, consumerism).

3 Who do you think the different groups of flowers might represent?

4 Who do you think the stranger might represent?


l You could use drama to act out the story, and perform this to an audience, possibly in asupermarket.

SOURCE

l ‘Equality: raise the issue. An interactive arts resource pack created for and by young people’(Mayfield Community Arts, Cork).

62


The Rainbow PeopleIn the beginning the world was very stil

l and quiet. The ground seemed to be covered

with dull-coloured rocks and stones. But, if you took a closer look you could se

e that

they were not stones, but were tiny little people who were not moving at all.

One day a wind blew over the land. It warmed the people and filled them with

life

and with love. They began to move – to look at each other – to touch each – to

speak

to each other – to care to care about each other.

As they explored their world they found coloured ribbons lying on the ground.

They were excited and ran about collecting them up. Some chose blue, some r

ed,

some green, some yellow, some orange, some purple. They enjoyed tying the

ribbons round each other and laughing at the bright colours.

Suddenly another wind blew. This time it made them shiver with cold. They loo

ked at

each other. They looked at each other, realised they were different – and stopp

ed

trusting each other.

The reds gathered and ran into a corner.

The blues gathered and ran into a corner.

The greens gathered and ran into a corner.

The yellows gathered and ran into a corner.

The oranges gathered and ran into a corner.

The purples gathered and ran into a corner.

They forgot that they had been friends and had cared for each other. The othe

r

colours just seemed different and strange. They built walls to separate themselv

es and

kept the others out. But they found that:

The reds had water but no food, they went hungry.

The blues had food but no water, they were thirsty.

The greens had twigs to make fire but no shelter, so the fires went out.

The yellows had shelters to keep them out of the rain but nothing to keep them

warm.

The oranges had cloth for clothing, but nothing to sleep on.

The purples had comfy beds, but no warm clothing.


63

Suddenly a stranger appeared and stood in the centre of the land. He looked a

t

the people and the walls separating them in amazement, and said loudly ‘Com

e

out everybody. What are you afraid of? Let’s talk to each other.’

The people peeped out at him and slowly some came out of their corners into t

he

centre. The stranger said, ‘Now, just tell one another what you have got to give

and what you need to be given.’

The blues said, ‘We have plenty of food but no water.’

The reds said, ‘We have plenty of water but we have no food.’

The greens said, ‘We have plenty of wood for a fire but we need shelter from the

rain and wind.’

The yellows said, ‘We have plenty of shelter from the rain but we are cold.’

The oranges said, ‘We have plenty of clothes, but cannot sleep.’

The purples said, ‘We have beds to sleep on, but have nothing to clothe us or

keep us warm.’

The stranger said, ‘Why don’t you put together what you have and share it? Then

you can all have enough to eat, drink, keep warm and have shelter.’

They talked and the feeling of love returned. They remembered that they had b

een

friends. They knocked down the walls and welcomed each other as old friends.

When they realised that the colours had divided them they wanted to throw them

away. But they knew they would miss the richness of the bright colours. So, inst

ead,

they mixed the colours to make a beautiful ribbon. They called themselves the

Rainbow People. The rainbow ribbon became their symbol of peace.

© 1999 Carolyn Asker

Taken from The Swans Secret, available from Terracotta Press, c/o 136

Biddulph Mansions, Elgin Avenue, London, W9 1HU

Never Give Up

Never Give Up

No matter what is going on

Never give up

Develop the heart

Too much energy in your country is spent developing the mind

Develop the heart

Be compassionate

Not just to your friendsbut to everyone

Be compassionate

Work for peacein your heart and in the world

Work for peaceand I say again

Never give up

No matter what is happening

Not matter what is going on around you

Never give up

(His Holiness the Dalai Lama)


64

Poems and Short Stories


65

The Elephant’s Child

I keep six honest serving-men

(They taught me all I knew);

Their names are What and Why and When

And How and Where and Who.

I send them over land and sea,

I send them east and west;

But after they have worked for me,

I give them all a rest.

I let them rest from nine till five,

For I am busy then,

As well as breakfast, lunch, and tea,

For they are hungry men:

But different folk have different views;

I know a person small –

She keeps ten million serving-men

Who get no rest at all!

She sends ‘em abroad on her own affairs,

From the second she opens her eyes –

One million Hows, two million Wheres,

And seven million Whys!

Stone Soup

Two travellers were walking along, carrying nothing more than an empty cooking pot.

They arrived in a village. Upon their arrival, the villagers are unwilling to share any oftheir food stores with the hungry travellers.

The travellers decided to go to a stream and fill the pot with water, drop a large stonein it, and place it over a fire.

One of the villagers becomes curious and asks what they are doing. The travellersanswer that they are making ‘stone soup’, which tastes wonderful, although it still needsa little bit of garnish to improve the flavour, which they are missing. The villager did notmind parting with a few carrots to help them out, so that gets added to the soup.

Another villager walks by, inquiring about the pot, and the travellers again mention theirstone soup which has not reached its full potential yet. The villager hands them a littlebit of seasoning to help them out.

More and more villagers walk by, each adding another ingredient. Finally, a deliciousand nourishing pot of soup is enjoyed by all.

QUESTIONS

1 What is the meaning behind this story?

2 What does this tell you about working together?

3 Within your own group, what are the strengths that each of us are bringing?

4 What might be the ‘soup’, or the new vision that can be realised, as a result ofworking together?


66

Activity 6.1 Introduction to OSDE

Activity 6.2 Developing Critical Perspectives

Activity 6.3 ‘Spect-actors’ of Development

Activity 6.4 Suggested Drama Warm Up Games

SECTION 6

Critical Literacy

69

SECTION 6 · CRITICAL LITERACY · ACTIVITY 6.1 · INTRODUCTION TO OSDE

Introduction to OSDE

SECTION 6 · CRITICAL LITERACY · ACTIVITY 6.1 · INTRODUCTION TO OSDE

70

71

CARTOON EXPLANATION OF OSDE

Cartoon explanation of OSDE

Developing CriticalPerspectives

AIM OF ACTIVITY

To critically examine the notion of ‘Development’through multiple perspectives.

MATERIALS NEEDED

Statements on Development

TIME NEEDED

1 hour

ACTIVITY OUTLINE

1 Break into small group of 4–5 participants. Hand out an envelope to each group with thedevelopment perspectives inside, and the following written on the outside of the envelope:

2 Invite groups to read all the perspectives, then pick one, and answer the questions (above).It may help to give an example first, either personal or along the lines of development.

3 Allow groups 20–30 minutes to discuss the perspective; then bring the group back togetherand each group to present their perspective.

DEBRIEF

1 What kind of questions have people asked you since returning home about the Global South?

2 What are the dominant perspectives of ‘development’ from Ireland?

3 What are the assumptions behind these questions?

NOTE TO FACILITATOR

l It is important to outline the procedure for Open Space Dialogue and Enquiry with participantsin a advance. See the attached sheets for support in situating this activity within the Principlesand Procedures for OSDE: ‘Introduction to OSDE’ and ‘Cartoon explanation of OSDE’.

l The role of the facilitator is to act as devil’s advocate when the tendency of the group is to agreeor see only through one perspective (to challenge consensus). www.osdemethodology.org.uk


l See the other Sample Units on www.osde.methodology.org.uk/teachered.html

SOURCE

l Open Space for Dialogue and Enquiry.

SECTION 6 · CRITICAL LITERACY · ACTIVITY 6.2

Choose a perspective. What is it saying?

What are the assumptions behind the perspective?

What are the positive and negative implications of staying with this perspective?

72

73

Statements on Development

ACTIVITY 6.2 · STATEMENTS ON DEVELOPMENT

ACTIVITY OUTLINE

1 In order to create a safe space, it is important to do many warm up exercises, to get peoplecomfortable in their bodies and to set the scene for role play later on. Please find attachedsome suggested warm up games, from ‘Games for Actors and Non Actors’ (Augusto Boal).

2 Once participants are in small groups, invite them to write down individually one situation theyhave encountered with people at home since they have returned, which exposes some of theperceptions people have locally about the Global South.

3 When everyone has done this, invite participants to share these in smaller groups and to pickone story which they will explore in more depth. Now invite participants to create a short scenewhich acts out the scenario they have chosen. They will have 20 minutes to put this together.

4 When everyone is ready, act out the scenes one by one, taking each scene as follows:

l Once the scene has been acted out, thank the group, then invite them to replay it oncemore, inviting the ‘audience’ (the other group members) to pause at any time and join inthe scene by replacing another actor to try to make a solution to the problem presented.

l Allow this to run a few times, inviting the audience members up to try to change thescene and reach a resolution. In most cases, this will be to try to challenge theperceptions of the people being presented in the scene, and to suggest an alternativenarrative of development.

l Once each group has had a chance to present, and the audience members have had thechance to participate in each scene, thank everyone for their contributions and energy.


l You could ask another question at the beginning, or use alternative warm up games atthe beginning.

SOURCE

l Games for Actors and Non Actors (Augusto Boal).

FURTHER LINKS

l tobe.ie/forum-theatrel www.speakout.iel www.crookedhouse.ie


74

‘Spect-actors’ of Development

AIM OF ACTIVITY

To use drama and role play to communicate new narrativesof development with people locally.

MATERIALS NEEDED

Suggested Drama Warm Up Games

TIME NEEDED

1½ hours


75

Suggested Drama Warm Up Games

COLUMBIAN HYPNOSIS

1 Invite participants to get into pairs. One will be ‘A’ and one will be ‘B’. ‘A’ will be thehypnotiser and ‘B’ will be the person who gets hypnotised.

2 ‘A’ holds their hand about 20–40 cm from ‘B’s face. They must maintain this distancethroughout the exercise. ‘A’ starts a series of movements with their hand – up, down,back forwards, right, left, etc. ‘B’ must contort their body in order to follow and keepthe distance between their face and the hand of ‘A’.

3 Ensure that safety is honoured in this exercise, and that respect is shown betweeneach pair.

4 When this exercise has gone on for some moments, ‘A’ and ‘B’ swop the roles ofhypnotist and hypnotised.

THE MACHINE OF RHYTHMS

1 Invite the group to stand in a big circle.

2 Invite a participant into the middle of the circle, imagining they are a part of a machine.Invite them to do a movement with their body and a sound to go along with it.

3 As people feel like it, they can enter the circle to join the machine to add to theoriginal sound and movement.

4 This continues until most people have joined in and there is a workable machine.

SOURCE

l ‘Games for Actors and Non Actors’, Boal, A.



76

THE SCULPTOR AND THE MODEL

1 Arrange participants to line up in 2 lines facing each other. There should be an equalnumber of people in each line. One line are sculptors; the other are models.

2 With the pairs that are facing each other, invite the sculptors to ‘shape’ the models intowhatever shape they want. There should be no words exchanged, and the sculptorscannot use their own bodies to illustrate what they mean. It must be done in silence.

3 Building on this, ask person A to ‘sculpt’ person B in to an image of a state of being.For example ‘someone in power’. B then makes A into the opposite, ‘someonedowntrodden or oppressed’.

4 Ask all the A’s to stand in a line, and ask the rest of the group to describe what theysee. What does ‘power’ or ‘oppression’ look like? There is no right or wrong answer;we all see different things in the same image. These pictures can start to give us asense of stories of conflict, power and difference.

FROZEN PICTURES

1 Invite the group to move around the space, until you call out a number. Participantsmust get into groups with that number of people.

2 In these groups, call out a word (e.g. football match, disco, beach) and everyone in thegroup creates a picture of that word together using their bodies and facial expressions.Do a few easy words quite quickly to help people lose self-consciousness. The lessthey think the better!

3 Then introduce more complex words: development, poverty, equality, justice.

4 When groups have found an image together, get them to ‘freeze’ in this image. Invitethe groups to observe each other and to say what they see. You can press ‘play’ on theimages and ask for a few moments of sound or movement. You can also tap individualswithin the scene on the shoulder and ask them to share one thought their characterwould be having in this scene.

SOURCE

l ‘Games for Actors and Non Actors’, Boal, A.

Activity 7.1 Images and Messages – Communicating Locally

Activity 7.2 Social Media Activity

Activity 7.3 Ireland or India?

Activity 7.4 Headline Hysterics

SECTION 7

Images and Perceptions

78

Why is it important to explore images and perceptions withvolunteers on return? Surely that is an activity that should be done inthe pre departure phase only?

In fact, the coming home phase of a volunteer placement is the ideal opportunity forreturned volunteers to explore images and perceptions, both through their own eyesand with the value of hindsight, but also from the perspective of those at home withwhom they will share the images.

Through the medium of showing photos, videos and writing articles, returnedvolunteers use different ways to raise awareness and tell others about their timeoverseas with others at home on their return. This is an excellent opportunity toeducate others locally and inform them of global justice issues based on the livedexperiences of the volunteer.

However, this can also reinforce negative perceptions of the global south, if thespace is not there to critically unpack the issues and to look at the limitations ofimages and messages.

On the other hand, images and messages are a fantastic medium with so muchpotential to challenge and offer new narratives on development and the global southfor volunteers to effectively raise awareness on return. It is therefore important tohost a critical and safe space to really critique this issue.

IntroductionImages and Perceptions

79

Images and Messages –Communicating Locally

AIM OF ACTIVITY

To explore and critique the use of images and messages whencommunicating locally about the time spent overseas.

MATERIALS NEEDED

Images from the Global South, Dóchas Code ofConduct on Images and Messaging

TIME NEEDED

30 minutes

ACTIVITY OUTLINE

1 Lay out images in the middle of the circle, and invite participants to get into groups of4 or 5 people and chose one.

2 Invite the smaller groups to discuss the following questions:

l What perspective of development is being presented?

l What is not being presented in the image?

l Does the image challenge or reinforce stereotypes of the Global South?

l How can you use your overseas experience to add value to the narrative beingpresented in this image?

l How might this image be perceived by people locally in Ireland?

l What role do returned volunteers play in communicating messages about development?

3 As a big group, discuss the ways in which images can be effectively used to raise awarenessat home about development, ensuring that the complex nature of development ispresented, and that the images critically challenge, rather than reinforce, existingstereotypes of the Global South.

4 Invite the participants to create a shared ‘Contract’ for the use of images (including socialmedia) on their return to Ireland: what guidelines need to be agreed upon to ensure thatimages and messages are used effectively to raise awareness locally?


l In the pre departure workshops there should have been the opportunity to introduce the‘Dóchas Code of Conduct on Images and Messaging’.

FINDING IMAGES

l For images on development, you can visit: www.developmenteducation.iel ‘Framing Our World’ (NYCI).l ‘How do we know its working? (RISC).

SECTION 7 · IMAGES AND PERCEPTIONS · ACTIVITY 7.1

ACTIVITY OUTLINE

1 Explain to participants that you will now look at what role social networking (e.g. facebook) hasin conveying messaging and influencing perceptions.

2 Ask participants to get into groups of 3 or 4. Distribute the facebook status updates handout.Ask them to discuss:

l What is your initial reaction?

l What message(s) are being conveyed?

3 After some discussion in small groups, bring the participants back to the wider group andask them to volunteer their thoughts on the updates. It might be useful to pick certainupdates and ask:

l What message(s) are being conveyed? Are they positive, negative or neutral (and aboutwhat?). What is this update communicating?

l What do you think the context is?

l Do you ‘approve’ of the update? If so/not, why?

Issues that might be raised in discussion could include: context; multiple interpretations;public vs. private sphere; freedom of expression; power of social networking forcommunication; power of returned volunteers to influence perspectives locally (in bothpositive and negative ways); potential key tool for educating, sharing.

4 Guidelines: Ask the group what key points they should keep in mind when using facebookand other social networking. Jot them down on flipchart paper as the beginning of someguidelines. See below (‘Tip to Consider’) for ideas of what could be included in suchguidelines, and share the resource: Comhlámh’s ‘Guidelines for the use of Social Media inVolunteering’ as a support in their continued thinking around this topic.

5 To end, ask participants: What are the opportunities to use Social Media for awarenessraising and further action on return from overseas?



80

Social Media Activity

AIM OF ACTIVITY

To consider social media and the implications and opportunities forawareness raising on return from an overseas experience.

MATERIALS NEEDED

Facebook status handout,Comhlámh’s ‘Guidelines for the useof Social Media in Volunteering’

TIME NEEDED

30 minutes


81

NOTE TO FACILITATOR

l As facilitator it is important to remain neutral and non-judgemental about the updates andallow the participants to decide what they think. If the conversation is one sided play devil’sadvocate. In many cases there might be multiple interpretations from one status update soperhaps ask them what the impact of this is?

TIPS TO CONSIDER

l Who will see this and what am I trying to say to them?What are the different ways people might view this?What will be the impact?

l Take time to pause and reflect before taking photosor posting information. ‘Think before you Tweet!’

l Am I representing myself, the sending organisationor the host community?

l If you are only speaking for yourself mark this withformulations like ‘In Ghana I experienced …’ instead of‘In Ghana it is …’ .

l Does my host community or sending organisation have a Codeof Conduct on this issue?

l Check with your host organisation and sending organisation before posting videos, articles onthe internet.

l Which photographs and comments should I share?

l Before posting a picture, consider the potential vulnerability and victimisation of the peopleshown and have respect for the subject.

l If I was the person in the photograph in that situation, would I like my picture to be sharedacross the internet and with total strangers? Do I have permission to use the photo?


l This could also be an activity used in the pre departure training.

SOURCE

l Comhlámh’s Pre Departure training manual.

ACTIVITY 7.2 · FACEBOOK STATUS UPDATES

82

1 You wouldn’t believe how gorgeous the children are!

I want to take them home!

2 They said I’d get use to the smell…. Hmmm, it’s not happening so far.

3 We’ve met some amazing people today who’ve done brilliant work

re-building their local community. They’re so inspiring.

4 I’m sick, jet lagged, and bitten to death by mosquitoes already…

get me back to Dublin!

5 We’ve been dancing with the locals all night, shake that booty!

6 I‘m haunted by the image of a disfigured young boy begging on the

street. Why do people let this happen here?

7 The local community have been unbelievably welcoming. There was a

welcoming ceremony last night where they sang and danced for us.

We’re to do something Irish for them tonight! Any recommendations?

8 OMG – the kids have been so naughty today. They’re driving us mad…

I’m starting to see the benefits of corporal punishment…

9 I always thought that we had a lot of community in Ireland, but

Nicaraguans are teaching me what it means to care about and

support each other.

10 I feel so humble today, to know that we’ve set the foundation for a

community to learn. The concrete is down and we start on the

bricks tomorrow!

11 Disgusting! Saw a local kill a goat today. It was brutal...

what’s worse is that they expected me to eat it.


83

Ireland or India?

AIM OF ACTIVITY

To challenge perceptions of developing countries and to developthis into awareness raising by returned volunteers locally.

MATERIALS NEEDED

A mix of 10 images: 5 from Ireland and 5 from India(or another country of your choice). The imagesshould have a mix of photographs, to include povertyand modernity (and be purposefully obscure).

You can use photos that have been taken by returnedvolunteers in their host country.

For other places where you can source photos, see‘Further Links’ below.

TIME NEEDED

20 minutes

ACTIVITY OUTLINE

1 Lay out the photos on a table for participants to see.

2 Invite them to group the images, dividing them into categories for India and Ireland,depending on the country in which they feel the photos have been taken.

3 When they have categorised all the photos, share with them the correct answers.

DEBRIEF

1 What surprised you about your perceptions during this activity?

2 What are the different realities you experienced while you were overseas?

3 How can this approach be useful when challenging perceptions of people locally about theglobal south?


l You could use any photos at all. It can often be a nice idea to start a collection of usefulphotos in both local and global settings.

SOURCE

l ‘How do we know its working? A toolkit for measuring attitudinal change in globalcitizenships from early years to K3’, RISC (Reading International Solidarity Center).

FURTHER LINKS

l ‘Framing Our World: a youth work resource on the use of images and messages indevelopment’ (National Youth Council of Ireland).

l RISC resource ‘How do we know its working’

l www.developmenteducation.ie

NOTE TO FACILITATOR

l In preparation for this activity, find examples from Irish and international newspapersrelating to different group of people: people in the global south, immigrants to Ireland,women, travellers, etc. Include some examples which are particularly negative. Blank outone or more word in the headline.

ACTIVITY OUTLINE

1 First impressions: invite participants to shout out the first word that comes to mind whenthey hear the word ‘media’.

2 Explore briefly as a big group the role of the media, including for what purpose it exists,who controls it, what power it has to influence opinions.

3 In small groups, hand out a set of headlines to each group. Ask them to fill in the missingword. They can write their guesses on post-it notes.

4 When all groups have completed the activity, read out the right answers.

DEBRIEF

1 Were you surprised by any of the headlines?

2 What perceptions of the different groups was being portrayed?

3 What affect might this have on the opinions of people locally?

4 What is the role for returned volunteers to challenge existing perceptions and to introducenew perspectives?

5 What are the ways that returned volunteers can influence the media?


l Depending on which headlines or issues you chose to focus on, the activity will continuallybe adapted.

SOURCE

l ‘Framing Our World: a youth work resource on the use of images and messages indevelopment’ (National Youth Council of Ireland).


84

Headline Hysterics

AIM OF ACTIVITY

To explore how different groups are portrayed in the media.

MATERIALS NEEDED

Headlines from national and internationalnewspapers (4 sets, prepared in advance),flipchart, markers, post-it notes

TIME NEEDED

30 minutes

SECTION 8

Cultural Reflections

Activity 8.1 Cultural Reflections

Activity 8.2 Gender: a local and global issue

86

It is a real opportunity in a ‘coming home’ workshop to unpack withparticipants the intercultural learning they received while overseas.This could include what they learned that they could potentiallytransfer to their own communities here in Ireland; or unpacking someof the cultural conflicts and misunderstandings that arose whileoverseas. Not only would this help to unpack any lingering concernsthe returnees might have, it allows for a deeper insight tounderstanding culture; our own and other cultures around the world.This is an exciting possibility, and so having the space to reflect on‘culture’ on return is really important.

Some of the activities here may cast a questioning and critical eye on the role of thevolunteer, and the role of the Global North more generally in local communitydevelopment work in the Global South. This is not necessarily a bad thing, anddeveloping a critical perspective of volunteering, and ‘development’ more generallymay lead to a deeper understanding of the bigger impact an overseas experience mayhave for returned volunteers. However, to achieve this effectively, there is the risk thatthe fundamental values and beliefs of the participants may be shaken up slightly.Keeping this in mind, creating a safe space is crucial to have these important, butsometimes difficult, conversations and debates in order to lead to significant change.

IntroductionCultural Reflections

87

Cultural Reflections

AIM OF ACTIVITY

To consider some of the intercultural relations, including conflicts which tookplace while overseas, and to have a space to learn and reflect from this.

MATERIALS NEEDED

Iceberg concept of culture,flip chart paper and markers

TIME NEEDED

30 minutes

ACTIVITY OUTLINE

* Note that this activity could be preceded by a guided reflection, or else after the Memorabiliaexercise, to ensure that participants are within the space to remember their time overseas.

1 Break into small groups. Hand out the iceberg concept of culture. Ask them to consider what wassome of the learning they experienced in terms of the culture of the country they visited?

2 Invite the groups to feed back. As they do so, pick up on any assumptions or lingeringstereotypes, e.g. ‘the men in the country were all lazy’. Ensure there is a safe space tochallenge such assumptions (see the Facilitators notes below). Questions you could ask couldinclude, ‘Why do you think that is?’ ‘Was there something you were not seeing?’ ‘What couldbe some of the cultural or historic/colonial reasons behind this’? etc.

3 Once all the groups have fed back, ask the following questions:

l What went well in terms of cultural learning?

l Where do you think any cultural misunderstandings may have arisen from?

l What might be some of the underlying issues within that country that have caused this tohappen/created this situation, etc.?

l What did you observe about the culture at the tip of the iceberg; did you learn anythingdeeper below the surface? How did you react to this?

l Did you learn anything about your own culture as a result?

SOURCE

l Comhlámh Coming home training manual.


SECTION 8 · CULTURAL REFLECTIONS · ACTIVITY 8.1

NOTES FOR FACILITATORS

l Negative stereotyping or assumptions: Sometimes on short term placements withlimited time for cultural adjustment and depending on an individual or group’s experience,volunteers can return with negative stereotypes of the culture further entrenched. This is auseful time to air this. As facilitator it is useful to ascertain other views from the group tosee if other members challenge it or lend a different perspective. If not, perhaps ask whythey think they may have perceived the host in this way? Ask them if perhaps there issomething they are not seeing? (e.g. was it perhaps something to do with not havingenough time to necessarily understand the deeper layers of culture. Therefore judgingthem on their behaviour without necessarily understanding the context of their values?).The facilitator could refer to the Iceberg Concept of Culture to support this discussion.

l Include some of the issues from the pre departure, e.g. gift giving, photos- images andmessaging, process vs. task focused, etc.

l It may be useful for facilitators to bear in mind that it is possible, depending on thetype of work they were involved in overseas, that some volunteers may not have hadthe opportunity for much interaction with local people and their level of immersion inthe local culture may have been minimal.

l Power dynamic: ‘the intercultural encounter can only be positive and fruitful if the culturewhich is stronger in this specific encounter renounces the use of force against orexploitation of the weaker culture’ (Fennes and Hapgood)

l While volunteers may find it difficult to visualise a power dynamic before goingoverseas, sometimes upon reflection they can see how decisions and behaviour cansometimes be attributed to an unspoken power dynamic. This can be caused bymany reasons, including:

l Post colonial hangover

l Negative legacy of ‘aid’ (the way in which it has been delivered could actually havebeen disempowering to local people)

l Money is Power: often local people feel they can’t say no to the suggestions or ideasof groups who bring money to developing countries. This can be a cultural dimensionalso- more indirect, rather than direct, way of addressing strangers

l Individual volunteers may seem very wealthy in comparison to locals. This is an issuethat is illustrated well by the gift giving scenarios

l Issues of power in relation to gender/age/ethnicity.

l Misunderstandings of the behaviour of people from the host community: If the hostculture tends more to indirectness or implicit communication, and deference for authority,where as the guest culture does not (or vice versa) this can sometimes causemisunderstandings. This is why trying to understand your own cultural perspectives andrelated behaviours is important when reflecting on an intercultural experience.

l Host experience of past volunteers or travellers: In some instances hostcommunities have had negative experience from previous visitors including, volunteers,travellers, business people or NGO workers. This can then sometimes impact on theway they treat new visitors.


88

89

Gender inequality is an issue that affects women all over the world. Theopportunity for volunteers to travel overseas, to meet women from othercountries and to learn from the ways in which women are working towardsgender empowerment, can be a meaningful way to enrich local work going onin relation to gender equality issues locally.

The issues affecting women locally and globally are complex and often integrated into the widerissues affecting society more generally. Issues of gender can also be quite close to home for manypeople, and as such should be treated with sensitivity and care.

Particularly when volunteering overseas, it can be easy to make judgements on some of the issuesaffecting women in other countries. While often there is serious injustice taking place for manywomen across the world, it can be good to support volunteers to question their role in addressingthese issues, particularly if they are only in a country for a short period of time and with a humbleacknowledgement of the limited insight that can be gained in a short period of time.

Rather than making judgements, it can be more useful for volunteers to understand more deeplysome of the issues they experienced while overseas, and for the facilitator to support this processto take place in a safe and critical environment.

Often an overseas experience can be a chance togain new perspectives and insights on issuescloser to home, that previously volunteers maynot have been aware of. Creating a safe space toexplore gender as a local and global issue canalso be the opportunity to turn the lens on issuesof gender inequality in our own society.

Introduction to gender as a local and global issue


90

Gender: a local and global issue

AIM OF ACTIVITY

To identify the issues affecting women locally and globally.

MATERIALS NEEDED


TIME NEEDED

30 minutes

ACTIVITY OUTLINE

1 Invite participants to get into small groups and brainstorm the issues that affected womenwhich they identified while overseas.

2 Acknowledge the ‘Iceberg of Culture’ and that, particularly for a short term experience, weoften only see what is on the ‘surface’ of a culture, and gender is a deeply complex issuewhich would be difficult to fully understand through a short time in a country.

3 On another piece of paper, get the small groups to brainstorm the issues affecting womenin our own country.

DEBRIEF

1 Bring both lists together; are there any shared or similar issues?

2 What are some of the issues you noticed affecting women in the host community youvolunteered in?

3 What are some of the ways women are challenging these issues in the country you visited, aswell as locally in Ireland?

4 What organisations do you know of, locally and internationally, that are working on issues ofgender inequality?


l Could follow this up with further exploration of gender issues and ideas of actionsparticipants can take to challenge gender inequality locally.

NOTE TO FACILITATOR

l Exploring issues around gender challenges the oppression of women and is thereforecontroversial. Some people may feel uncomfortable, threatened or defensive. Working witha mixed group will bring a richness to the discussion, however it is also possible that somepeople will not feel safe working in this way. It is also useful to challenge the assumption thatwomen in developing countries are oppressed, while women in our country are ‘equal’ tomen. This is not the case, and below there is more information on this topic.

SOURCE

l Connecting Communities: a practical guide to using development education in communitysettings (Helena McNeill, Lourdes Youth and Community Services).


FURTHER READING

l CEDAW (Convention on the Elimination of Discrimination Against Women)

l ‘I know why the Caged Bird Sings’ (Maya Angelou)

l ‘The Colour Purple’ (Alice Walker)

FURTHER LINKS

l Women’s Aid www.womensaid.ie

l National Women’s Council www.nwci.ie

l National Development Plan Gender Equality www.ndpgenderequality.ie

l AKIDWA (Akina Dada wa Africa; Swahili for sisterhood) is an authoritative, minority ethnic-lednational network of African and migrant women living in Ireland www.akidwa.ie

l Ruhama: a Dublin-based NGO which works on a national level with women affected byprostitution.

FURTHER INFORMATION

l 70% of the 1 billion poorest people are women. Discrimination of women is still high, insocietal as well as in economical terms. Women get paid less and in many countries womenoften have no access to decent work. In many countries they are not allowed to own propertyand therefore are not in a position to borrow from banks. Often women and girls facemalnutrition and suffer from bad health care especially maternal health care.

l However, gender inequality is not only a phenomenon in countries of the global south. In theglobal north women are structurally disadvantaged compared to men: poverty, unequal powerrelations between women and men, and unequal access to resources, are powerful barriers towomen achieving and participating fully in society, leading for example to a pay gap betweenmen and women, over-representation in the informal economy with limited benefits andsecurity, unequal distribution of leading positions in the economy or politics.

l ‘The exclusion of women from power in this country has never been clearer. Five out of sixauthors of the McCarthy Report were men, 16 out of 17 on the Oireachtas Committee onFinance and Public Service are men, there are 13 men and just five women on the Commissionon Taxation ... and of course women make up just 13% of our TDs and Senators.’

(National Women’s Council)


91

SECTION 9

Interdependence

Activity 9.1 Meditation on Interdependence

Activity 9.2 A Day in the Life of a Global Citizen

Activity 9.3 Word Web

Activity 9.4 Map and Pebbles

94

Globalisation has meant that the world is becoming more interdependent.For volunteers going overseas, there is the opportunity to witness first handanother country, another culture, and potentially to begin to think about therelationship between themselves and the place they visit.

What we eat, what we buy, how we travel, where we get our information; so many things in oureveryday lives have a connection with the rest of the world. For returned volunteers, making theconnections and understanding interdependence can illustrate and justify why action on return isso important following an overseas experience.

Understanding our interdependence can be a revealing and comforting exercise, to explore howwe are inevitably connected to people far away across the world with whom we may never meet.However, there is also a more critical aspect to this. The decisions we make in this side of theworld can often have a negative effect on communities and individuals across the world.

Developing a deeper and more critical understanding of our interdependence can inspire a senseof responsibility and action to use our power in our own lives, choices and place in the world, topositively influence those communities on whom we inevitably depend.

IntroductionInterdependence

SECTION 9 · INTERDEPENDENCE · ACTIVITY 9.1

95

Meditation onInterdependence

AIM OF ACTIVITY

To allow participants to experience a quiet spaceof contemplation.

MATERIALS NEEDED

No materials needed

TIME NEEDED

1 hour

ACTIVITY OUTLINE

1 Let participants know that you are about to do a short meditation with them. For this, theyneed to get themselves comfortable so move to another place in the room if they need to.

2 To begin, invite everyone to take 3 deep breaths. They can wiggle their shoulders and toes,allowing all the muscles in their body to relax.

3 Read out the meditation to them. See below.

4 When you are finished, allow a few minutes for people to come back into the room, beingaware of themselves and the group once again. You can then invite participants to comeback into a circle.

NOTE TO FACILITATOR

l This exercise enables participants to focus on their bodies and their breath, allowing themto use their imagination more easily, to go back or forward in time, to travel over the globeand to explore complex issues. Activities which encourage this depth of reflection shouldbe used carefully and with the safety of all participants ensured.

SOURCE


ACTIVITY 9.1 · MEDITATION

96

Meditation

Make yourself comfortable and take a few moments to relax and to become aw

are

of your breathing … With each out breath, breathe out any tension in your body …

Allow the tension to dissolve as the breath goes out … Feel the breath filling your

lungs … Allow the breathing to happen and allow the life-giving air to flow into

you, to nourish and sustain you … The air you breathe is shared by the others in

the room … The breath in your lungs now was a few moments ago the breath that

was in your neighbour’s lungs … Yesterday it may have been in the lungs of

someone miles away … The air you breathe in now may be the air that was

breathed out last week by a Bosnian refugee, by a hungry child in Somalia, by a

soldier in Iraq, by a women in Chernobyl … This air sustains life in all of us, the gift

of life which none of us has earned.

Imagine the air entering your lungs … See the oxygen bring drawn into your blood

stream … Become aware of the energy that it brings … tiny explosions of energy

… Picture the thousand tiny explosions of life-giving energy happening each

second in your lungs. See the energy as points of light … linking up and becoming

streams of light … circulating in the bloodstream and being carried into every part

of your body … bringing you the gift of life moment by moment.

See the threads of energy and light as fine filaments stretching out from your b

ody

… forming an aura … intersecting with the aura of those around you … Together

these filaments form a delicate web of light … of energy … Through the web you

are linked to those around you … to the people with whom you work … to men

and women and children several miles from here … to people far away in Africa,

Asia, Latin America. The web carriers love and care … it carrier pain and loss …

hope and joy. Open yourself up to being part of this web of life.

This web of life is not just made up of spiritual energy; it is made up of the stuf

f on

the earth … electrical impulses, light waves, gravity … all the interactions of atoms

and molecules … and the emanations given off by every living thing … The web

links you to animals, for they are made of the same stuff as you … they breathe the

same air as you … The milk that you drank this morning came from moist grass

eaten by the cow … Its body has nourished yours.

ACTIVITY 9.1 · MEDITATION

97

Meditation

The web of life links you to the plants … The bread that you ate this morning wa

s

made of the wheat which drew moisture and nourishment from the earth. It grew

and ripened in the sun … it has harvested, ground and baked … It brings you

minerals from the earth and energy from the sun … And when the time comes you

will give bac your body to the earth, to provide nourishment for other living

beings which in turn give back their life to continue the cycle of life …

The web of life existed before you … you were born into it. It extends back

through time, linking you to your mother and father, your grandparents … and

their grandmothers and grandfathers … Back through hundreds and thousands

of

years … the web has never been broken … it goes back to the first communities

of humans who came to this land … back to the very first women and men, and

back beyond them to our remote ancestors in the trees … and back beyond them

to the creatures that first crawled out of the sea … the very earliest forms of life …

The web links us to all these creatures and share with us the bounty of the one

earth that has nourished us all.

Now glide forward along the web … become aware of yourself now as absolutely

unique … bearing a genetic heritage that is the legacy of millions of years. Allow

yourself to appreciate that you have been given your own completely unique

place in the web of the world … in the web of life.

Open yourself once again to the energies flowing in the web … the light … the

excitement … the creativity constantly at to work. And be open also to the pain

that comes along the strands of the web … For if you are shutting out the pain

you are shutting out the life … Allow yourself to grieve with the mother in Somalia

whose child has starved to death, with the child who has lost her father through

war in Mozambique, with the people of the forests as their forests are destroye

d.

We have been born into this web and are here at this critical time … We can be a

source of hope … This is a dark time … a time of fear … a time to face the

darkness and to reach out beyond it in confidence of new life … For we do not

face the darkness along … We are part of the web and from it we draw strength …

We give ourselves into it and allow ourselves to be nourished and sustained by it

… We allow ourselves to be led into the future …

Still sensing our connection one with another and with the web of life, we return

to

this room … stretch … and when we feel ready, slowly open our eyes.

ACTIVITY OUTLINE

1 Invite participants to think about their daily routine, from the moment they wake in themorning until they go to sleep at night. Give a few moments to reflect quietly on this.Things could include what they eat, how they travel, what they do, what they wear, etc.

2 Now ask participants to consider how all the different elements of their day is related toanother country, e.g. in which country did your cereal grow, where are your clothes made,where does the oil come from to fuel your car?

3 Individually, write down on the map which countries they believe they make a connectionwith during a normal day.

4 After 5 minutes or so, come back into the big group and share what people came up with.

5 Acknowledge that, each day, we rely on sources from all over the world just to carry outour daily routines.

DEBRIEF

1 What can this tell us about how our decisions and actions can impact communities acrossthe globe, both positive and negative?

2 If we were to cease all connections with the rest of the world tomorrow, what impactwould this have?

3 How can we find out more and make positive choices based on a deeper understandingof interdependence?

SOURCE

l Adapted from ‘Values and Visions: a handbook for spiritual development and globalawareness’ (NODE, 1995).

FURTHER LINKS

l ‘One Day in Your Life’ (NYCI)http://www.youthdeved.ie/sites/youthdeved.ie/files/Big_World_Small_World_2002.pdf

l Peter’s Projection map http://www.petersmap.com


98

A Day in the Life of a Global Citizen

AIM OF ACTIVITY

To deepen a sense of interdependence andconnection with the rest of the world.

MATERIALS NEEDED

Peter’s Projection map: www.petersmap.com

TIME NEEDED

20 minutes

ACTIVITY OUTLINE1 Ask participants, what are some of the underlying causes of global poverty, informed by thelearning from their overseas experience?

2 As people call out suggestions, write each one up on an individual post-it and hand this to theperson who called it out. Suggestions could include: climate change, trade, war, unfair debt,gender inequality, unequal distribution of resources, greed, etc.

3 Once all* participants have a post-it, invite everyone to stand up and form a standing circle.Invite participants to put the post-its on their chest.

* If there are less than 15 participants, everyone can join in the standing circle. If there are morethan 15 participants, include the first 10–12 people, and ask the others around the circle tobecome the ‘observers’ for this activity.

4 Introduce a ball of string – the objective of the activity is to make connections between thevarious issues by passing the ball of string to an ‘issue’ within the circle that is connected toyour issue. ‘Issues’ can be connected more than once, and the activity can play on untileveryone in the circle is connected. As the string is passed between the various issues, it isimportant to articulate why each issue is connected to the other.Example: ‘I am ‘Climate Change’ and I am connected to ‘Trade’ because of the damage thatbig companies are doing to the environment in order to make profits through trade.’

5 When everyone has been connected by the string, invite participants to observe what patternthey see has been created. It will look like a spider’s web.

DEBRIEF1 What do you notice about the pattern we have just made?2 What does this tell us about the underlying causes of poverty?3 What are some ways in which we can start to address the underlying causes of poverty?4 What is the impact of pulling on the string, that is, addressing one particular issue?5 Where are local communities in the Global South in enabling change within this web?6 What is our role as people in the Global North in this ‘world-wide’ web?

HOW THIS ACTIVITY COULD BE ADAPTEDl The activity could look in more detail at a particular issue, e.g. Trade.

SOURCEl Adapted from ‘Values and Visions’ (NODE, 1995).

IDEAS FOR IMAGERY/DESIGNl Take a photo of people in a circle with the string interconnected.


99

Word Web

AIMS OF ACTIVITY

• To identify some of the issues experienced while overseas andmake the connections between these issues.

• To understand the underlying causes of poverty.

MATERIALS NEEDED

Post-its, marker, ball of string

TIME NEEDED

30 minutes


100

Map and Pebbles

AIM OF ACTIVITY

To understand where our clothes come from, interdependence, andthe connections between Ireland and the rest of the world.

MATERIALS NEEDED

Map of the World, stickers or pebbles to place on the map

TIME NEEDED

30 minutes

ACTIVITY OUTLINE

1 Invite participants to check the labels on their clothing to find out where each item was made.

2 When they have identified this, place a pebble on the map where the item was made,e.g. China, Vietnam, Spain, etc.

3 When everyone has placed their pebble, observe the pattern that has been made on theworld map.

DEBRIEF

1 What do you notice about where our clothes come from?

3 What do you think might be some of the conditions in which our clothes are made?

4 What are some of the global issues evident in this activity (trade, human rights, gender equality,climate change, consumerism, multinational corporations, etc.)?

5 What are some of the decisions we as consumers can make to challenge the unfair nature oftrade and the impact of climate change?

6 Invite participants to make a pledge of something they will do (e.g. buy less, buy local, buysecond hand or upcycled clothing, write to companies who are known to be unethical,boycott certain companies, etc.)


l The same activity could be done with food items; the facilitator could bring in a bag ofeveryday foodstuffs, or else invite participants to check where the food in their cupboardscomes from in advance of the session, or else after the session.

SOURCE

l Children in Crossfire, ‘Gertie Gets Global!’

IDEAS FOR IMAGERY/DESIGN

l Clothes, map of the world with lines and arrows across it.

FURTHER LINKS

l www.ethicalconsumer.org l www.storyofstuff.orgl www.buynothingday.co.uk l www.cleanclothes.org

SECTION 10

Underlying Causes of Poverty

Activity 10.1 Why – Why – Why Chain

Activity 10.2 The Global Debt Crisis

Activity 10.3 Chains of Justice

Activity 10.4 Utopia or Dystopia?

102

An important part of coming home training is exploring and understandingmore about the underlying causes of poverty. Often an overseasexperience can be the inspiration to find out more on return.

One dominant perception of global poverty is that the problems are situated ‘out there’,far away from the part of the world we live in. An overseas experience has the potentialto reinforce this view, if a critical exploration is not part of the learning journey ofvolunteers. Having the opportunity to unpack and explore many of the reasons whypoverty exists in the first place can deepen the overseas experience and also makesense of why continuous engagement on return is important.

Many of the underlying causes of poverty are situated in the global north: tradepolicies, multinational institutions, climate change, greed and consumption. A deeperexploration of such issues allows returned volunteers, based in the global north, tosituation themselves within these issues, and possibly enable them to take someactions to address the issues.

There is also the opportunity to see how those structures and forces which have resultedin injustice and poverty in other parts of the world, have had an effect on Ireland as well.It is only very recently that we have seen the arrival of the IMF and the World Bank onour doorstep; the same institutions that arrived at the doorstep of many countries in theglobal south a few decades ago. There is the opportunity to learn from this history andthe wider reasons why poverty exists.

This can potentially add value to the purpose of why volunteers go overseas in the firstplace. As much what they do overseas in contributing to development, as theunderstanding and questions they develop, and actions they can take as a result whenthey return home.

IntroductionUnderlying Causes of Poverty

SECTION 10 · UNDERLYING CAUSES OF POVERTY · ACTIVITY 10.1

103

Why – Why – Why Chain

AIM OF ACTIVITY

To explore the underlying causes of an issue.

MATERIALS NEEDED


TIME NEEDED

30 minutes

OUTLINE OF ACTIVITY

1 In small groups, take an issue, e.g. ‘Climate Change’ and keep asking the question ‘why’?

2 The facilitator should demonstrate so that it is clear with an example to start the ball rolling.

3 After 20 minutes in smaller groups, bring back some of the main underlying causes of the issueto the big group.

4 For the underlying causes that have been identified, explore what might be some solutions tothese issues, and who are the players on different levels that need to be engaged to create achange on this issue?

5 These underlying causes can now form the basis of an action project, by looking at what couldbe some creative solutions to some of the underlying causes.

UNDERLYING CAUSES

SOURCE

l ‘Get Global’ (www.getglobal.org.uk).


104

The Global Debt Crisis

AIM OF ACTIVITY

To develop understanding of the debt crisisand its effects.

MATERIALS NEEDED

Debt Statement cards

TIME NEEDED

40 minutes

OUTLINE OF ACTIVITY

1 Start by asking the group of participants a few questions about personal debt e.g. is anybodyhere in debt (who to, how does it feel?); is anybody here owed debt (who by, how does it feel?)

2 Divide into groups of two or three. Give them the statements from the Debt Diamond exercise,cut up into strips; ask them to read through them and then arrange the statements in adiamond pattern, with the one they most strongly agree with at the top, the next two in arrowbelow them, then the next three, the next two, and the one they least agree with, or moststrongly disagree with, at the bottom.

Initially, ask the participants to do this exercise thinking about Ireland. Then ask them to redothe exercise thinking about countries in the Global south. Does this change things?

3 Ask each group to feed back about their decisions and their discussion. You can use the notesprovided to give background information on the statements. If time permits, groups could beasked whether they wish to revise their diamond ranking in light of the new information.

4 To conclude this session you may also watch and listen to some US based campaignersopinions on debt cancellations. http://www.jubileeusa.org/resourcs/audiovideo/cdf07.html

USEFUL WEBSITES ON THIS TOPIC

l http://www.debtireland.orgl http://www.jubileedebtcampaign.org

SOURCE

l ‘Illegitimate Debt! A facilitators resource for community education’ (Debt and DevelopmentCoalition, Ireland, 2011).

ACTIVITY 10.2 · DEBT STATEMENT CARDS

105

It is always

morally wrong not to

repay a debt

The world’s poorest

countries should pay

off their debts

regardless of the

consequences

Women are most

affected by debt

Debt is a cause of

environmental damage

When rich countries

give loads, they

should only have to

think about profits

that can be made in

their own economy

Debt is the result of

mismanagement and if

people or countries

get into debt then it’s

their own fault

Today’s generations

of poor people

should not be held

responsible for the

mistakes of those

who went before

The debt crisis is a

major cause of war

and terrorism

We can’t get rid of

poverty without debt

cancellation

Debt Statement Cards


106

Debt information (facilitator’s notes)

It is always morally wrong not to repay a debt

l Individuals and companies default on debts all the time; we call it bankruptcy. The lawallows companies which are in debt to declare themselves bankrupt, have the slate wipedclean, and the individuals involved can start again.

The world’s poorest countries should pay off their debts regardless of the consequencesfor their peoples

l The consequences of doing so are worth considering. In 2004 Zambia spent more on debtservicing to the International Monetary Fund (IMF) than it did on education; meanwhile40% of Zambia women cannot read or write.

Women are most affected by debt

l More than 1 billion people live in poverty on less than $1 a day; 70% of these are women.Women tend to be affected by spending cuts or lack of services more than men. Boys areoften educated before girls; women needing basic health care during pregnancy and birthoften do not have access to it. Lack of clean water and sanitations has a greater impact onwomen; they are usually the ones who have to fetch and carry water supplies.

l Again, this is an interesting card to discuss in the context of Ireland. Are women moreaffected when families fall into poverty and indebtedness?

Debt is a cause of environmental damage

l Poor countries desperately need to earn foreign currency to pay their debts. The ony wayof earning this money is to exploit, often in an unsustainable manner, their naturalresources, so we see over-intensive farming of cash crops, allowing companies loggingrights thereby destroying forests, etc.

l Today’s generations of poor people should not be held responsible for the mistakes ofthose who went before.

l Sometimes corrupt dictators who took out large loans have fled or been deposed, but it isthe present governments – and indeed the present poor people – who are left to pick upthe tab. In an Irish context, this statement is also worth debating.

When rich countries give loads, they should only have to think about profits that can bemade in their own economy

l Rich country lenders have often done very well out of the loans they gave to poorcountries, winning political influence or lucrative contracts. Many loans financed useless oroverpriced projects. Private banks or rich governments gave loads or credits withoutensuring that the project was useful or affordable.


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Debt is the result of mismanagement and if people or countries get into debt then it’stheir own fault

l There is no doubt that some regimes in some countries have been corrupt, but is it fair topunish all for the crimes of a few? Many countries have had honest governments. As wellas the corrupt, there are the Western banks who knowingly accept the corruptly grainedmoney into their accounts: are they not equally guilty?

Today’s generations of poor people should not be held responsible for the mistakes ofthose who went before

l Sometimes corrupt dictators have fled or been deposed, but it is the present governments,and indeed the poorest people who are left to pick up the tab. Arguably, impoverishedcountries are in this situation because of the ravages of the slave trade and colonial rule.

The debt crisis is a major cause of war and terrorism

l As countries become poorer because of debts, one route that people take is violence andprotest: this may escalate into civil war, and even to cross-border wars.

We can’t get rid of poverty without debt cancellation

l For every US$1 given in aid to poor countries, more than US$5 is paid back to lenders indebt service. At least 100 countries need debt cancellation if they are to have a chance tomeet the Millennium Development Goals by 2015.

OUTLINE OF ACTIVITY

1 Break into small groups and hand the cut out statements for the 3 chains to each group.

2 As quickly as possible, invite all groups to make the connections between the 3 chains, fromthe start to the finish.

3 When all groups have finished, invite the first completed group to share what they came upwith. Check that other groups had the same answers.

4 Again back in the smaller groups, invite participants to come up with an example of their ownchain of events.

DEBRIEF

1 What have you learned from this activity?

2 What is the impact of our actions in Ireland? Are we always aware of this impact?

3 What can be done from Ireland to challenge or change this?

4 How could we raise awareness and inform people locally – ideas?

* See attachment – ‘Chains of Justice’ resource sheet.

SOURCE

l ‘Just Us or Justice: a youth work resource exploring justice in the World’ (NYCI, 2010).


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Chains of Justice

AIM OF ACTIVITY

To understand the impact of our consumerchoices on others across the world.

MATERIALS NEEDED

Cut up copies of 3 sets of chains for each group

TIME NEEDED

20 minutes

ACTIVITY 10.3 · CHAINS OF JUSTICE

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Chains of JusticeCha

in 1

Mark eats muesli for breakfast every

morning. The muesli contains nuts and figs.

The figs were grown on land which is

occupied by Israeli people.

Israel has moved into Palestinian

territories against international law. The

EU continues to trade with Israel for many

products including figs.

Palestinian people are forced off their land

by the Israeli army.

Mohammed gets beaten and

imprisoned for fighting back and

throwing a stone at a soldier.

His education suffers because his

prison does not provide any education

for children.

Cha

in 2

Emma likes having the latest phone, she

gets a new one each ear. Mobile phones

need the mineral ‘coltan’.

80% of the world’s coltan is found in the

Democratic Republic of Congo which has a

trade deal with the EU.

The eastern Democratic Republic of

Congo is in civil war, many armies are

fighting for control of the area.

The armies use the profit from the coltan

mines to fund their wars.

Philippe is 13 and works in the mines where

over 1 in 3 of the coltan miners are children.

The coltan miners buy their food from

local traders. Sometimes the traders sell

animal meat which can include the lowland

Gorilla, and endangered animal.

Cha

in 3

Ciaran loves Chinese food. His favourite

dish is Shrimp fried rice.

Over a quarter of all shrimp is now farmed

so they can keep up with demand.

To support the demand in Europe, the EU

negotiates for the cheapest shrimp from

countries like Ecuador.

To sell more shrimp, businesses clear the

trees along the coast to make more

shrimp farms.

Emilia was born on this land, but now she

has to move to make way for new farms.

The shrimp farm pollutes the sea and

there is no fish for Emilia’s community.

She must now work on the shrimp farm

to survive.

OUTLINE OF ACTIVITY

1 Break into smaller groups.

2 Hand out the Dystopia cartoon. Answer the questions below (Questions 1–5).

3 After 20 minutes or so discussion, hand out the ‘Utopia’ cartoon. In small group answerquestions 6–11.

4 Share what came up as a bigger group.

SOURCE

l Alternatrade project, Comhlámh.

QUESTIONS

1 List three problems you can see in picture 1 (dystopia).

2 What are the main problems identified in picture 1?

3 What does picture 1 illustrate?

4 Is there anything in particular that strikes you in the picture? Discuss.

5 How accurate does picture 1 portray the development challenges we are currently facing. Is there anything else you would include? Discuss.

6 Describe what you think picture 2 represents?

7 What are the main differences between the pictures?

8 Do you believe that picture 2 is attainable/already attained?

9 Do you think there would be any challenges in attaining the aspirations of picture 2?

10 How do think the pattern of trade has changed between the two pictures?

11 Do you see any changes to people’s lifestyle in picture2?


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Utopia or Dystopia?

AIM OF ACTIVITY

To consider the possible future based on theunequal world we live in.

MATERIALS NEEDED

A copy of the ‘Utopia’ and ‘Dystopia’ cartoons,ideally printed on A3 paper

TIME NEEDED

40 minutes

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ACTIVITY 10.4 · DYSTOPIA

1

112

ACTIVITY 10.4 · UTOPIA

2

SECTION 11

Exploring Power

Activity 11.1 Power Activity: Card Game

Activity 11.2 Moving Debate

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Individually we are powerful. Collectively, we are even more powerful.Having a space for returnees to reflect upon their own potential to bepowerful, and examining where are the spaces to animate this, canresult in powerful change taking place.

Very often returned volunteers can feel disempowered and disillusioned, particularly onreturn. The experience of witnessing first hand many global justice issues and theenormity of poverty for so many people can be overwhelming. It can be just asoverwhelming to try to understand what can ever be done about it.

However, the only thing we can be sure of is change. And of any group in our society,returned volunteers have enormous capacity and potential to create change, bringingnew perspectives and innovative ideas to activism and campaigning work locally, bothto local and global justice issues.

It can be a useful exercise in itself to explore the many roles and identities of individualreturnees, as much to validate that they have something really special to contributefollowing an overseas experience as well as acknowledging their ability to enact change.This can be very liberating and sometimes returned volunteers simply need reassuranceand encouragement that bigger change can be possible.

Considering individual power and multiple identities can help to consider the manyactions, often small but very significant, that returnees can take. It is also reallyimportant to share examples of when collective power resulted in change: the anti-apartheid movement, civil rights movements, and more locally there are lots ofexamples of anti-war and environmental campaigns that have been successful.

IntroductionExploring Power

ACTIVITY OUTLINE

1 Arrange the playing cards, enough for all participants, declaring that ‘ACE’ is the lowest and‘King’ is the highest. Allow participants to pick their own card, but they must not know what ison the cards and so they are not to look at it.

2 When everyone has a card, invite them to hold the card on their forehead, so that everyoneelse can see the number on their card, but they cannot see it themselves.

3 Explain to participants that ‘ACE’ being the lowest represents someone with little power; and a‘King’ is someone with a lot of power. The cards in between are along this spectrum of power.

4 As people walk around and pass each other, they should greet one another according to theamount of power the others have (depending on the card on their forehead).

5 After 5 minutes or so, after people have interacted, invite participants to line up in order ofwhere they think they are in the spectrum. Share why they feel they are standing in that place.

6 Once everyone is in a line, invite them to look at their own card.

DEBRIEF

1 How did you feel doing that exercise (particularly those at each end of the spectrum)?

2 In relation to the spectrum, Ace being lowest and King being highest, where would you standwhen you consider power in relation to your identity as a:

Consumer; Voter; Parent; Local volunteer; Student; Unemployed person; Returned volunteer.

3 As people move towards the place in the line, challenge them, e.g. ‘as a consumer you can feelpowerLESS when faced with all the unethical companies and advertising forcing people tobuy... but you can also feel powerFUL as a consumer when you make informed ethicalconsumer decisions.’

4 Acknowledge that we have multiple identities and this is significant in relation to returning toIreland: any form of continuous engagement can be multi-faceted and tailored to what we asindividuals are most interested in. We need to recognise the power we have within ourdifferent identities and how to maximise this power for social change making purposes.

5 Individually we can be powerful; collectively we can be even more powerful.


l You can adapt or add to the identities.

l You can follow this activity by doing a personal ‘Power Map’ to identify the ways in whichyou as an individual can influence different stakeholders, e.g. Politicians, MultinationalCompanies, Policy makers, etc.

SECTION 11 · EXPLORING POWER · ACTIVITY 11.1

115

Power Activity: Card Game

AIM OF ACTIVITY

To recognise power within our multiple identities,and how to exercise this power.

MATERIALS NEEDED

Playing cards

TIME NEEDED

30 minutes

ACTIVITY OUTLINE

1 Put up the ‘Agree’ and ‘Disagree’ signs at opposite sides of the room.

2 Invite the group into the centre of the room. Explain that you are going to read out somestatements and they can move to either side of the room, depending on if they agree ordisagree with the statements.

3 There are different levels of the extent to which individuals ‘agree’ or ‘disagree’ and theycan stand along the ‘spectrum’ accordingly.

NOTE TO FACILITATOR

l It can help to create safety by standing alongside those in the minority, facing the majority,to make them feel less vulnerable.

l It is up to you as the facilitator whether you will enable the group to have ‘middle ground’,that is, neither to ‘agree’ or ‘disagree’. If this is something you decide, ensure that those inthe middle can justify why they are there.

l It can be interesting if participants are able to move and change their opinion as the activitygoes on.

l It can be a good idea to remind participants of the group contract and to have respect fordifferent voices and the importance of listening.



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Moving Debate

AIM OF ACTIVITY

To generate debate within the group about issues of volunteeringwithin the wider picture of development.

MATERIALS NEEDED

Moving Debate signs, Moving Debate statements

TIME NEEDED

20 minutes

The statements in this debate are guides and do not need to befollowed in order, whichever are most suited to the group. It may bethat there is only time to debate one or two statements and this isfine. It is up to the discretion of the facilitator which statements touse, and also feel free to make up your own statements.


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STATEMENTS


l The statements are completely open to change. However, when creating statements, ensurethat they are clear, positive (no negatives as this can be confusing to ‘disagree’ with).

l You could also have a silent debate, observing where people go and debriefingcarefully afterwards.

People who go overseas have a responsibility to take action on return to Ireland.

Volunteers returning from an experience overseas have the authority to speakon all issues relating to that country.

Fundraising/volunteering overseas is the best way to continue to supportoverseas projects from Ireland.

Awareness of global poverty to people in Ireland will make them take action for change.

Developing countries need to take responsibility for their own problems.

SECTION 12

Looking to the Future

Activity 12.1 Picturing the Future

Activity 12.2 Imagine

Activity 12.3 Personal Action Planning

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‘Dream the impossible, as it then becomes the possible.’Jim O’Neill, Community Activist

Exploring issues and underlying causes and problems is really important in the work donewith returnees on return. However, this needs to be balanced with an opportunity todream and envision a better world.

Someone once said, ‘You in Europe are problem-solvers; we in Africa are solution-makers’. By focusing too much on what is wrong with our world rather than what thepotential may be for equality, justice and change, can mean that continuing engagementin development could be very tiresome work. There needs to be a little bit of magic andvisioning involved in this type of work, as much to keep our perspective at least a littlehopeful in the midst of all the hard work there still is to do in terms of creating change.

It is also important to create an opportunity to allow returnees to dream. More than ever,our world is in need of great ideas which are outside the box, risk taking and innovative.It is impossible to just think of solutions based on looking at problems. Albert Einsteintalks about the need for us to develop a different way of thinking than that which broughtus here; this rhetoric still rings true today, and there is an urgent need for visionaries.

‘If you can’t fly then run.If you can’t run then walk.If you can’t walk then crawl.But whatever you do, you have to keep moving forward.’Martin Luther King

IntroductionLooking to the Future

SECTION 12 · LOOKING TO THE FUTURE · ACTIVITY 12.1

121

Picturing the Future

AIM OF ACTIVITY

To look at how things are and how we would like themto be, and to work out how to get there.

MATERIALS NEEDED

Film ‘The Story of Stuff’, with a DVD, projector, screenand speakers, paper, coloured pencils and pens

TIME NEEDED

1 hour

ACTIVITY OUTLINE

1 Show the film, ‘The Story of Stuff’.

2 Ask participants to take some paper and coloured pens, and draw a picture that represents‘the present’. This could include some of the problems we are currently experiencing andissues that have come up for people during the course of the coming home training, as wellas in the film. Leave about 15 minutes for this.

3 In small groups, share the pictures, and have a chat about some of the shared issues thatcame up for people.

4 In these small groups, together put together a picture that shows the same situation once theproblems have been overcome. Make sure that everyone’s ideas are incorporated.

5 Share each of these pictures within the bigger group. As a facilitator, it can be nice to askquestions and invite the other participants to ask questions at this stage.

6 Now place the first set of pictures on the floor in a line (the pictures of ‘the present’ with allthe problems illustrated), and next to them, put a line of the second set of pictures (whichdepict the situation once the problems have been resolved).

DEBRIEF

1 Looking at these 2 sets of pictures, what needs to happen to get from the first set ofpictures to the second set?

2 How can this be achieved?

3 As a group, identify some tangible actions that can take place to resolve some of thepresent issues. This can become the ‘vision’ for volunteers starting to take action and tomake a plan for this.

SOURCE

l ‘Do It Yourself: a handbook for changing the world’ (Trapese Collective, 2007).

ACTIVITY OUTLINE

1 Play the song ‘Imagine’ by John Lennon (if appropriate).

2 Invite each participant to take 5–10 minutes to imagine a town where equality, fairness andjustice were the norm. They will have some time to draw this town using the paper and pensprovided. Some stimulus questions could include:

l Who would live there?

l What would people do every day?

l What would the town look like?

l How would you know it was equal, fair and just?

3 In groups of 4, invite each participant to share their imaginary town within the smaller group.

4 Together, get the groups to combine some of the best elements from each picture to create ashared town. They should have 15 minutes or so to do this.

5 When the groups have completed this, invite all groups to share with each other what theycame up with.

DEBRIEF

1 What steps would need to happen to make your ‘ideal town’ come true (who are thedifferent players to make this happen)?

2 What small steps can you take in the mean time to make this ‘ideal’ the beginnings of areality, based on your learning from communities overseas who are working towards abetter community?

3 Invite everyone to say one action they will take to make their local community a more equal,fair and just place to live.

SOURCE

l Partners Intercultural Companion to ‘Training for Transformation’ (2007).


l ‘Alternative Futures’ in ‘A Rich Man’s World: a youth work resource on global issues affecting our lives’ (NYCI, 2011).http://www.youthdeved.ie/sites/youthdeved.ie/files/A-Rich-Man's-World.pdf


122

Imagine

AIM OF ACTIVITY

To inspire participants to imagine an ideal society.

MATERIALS NEEDED

A copy of John Lennon’s song, ‘Imagine’ anda CD player, coloured paper and pens

TIME NEEDED

1 hour


123

Personal Action Planning

AIM OF ACTIVITY

To support participants in informing somecritical steps forward.

MATERIALS NEEDED

Paper and pens, Personal Planning sheetfor each participant

TIME NEEDED

1 hour

OUTLINE OF ACTIVITY

1 Invite the group to get into pairs.

2 Hand each pair a ‘Personal Planning’ sheet

3 Each person has an opportunity to go through each question with their partner. The otherperson should try to listen carefully to what the other comes up with.

4 Change roles – the other person now has time to talk and the other should listen.

5 Each person should have around 15–20 minutes to talk.

6 Hand out blank pages and pens. Invite participants to write a ‘Letter to Me’, which you as thefacilitator will post back to them in 6 months, to remind them of they wanted to do followingthis activity. The letter should begin, Dear Me, In the coming months I plan to…’

SOURCE

l ‘Strategising’ from ‘Values and Visions: a handbook for spiritual development and globalawareness’ (NODE, 1995).

ACTIVITY 12.1 · PERSONAL PLANNING SHEET

124

Personal Planning sheet

1 What have I achieved so far in my life in terms of working towards global justice?

________________________________________________________________________________________

_________________

2 What particular strengths do I have?

________________________________________________________________________________________

_________________

3 What particular talents do I have?

________________________________________________________________________________________

_________________

4 What have I tried that worked?

________________________________________________________________________________________

_________________

5 What have I tried that didn’t work?

________________________________________________________________________________________

_________________

6 What can I learn from this?

________________________________________________________________________________________

_________________

7 What circles do I move in?

________________________________________________________________________________________

_________________

8 What inspiration do I get from these groups?

________________________________________________________________________________________

_________________

9 What is the next challenge for me?

________________________________________________________________________________________

_________________

10 What are the major things holding me back?

________________________________________________________________________________________

_________________

11 Where do I chose to put my energy?

________________________________________________________________________________________

_________________

12 What aspect of global justice do I now want to focus on?

________________________________________________________________________________________

_________________

13 What can I do if I get ‘stuck’?

________________________________________________________________________________________

_________________

14 What goals can I set that are manageable?

________________________________________________________________________________________

_________________

15 What are my next steps?

________________________________________________________________________________________

_________________

SECTION 13

Taking Action

Activity 13.1 Building an Action Project

Activity 13.2 Small-scale Projects and

Project Management Tools

Activity 13.3 Campaigning Activity

Activity 13.4 What Next Options – Diamond Ranking Activity

Activity 13.5 Continuous Engagement Opportunities

from Ireland

126

Taking action on return is a fundamental part of overseas volunteering.The very origins of Comhlámh were based on those volunteers anddevelopment workers returning home to Ireland following their timeoverseas and with a thirst for justice and a commitment to continue towork for justice from Ireland.

Very often the motivation for taking action can be based on the depth of understandingof interdependence and the potential power returned volunteers have to create change,inspired and informed by their overseas experiences. How and when individuals decideto take action is quite a personal decision. The role of the volunteer sending agency,therefore, is to provide information and options that will help returnees to make theirown decisions if and when they are ready to act.

Taking action can mean many things: individual consumer and lifestyle choices;awareness raising activities; collective actions in solidarity with people locally or globally,e.g. protests, nonviolent acts of disobedience, vigils and other gatherings; and alsoactions to influence policy through advocacy, campaigning and lobbying.

Sharing examples of actions, especially those which had a positive impact, can be anencouragement and source of ideas for returned volunteers, who often can feelmotivated to do something, but not quite sure how.

Making the connections between our lives in Ireland and people and communities faraway is crucial if action is something that will be valued by returned volunteers.Understanding how our consumer choices and lifestyle changes have implications forcommunities at the other end of the products we use. Exploring our own personal powerand ability to speak out against injustice can be a valuable tool which many people acrossthe world are denied. There is almost a responsibility for volunteers, who have seen andwitnessed another part of the world, to take action on return. This section will includesome activities to support this conversation.

IntroductionTaking Action

ACTIVITY OUTLINE

1 Using an ‘open space’ methodology (www.osedmethodology.org.uk) invite participants tothink of an action project that they would be interested to deliver.

2 Put a set of small coloured paper in the middle of the room, and invite people to write theiridea on a piece of paper, put the paper on the ground somewhere in the room and standbeside it.

3 Not everyone has to come up with an idea, but if people are attracted by someone else’sidea they can stand beside it. The idea is that people will work together to realise theseaction projects.

4 When everyone has written all the ideas, and everyone is standing beside a piece of paper,try to ‘merge’ some of the ideas which are similar or related to each other. This will create afew distinct projects and everyone will be involved in one.

5 In the small ‘action project’ groups, hand out the ‘Action Project guidance sheet’. Invitethe groups to spend one hour going through the questions and putting their ideatogether into a plan.

6 At the end of this session, it can be nice if everyone wants to share their idea with thewider group.

NOTE TO FACILITATOR

l It can be good to keep in mind how you will support the group following this session.Will there be further sessions or spaces to support participants to grow their actionproject? Access to funding and mentoring can make a huge difference in the success ofaction projects. Check out the EIL Seed Fund as an example of a micro grant scheme forreturned volunteers www.eilireland.org.

SECTION 13 · TAKING ACTION · ACTIVITY 13.1

127

Building an Action Project

AIM OF ACTIVITY

To support participants to develop and delivertheir own action project.

MATERIALS NEEDED

Action Project guidance sheet, smallpieces of coloured paper, pens

TIME NEEDED

1½ hours

ACTIVITY 13.1 · ACTION PROJECT GUIDANCE SHEET

128

TAKING ACTION! QUESTIONS TO CONSIDER

l What is the problem you are looking to address?

l What is the solution you are proposing?

l What needs to happen for this to be successful?

l What is your idea? What is possible?

l What is the overall objective?

l What are the different activities involved in the project?

GROUP WORK

l What activities do we need to do between now and the end of the project?

l What is the timeline for each of the activities?

l Who will take each of the responsibilities within each activity?

l How will we communicate as a pair/group between now and the end of

the project?

TARGET GROUPS

l Who is your project aimed at?

l Who are your allies (those who can help you) and who are the audience

(people who can be involved in your action project)? How can you bring

these people on board?

l How many people do you think the Action Project will affect (directly and

indirectly)?

l How will you measure the success of the project?

l How will you measure the learning from the project (e.g. video diaries,

learning journals, reflective writing)?

FUNDING

l What funding do we need to support this?

l Where can funding be accessed? Can the action be done for free?

l Make a list of the activities and related funding required into a budget format.

Action Project guidance sheet


129

Small-scale Projects andProject Management Tools

by Saskia Kraemer, finep, Germany

WHY IS IT IMPORTANT TO PUT ENGAGEMENT INTO PRACTICAL EXPERIENCES?

Most returned volunteers are eager and highly motivated to share the experiences they madeabroad and continue their engagement but may not know where and how to start. When backat home, everyday life can quickly take over – there are many things to do and, before theyknow it, routine has caught up with them!

As we learned through our training courses three steps towards continuous engagement must be undertaken:

1 GLOBAL PERSPECTIVE LEADS TO LOCAL ACTION

The volunteers have experienced life in another country with a different culture and way ofliving. They probably have seen poverty in certain situations and injustice, but seldom havewider knowledge about the underlying causes for poverty such as global trade structures toput these experiences into a bigger picture. It is important to reveal to them in an interactiveand comprehensive way that our consumer behaviour in Ireland, Poland or Germanycontributes to maintaining power structures in the global trade processes, for example if webuy cheap clothing. But this means on the other hand that we can contribute to making achange for the better for people on the other side of supply chains by adjusting ourconsumption more ethically.

2 ACTING JOINTLY CREATES A BIGGER IMPACT AND IS MORE FUN

A very valuable experience for returned volunteers is to exchange with other returneesabout their time abroad, finding similarities, differences and reflecting together. They havebuilt up energy and when returning home this energy wants to channel into action. Alone itcan be difficult to realise ideas and to stay motivated when there is nobody to exchangewith. Therefore the training courses have been good platforms to connect returnedvolunteers and encourage them to start small-scale projects in cooperation with otherreturnees. Moreover by acting jointly and merging resources like time, engagement andideas a wider group of people can be reached with an action and also they are able tokeep each other motivated in order to finalise the project.

3 START NOW!

The best way to keep the returnee continuously engaged is to give them the opportunityto stay active with other returnees by developing their own small-scale projects. Inventing,planning and implementing own small projects lead to a higher self consciousness throughgaining valuable experiences. And finally a successful outcome of ones own projectincreases the motivation for continuous engagement.

WHY PROJECT MANAGEMENT?

Project management skills are essential not only in order to accomplish the Action Projects as partof a training course but also for further engagement. Returnees may even just want to share theirunique impressions with friends, family and/or an audience in a professional, reflected andinnovative way like a presentation, a lecture, workshop or an event.

Becoming an active multiplier for development education can be supported by working within aproject framework. Therefore basic knowledge in developing and implementing a project isrequired and it is very helpful to know about some management tools in order to organise ideas,define objectives, prioritise tasks and evaluate the outcome.

Through the course we transmit our expertise by guiding and counselling the returnees through awhole project cycle in order to help them implement their own action projects.

Our project cycle consists of the five following project phases:

1 Project initialisation

2 Project definition

3 Project planning

4 Project implementation

5 Project evaluation

During the training course period we go with them through all stages of their project.

1 PROJECT INITIALISATION

The first step lies in coming up with an interesting project idea. This process must be managedsensitively. At the end of this, everybody should have found a project topic which suits him/herand with which he/she is happy and interested in. We help them with creative tools such asmind-mapping to get more into detailed planning. These management tools serve to channeltheir creativity and support them to gain different perspectives on their project idea. For everystage of the project different tools can be used.

2 PROJECT DEFINITION

During project definition stakeholder analysis is a common tool to check on the stakeholdersand specify the target group. A specification of the project objectives is a next step which canbe envisioned through a hierarchal objective system including an overall aim, specificobjectives which contribute to the attainment of the overall aim; furthermore milestones toreach the specific objective and finally activities, which contribute to meet the milestones.

3 PROJECT PLANNING

To invest some time into project planning and using management tools in order to gain aclearer picture of their own small scale projects has proven worth the work and time as almostevery small scale project which has been created by our returnees, was implementedsuccessfully and they were more than proud to present the results to us at our final meeting.

Further planning will include risk estimation as well as specific time planning with the help ofGantt-Charts, which visualise the workload of the whole project period. As mentioned abovewe accompany them through the different stages of the project cycle in specific till the end ofthe planning phase.


130

4 PROJECT IMPLEMENTATION

As mentioned above we accompany them through the different stages of the project cycle untilthe end of the planning phase. During implementation and evaluation they realise on their own.For implementation they have approximately a four months period of time. During this time wesupport them with advice via e-mail or telephone or with additional, specific informationmaterial and if needed official support letters for possible cooperation partners andstakeholders.

5 PROJECT EVALUATION

After four months we meet the returnees for a last time for a one-day training session in orderto evaluate their projects together and to take a look into the future. Evaluation means in thatcase that they present the work they have done and the experiences they have made inimplementing the small scale projects. We ask further questions i.e. about how manyparticipants they have been addressed, if there has been any media coverage, if they havebeen taken any photos, or produced any other materials and how/if the project will continue.

Another important part of that third session would be the look into the future and how theirengagement can go on. Together we gather continuous engagement opportunities which willbe visualised as foot steps on the floor with all ideas written on it. At the end of the course thereturnees would walk over the foot steps into their future.

CONCLUSION

To invest some time into project planning and using management tools in order to gain a clearerpicture of their own small scale projects has proved to be worth the work and time as almost everyproject which has been created by our returnees, was implemented successfully and they weremore than proud to present the results to us at our final meeting.

Most of the small scale projects were continued after finishing the training course and someof the returnees are still in contact with us, reporting us on a regular basis about theircontinuous engagement.


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EXAMPLES OF SMALL SCALE ACTION PROJECTS FROM FINEP, GERMANY

1 They became active on facebook! Two returnees developed an app for Facebook users. It givesdaily changing very practical tips for supporting global development in everyday life. Once youhave subscribed to this app, each day you will get some inspiration on how to contribute tosustainable global development. Here it says that reducing personal meat consumption helpsto fight global climate change. Other tips are on how to save water, why it is a good idea tobuy fair trade products and many more tips are to be found.

2 They created a game on development topics! No matter what age people are, most peoplelike games. This is an interactive way of getting people to think about global topics. Threereturnees invented a game in the form of a paper placemat for cafes and restaurants – to beplayed by regular guests at their tables. The idea: You travel with a coffee bean from harvest toyour cup, from South America to Europe. At each station you can collect points dependinghow much you know about coffee production. With this game returnees sensitised customersto think about labour rights in coffee production and promoted fair trade coffee.

3 They organised a workshop to give new life to old T-Shirts! A returnee conducted a workshopon how to redesign worn out T-Shirts to stylish tops. In addition the participants got informedon how T-Shirts of many big companies are produced with dumping loans for workers in Asiaand how we can contribute with thankful consumption of textile.

4 They created an exhibition with beautiful photos from their time abroad and make peopleaware of the situation in these countries. Pictures sometimes tell more than a thousand words.Two returnees gathered photos from their visit in developing countries and made an exhibitionout of it that deals with the global problem of waste. They added information on global wastedisposal and effects on life of people in developing countries and environment. The exhibitionwas shown in schools around town with great interest.

5 They set up an own fashion show event on Fair Trade clothes. An interesting event gathered alot of people for the topic. Two returnees wanted to make a statement that also Fair tradeFashion can be modern and that there is plenty of option if you want to ‘dress to impress’.They borrowed the clothes for free from Fair trade fashion labels. They hired models and putthem on the catwalk at their University. Information material on standards in textile productionand certified fashion labels were given to more than 90 guests at that event.


132

ACTIVITY 13.2 · ACTION PROJECT IDEAS

133

Action Project ideas

CHALK BOMBS

A creative activist tool, where groups of returnees can get together at the click

of a facebook or

twitter switch. The medium of chalk (a temporary way to write messages) is use

d to write creative

phrases and drawings in reaction to campaigns popping up. The idea behind it

is that groups of

people can get together in a short space to time to react to global justice even

ts, e.g. an oil spill in

Mexico, ‘Chalk Bombers’ would go to their nearest BP garage and start chalkin

g slogans outside.

The idea is that people locally will read them and learn something.

UPCYCLE PARTY

In reaction to the waste and excessive consumerism in our society, hosting an ‘u

pcycle’ party is a

great way to make old clothes new, and even swop them among friends. The o

utcome could be a

fashion show to display the upcycled items, or else they could be sold at a loca

l market.

GLOBAL JUSTICE WALKING TOUR

Revisiting an existing tour, or else creating a new global justice tour, is a way to

look through a

different lens at the scenery and structures that surround our everyday life. Add

ing a global justice

perspective, for example, to famine commemorations as has been done by Afri

(Action from

Ireland) can provide a new perspective on stories from history we thought we k

new. Doing a critical

tour of multinationals in Dublin city centre, for example highlighting where the

clothes are made,

under what conditions and the activities of the multinationals. Or to host a ‘her-

story’ walking tour,

highlighting the feminist history of places in Ireland.

PAINT A MURAL

Paint a mural on a particular issue, maybe to highlight a local and global connec

tion. Invite others

locally to join you, talk to those on the street as they pass about the issues, and

the final result is a

lasting testament and talking piece for others to continually learn from.

BUY NOTHING

Very radical… try to buy nothing for a whole day/ week/ month. How difficult is it to not consu

me?

Another challenge could be to only buy local for a whole month. Write this up in a blog on the

internet for others to see!


134

Campaigning Activity

AIM OF ACTIVITY

To get participants thinking about what campaigningand awareness raising is and isn’t.

MATERIALS NEEDED

Definitions of campaigning andawareness raising, post-its

TIME NEEDED

55 minutes

ACTIVITY OUTLINE

Inspiring Campaigns and Activists (15 mins):

Ask each participant to:

l Name one person/movement/campaign active on justice, human rights or development issues,locally or globally, who inspires them.

l Why/what about them and what they’ve done inspires them? It can be great if the facilitatorcan prepare some examples.

l Write up the examples everyone names on flipchart. Respond as people come up withinteresting comments – if possible link with earlier discussions, the country they’re going to etc.

l Round up by acknowledging how a small number of people/individual with lots of passionand commitment can make a big difference in the world (hopefully they won’t all havenamed really huge, well-funded campaigns – common responses are Nelson Mandela,Aung San Suu Kyi, the Dunnes Stores strikers etc).

What is campaigning anyway?! (20 mins):

Place campaigns and awareness raising definitions all around the walls of the room (see overleaf).

l Ask participants individually to take some post-its and walk around the room looking at thedefinitions on the wall.

l Ask them to write down their responses to the definitions on a post-it and stick it up on theappropriate definition.

l Once there is a good level of response, ask people to stand beside their favourite definition.

l Go around the group asking why they’re standing where they are, why they agreed with thestatement.

Crazy Campaigning Activity

l Break the participants into smaller groups. Invite them to come up the craziest campaigningidea possible – there is no budget or time constraint or limit on man power! Make it asimpossible as possible! (Keeping in mind local-global, awareness raising, etc.)

l After 15 minutes pass your idea to another group, and their task is to make the crazy ideaPOSSIBLE

l Share the ideas within the groups and choose one… and how they might go about doing it astheir project!

Definitions of Campaigningand Awareness Raising

ACTIVITY 13.3 · DEFINITIONS OF CAMPAIGNING AND AWARENESS RAISING

135

‘…a set of actions whose objective is to change the policies, points of

view and programmes of governments, companies and organisations.’

ActionAid Brasil Guide unpublished

‘…putting a problem on the agenda, providing a solution to that problem and

building support for acting on both the problem and the solution.’

SARA/AED Advocacy Training Guide

‘…an effort to bring about some change; it is not one single action, but a

combination of a number of actions, reports and events put together in a

sequenced plan.’ UNDP, Blue Book quoted in MDG Campaigning Tool kit

‘Somebody has to do something and it’s just incredibly pathetic that it has to

be us.’ Jerry Garcia of the Grateful Dead

‘If you know the enemy and you know yourself, you need not fear.’

Sun Tzu, The Art of War

‘…is usually only done when all else has failed. It involves a conversation with

society; persuading people to take an unusual interest in supporting a move

that would not normally happen. It means setting up and sustaining processes

that are not normal or business as usual. All the time the forces of normality will

try and shut your campaign down or put your issue back in its box.’ Chris Rose

‘Polices and decisions are solutions to concrete problems. Effective campaigning

requires sharp understanding and analysis of a concrete problem and a coherent

proposal for a solution.’ InterAction: Womens’ Advocacy Workshop Materials

‘Campaigns:

Organised actions around a specific issue seeking to bring about changes in

the policy and behaviours of institutions and/or specific public groups.’

Campaigning:

mobilising of forces by organisations to influence others in order to effect

identified and desired social, economic, environmental or political change.’

Tess Kingham and Jim Coe

‘A well planned and thoughtfully presented awareness raising campaign is

arguably one of the most efficient and effective means of communicating

information about a particular issue to a large and geographically dispersed

body of people.’ ADHD Support Group

ACTIVITY OUTLINE

1 Invite participants to form smaller groups of 4–5 people.

2 Hand out the ‘What Next’ cards, a set for each group.

3 Invite participants to put the cards in order of what they are most likely to do next. This shouldbe in the shape of a ‘Diamond’ (see image below). There are 25 options so the Diamond couldlook like: 1, 2, 3, 4, 5, 4, 3, 2, 1.

4 After 15 minutes or so of working in small groups, come back into the bigger group and sharewhat each of the groups came up with.

5 Discuss what some of the actions might look like, or where participants might go to do these,e.g. ‘What existing campaigns do you know of?’; ‘Do you know any ethical financial institutionsin Ireland?’; ‘What kind of topics would you start a discussion on?’

NOTE TO FACILITATOR

l Not everyone may agree on what is mostimportant/least important, so this activity requireslistening to each other, respect for different opinionsand negotiating to come to a shared agreement.


l You could adapt this by changing the options of the‘What Next’ cards.

l The activity could end by writing a ‘Letter to Me’, foreach participant to write a letter to themselves and popit in an envelope with their address on it – to remindthem of some of the actions they identified as beingimportant during this activity. This can be sent out 3months after the session as a reminder.


136

What Next Options –Diamond Ranking Activity

AIM OF ACTIVITY

To explore some options for what’s next, and to rankthese in order of importance.

MATERIALS NEEDED

What Next cards – 5 sets

TIME NEEDED

20 minutes

ACTIVITY 13.4 · WHAT NEXT CARDS

137

Slow down! Buy lessJoin a

campaign

Join aprotest

Sign apetition

Fundraise

Learn moreabout

developmentissues

Write for my

local paperUse lesswater

Recycle

Ethicaltourism

Organise a

‘clothes swap’

Do an Action

Project toraise

awarenesslocally

Buy FairTrade

Volunteerlocally

Be moreenergy

efficient athome

Supportvolunteers

pre-departure

Boycottcertain

unethicalshops

Get involved

in nonviolent

direct action

Become apart timevegetarian

Grow yourown food

Ethicalinvestment

Do somelocal

volunteering

Start adiscussion

amongfriends/work

colleagues

Bring aglobal

perspectiveinto your

work/study

What Next Cards


Continuous EngagementOpportunities from Ireland

Community Based

Lourdes Youth and Community Servicesl Provides development education courses for

community workers

Lower Sean McDermott Street, Dublin 1T 01 855 6445E [email protected] www.lycs.ieContact person: Helena McNeill

Dublin Food Co-opl Supporting organic food and Fair Tradel Opportunities to volunteer include – stocktaking,

building maintenance, publicity, event organising,finance, product research and much more...

l Whether you can offer the Co-op specialist skillsor general help, you’ll always be welcomed as avolunteer...

12 Newmarket, Dublin 8T 01 454 4258E [email protected] www.dublinfood.coop

Transition Townsl A network as part of a worldwide initiative building

community resilience to face the effects of climatechange, peak oil and economic breakdown

l Based in Ireland and Northern Irelandl Looking for people to support the network and to

join their voluntary open collaborative group

E [email protected] http://transitiontownsireland.ning.com/

Irish Travellers Movementl Network of organisations and individuals working

within the Traveller Community

4–5 Eustace St, Dublin 2T 01 679 6577E [email protected] www.imtrav.ie

Respond Housing Associationl Ireland’s largest not-for-profit housing associationl Community developmentl Branches in Dublin, Waterford, Offaly, Tipperary,

Cork, Galway

T 0818 357901E [email protected] www.respond.ie

l Volunteer opportunities in childcare, maintenance,care for older people, visiting/supporting olderpeople, after-schools, etc.

Development Education

Centre for Global Educationl An organisation based in Belfast which aims to raise

awareness of global issues and encourage actiontoward social change. The centre organises events,delivers training, produce publications and provide awide range of resources to target groups in the formaland non-formal education sectors

9 University Avenue, BelfastT (048) 90 241 879E [email protected] www.centreforglobaleducation.com

Children in Crossfirel A development education centre based in the north

west of Ireland (Derry/Donegal) offering courses andworkshops to schools, teachers, youth groups andleaders, and the local community

2 St Joseph’s Avenue, Derry, Northern Ireland BT48 6THT (048) 71 269 898E [email protected] www.childrenincrossfire.org

138

Galway One World Centrel A centre creating educational opportunities in Galway

that develop a critical analysis of the unequal powerrelationships that historically and currently existbetween diverse groups, both locally and globally

76 Prospect Hill, GalwayT 091 530590E [email protected] www.galwayowc.org

IDEA (Irish Development Education Association)l A membership organisation for individuals or

organisations interested to build capacity indevelopment education. They offer coursesthroughout the year

5 Merrion Row, Dublin 2T 01 661 8831E [email protected] www.ideaonline.ie

Kerry One World Centrel Past volunteers work with primary, secondary, tertiary,

and adult education groups to teach their communityabout economic, environmental and other socialissues occurring overseas

5 Friary Lane, Tralee, Co. KerryT 066 718 1358E [email protected] www.kade.ie

LASC (Latin American Solidarity Centre)l An initiative for development education and

campaigning, offering Latin American developmentissues and language courses

5 Merrion Row, Dublin 2T 01 6760 435E [email protected] www.lasc.ie

Mayfield Community Artsl A unique dedicated arts space based in the heart of

Mayfield at Newbury House Family Centre.Mayfield Arts develops, manages and delivers artsprogrammes in consultation with the localcommunity and according to funding received

Newbury House, Old Youghal Road, Mayfield, CorkT 021 4530434E [email protected] www.mayfieldarts.org

SUAS Educational Developmentl Global Issues courses are run over 6 weeks

(2 hour sessions) in Universities across Ireland, both in the autumn and spring term

10–12 Hogan Place, DublinT 01 662 1400E [email protected] www.suas.ie

Waterford One World Centrel A development education centre working with the local

community in Waterford, offering courses and eventssuch as Africa Day or Fair Trade fortnight

18 Parnell Street, WaterfordT 051 873064E [email protected] www.waterfordoneworldcentre.com

Local Volunteering Networks

Volunteer Irelandl The single national volunteering organisation for Ireland,

coordinating Volunteer Centres throughout Irelandl There is an online database to search for volunteer

opportunities in your area

18 Eustace Street, Temple Bar, Dublin 2T 01 636 9446E [email protected] www.volunteer.ie

Volunteer Now (Northern Ireland)l Volunteering opportunities across Northern Ireland

E [email protected] (048) 9023 2020W www.volunteering-ni.org

Gender

AkiDwal Minority ethnic-led national network of African and

migrant women living in Ireland

Unit 2, Killarney Court, Buckingham Street, Dublin 1T 01 834 9851E [email protected] www.akidwa.ie

139


Ruhamal Supporting women affected by prostitution and

traffickingl Volunteering opportunities include outreach,

development and education, befriending,counselling, resettlement

Senior House, All Hallows College, Drumcondra, Dublin 9T 01 836 0292E [email protected] www.ruhama.ie

HIV/AIDS

Open Heart Housel A culturally diverse project which challenges the

social stigma and associated with living with HIVthrough peer support

l Various volunteering opportunities: fitness, reception,kitchen, activities, therapists, etc.

2 St. Mary’s Place, Dublin 7T 01 830 5000W www.openhearthouse.ieContact person: Anne Hederman – volunteer coordinatorE [email protected]

Trade/Debt

Debt and Development Coalition Irelandl A group composed of organisations and individuals

who share a deep concern about debt injustice and theinjustice of the global financial system

l Involvement with DDCI is through the campaign groupwhich meets once per month to discuss the issues andto plan campaigns

All Hallows, Gracepark Road, Drucmcondra, Dublin 9T 01 857 1828E [email protected] www.debitireland.org

Fairtrade Mark Irelandl Get involved locally through the annual Fair Trade

fortnight, through your local town, parish, schoolor college

Carmichael House, North Brunswick Street, Dublin 7T 01 475 3515E [email protected] www.fairtrade.ie

Oxfaml Get involved by volunteering in an Oxfam shop, office

or at an eventl Volunteers with specific skills are needed for

specific projects – from stylists to filmakers, fromauditors to designers

l Ongoing campaigns on global issuesl See the online list of vacancies

9 Burgh Quay, Dublin 2T 01 672 7662E [email protected] www.oxfamireland.org

Multicultural/Anti-Racism

Africa Centrel Supporting African communities and coexistence in

Ireland through development education, policy andadvocacy and community empowerment

l Volunteers opportunities in the DevelopmentEducation Programme and the Youth Society

18 Stephen’s Lane, Dublin 2T 01 661 9289E [email protected] www.africacentre.ie

Sport Against Racism Ireland (SARI)l Cultural integration and social inclusion through sportl Volunteer opportunities include fundraising,

administration, website updating, event andproject volunteers

20 Upper Baggot Street (top floor), Dublin 4T 01 668 8869E [email protected] www.sari.ie

Near FMl Intercultural dialogue through community medial Opportunities to with Near FM include hosting your

own programme, doing interviews with the localcommunity and make features

Northside Civic Centre, Bunratty Road, Dublin 17T 01 867 1190W www.nearfm.ieCommunity Noticeboard: [email protected] Melting Pot [email protected]: [email protected]

140


Canal Communities Intercultural Centrel Provides support for migrantsl Intercultural eventsl Opportunities include social group volunteers,

conversational English tutors, etc.

Goldenbridge Integrated Service Complex,St. Vincent St West, Inchicore, DublinT 01 453 7239E [email protected] www.canalintercultural.com

NICEM (Northern Ireland Council for Ethnic Minorities)l Promoting racial equality and human rights in

Northern Ireland

1st Floor, Ascot House, 24–31 Shaftesbury Square, Belfast, BT2 7DBT (048) 9023 8645W www.nicem.org.uk

Asylum Seekers

Immigrant Council of Irelandl An independent human rights organisation

advocating for the rights of migrants and theirfamilies and act as a catalyst for public debate aswell as legislative and policy change

2 Andrews St, Dublin 2T 01 674 0200E [email protected] www.immigrantcouncil.ie

Irish Refugee Councill Pursuing fair play public policy for those seeking refuge

Ballast House, Aston Quay, Dublin 2T 01 764 5854E [email protected] www.irishrefugeecouncil.ie

Spiritan Asylum Services Initiative (SPIRASI)l Works with asylum seekers, refugees, survivors of

torturel Currently recruiting interpreters for various languages

213 North Circular Road, Phibsborough, Dublin 7T 01 838 9664E [email protected] www.spiarasi.ie

Asylum Seeker and Refugee Counselling & SupportService (ARCSS), Mosneyl Counselling and support service to asylum seekers

and refugees

ARCSS Project Worker, Mosney Centre, Co. MeathT 041 982 9780E [email protected]

Galway Refugee Support Groupl Community development organisation working with

social, cultural information and health projects

c/o Joseph Nyirenda, 3 The Plaza, Headford Road, GalwayT 091 779 083E [email protected]

Arts

Calypso Productions (Dublin)l Creating a catalyst for social change through the arts

7 South Great Georges Street, Dublin 2T 01 670 45 93E [email protected] www.calypso.ie

Ala Community Theatre (Galway)l Ala is a personal, social and community development

organisation founded in 2004. It has run ForumTheatre projects in various communities in GalwayCity, an active retired project and has worked withasylum seekers

83 Castle Park, Ballybane, Co. GalwayT 086 846 1270E [email protected] www.ala-ct.ie

Mayfield Community Arts (Cork)l Arts space based in Mayfield, Cork, using arts as a tool

to connect local issues with those in the global southand with local communities

l Activities include arts workshops, arts-based globaleducation programme, arts and integrationprogramme, youth arts

Newbury House, Old Youghal Road, Mayfield, CorkT 021 453 0434E [email protected] www.mayfieldarts.org

141


Homelessness

Focus Irelandl Working to prevent people becoming, remaining or

returning to homelessnessl Looking for various volunteers in befriending, tutors,

schools visits, etc.

9–12 High Street, Christchurch, Dublin 8T 01 881 5900W www.focusireland.ie

Crosscarel Current volunteering opportunities for trainer in

digital photography, homeless services, meals onwheels drivers

Clonliffe College, Dublin 3T 01 836 0011E [email protected] www.crosscare.ieVolunteer Unit: E [email protected]

Depaul Irelandl Providing accommodation and key services to

people such as street drinkers, women in prison,families, those with behavioural, self-harm andaddiction problems

l Get involved through part-time volunteering, EuropeanVoluntary Service or through student placements

Dublin Office:18 Nicholas St, Christchurch, Dublin 8T 01 453 7111

Belfast Office:Ravara House, 1 Fitzwilliam Ave, Belfast BT7 2HJT 028 906 47755E [email protected] www.depaulireland.org

Education

Educate Togetherl A network of schools in Ireland providing children with

access to education irrespective of their social, culturalor religious background

l Opportunities to get involved

H8a Centre Point, Oak Drive, Dublin 12T 01 429 2500E [email protected] www.educatetogether.ie

Ubuntul Supporting the integration of Development

Education (DE) and Education for SustainableDevelopment (ESD) into post primary Initial TeacherEducation (ITE) in Ireland

Department of Education and Professional Studies,University of LimerickProject Coordinator: Deirdre HoganT 061 233 289E [email protected] www.ubuntu.ie

Development and Intercultural Education (DICE)l The aim of the DICE project is the inclusion of

development education and interculturaleducation as essential elements of initial teachereducation in Ireland

DICE Project Office, Church of Ireland College ofEducation, 96 Upper Rathmines Road, Rathmines, Dublin 6DICE Programme Manager: Aoife TitleyT 086 3217383E [email protected] www.diceproject.ie

CDVED Curriculum Development UnitCaptains Road, Crumlin, Dublin 12T 01 4535487E [email protected] www.curriculum.ie

Link Community Development Irelandl Development education

23 Crofton Road, Dún Laoghaire, Co. DublinT 01 284 1414E [email protected] www.lcdinternational.org/ireland/

Amnesty International Irelandl Human Rights Education

Sean MacBride House, 48 Fleet Street, Dublin 2T 01 863 8300E [email protected] www.amnesty.ie/human-rights-education

Trócaire (Development Education)Head Office: Maynooth, Co. Kildare, IrelandT 01 629 3333 / 028 9080 8030W www.trocaire.org/resources/schoolresources

142


Blackrock Education CentreKill Avenue, Dún Laoghaire, Co. DublinT 01 236 5000E [email protected] www.blackrockec.ie

Fighting Wordsl Looking for new volunteers to help out at daily

weekday workshops with primary and secondary schoolclasses as well as evening and weekend programmesfor students of all ages. Training is provided

Behan Square, Russell Street, Dublin 1T 01 894 4576Contact Person: Sarah BennettW www.fightingwords.ie

DCU in the CommunityUnit 1 – Shangan Court, Shangan Road, Ballymun, Dublin 9T 01 700 8800E [email protected] www4.dcu.ie/community/DCUcommunity/

welcome.shtml

The Life Centre Early School Leavers Project61 Elmdale Crescent, Cherry Orchard, DublinT 01 623 5832E [email protected] http://cherryorchardparish.com/lifecentre.html

Sharing the Journeyl Supporting parents and families of deaf and hard of

hearing children

c/o St. Vincents, Drumcondra, Dublin 9T 087 916 3168 / 085 722 5659E [email protected] www.sharingthejourney.ie

CDVEC Adult Education ServiceCDVEC Administrative Offices, Town Hall, Ballsbridge, Dublin 4T 01 688 0614E [email protected] http://www.cdvec.ie/Programmes/

Adult-Education.aspx?lang=en-GB

Climate Change

Cultivatel A practical sustainability organisation focused on

active education with facilities in Dublin andCloughjordan, Co Tipperary

63 Lower Mount Street, 1st Floor, DublinT 01 674 5773W www.cultivate.ie

Eco Unescol Ireland’s Environmental Education and Youth

Organisationaffiliated to the World Federation ofUNESCO Clubs, Centres and Associations (WFUCA)

The Greenhouse, 17 St. Andrew StreetT 353 1 662 5491E [email protected] http://www.ecounesco.ie/eco-dev/

Global Action Planl An organisation founded in 1990 to develop structured

support for ordinary people who want to reduce theirimpact on the environment

13 Balbutcher Lane, Ballymun, Dublin 11T 01 862 5846W http://globalactionplan.ie/

Stop Climate Chaosl A coalition of civil society organisations

campaigning to ensure Ireland plays its part inpreventing runaway climate change. Currentmembers include development, environmental,youth and faith based organisations

E [email protected] http://www.stopclimatechaos.ie/

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Peace/Anti War

Afri (Action from Ireland)l Development Education and campaigning

organisation, with a focus on anti-war

134 Phibsborough Road, Phibsborough, Dublin 7T 01 8827563E [email protected] person: Joe Murray

Corrymeelal The Corrymeela Community is an ecumenical

Christian community working within local, nationaland international communities to embrace difference,heal divisions and enable reconciliation. Ourprogrammes include: cross-community, inter-faith,youth and family work

Corrymeela Centre, 5 Drumaroan Road, Ballycastle,Northern Ireland BT54 6QUT 028 20 76 2626E [email protected]

Kilcranny Housel A place promoting positive peace and reconciliation,

healing the divisions which exist between people andexploring non-violence as a way of life and a means ofworking for change in our society

21 Cranagh Road, Coleraine, BT51 3NNT (048) 70 321 816W http://kilcrannyhouse.org/

The Peace Peoplel Nonviolence is at the heart of Peace People’s

approach to building a just and peaceful society,drawing inspiration from historical figures such asMartin Luther King and Mahatma Ghandi

224 Lisburn Road, Belfast, BT9 6GET (048) 90 663 465W www.peacepeople.com

INNATE (Irish Network for Non-Violent Action,Training and Education)l INNATE was established as a result of the need for an

umbrella group to support groups and individualsexploring nonviolent approaches to conflict issues

16 Ravensdene Park, Belfast BT6 DAT (048) 90 647 106W www.innatenonviolence.org

PANA (Peace and Neutrality Alliance)l PANA seeks to advocate an Independent Irish Foreign

Policy, defend Irish Neutrality and to promote areformed United Nations as the Institution throughwhich Ireland should pursue its security concerns

17 Castle Street, Dalkey, DublinT 01 235 1512E [email protected] www.pana.ie

Irish Campaign for Nuclear Disarmamentl The Irish Campaign for Nuclear Disarmament

campaigns for the abolition of all nuclear weaponsand other weapons of mass destruction; the abolitionof military alliances; a policy of active Irish neutralityand the transfer of military spending towards endingworld poverty

Post PO Box 6327, Dublin 6T 086 362 1220E [email protected] www.irishcnd.org

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Youth Work

YMCA Networkl A voluntary organisation working with children, young

people, families and the community, in particular thosewho are disadvantaged

W www.ymca-ireland.net

National Youth Council of Irelandl The body for national voluntary youth work

organisations in Irelandl Training and opportunities in development education,

youth arts, etc.

3 Montague St, Dublin 2T 01 478 4122E [email protected] www.youth.ie

Club4Ul Youth club for 15–18 year oldsl Looking for people to set up youth clubs in their

areas – support and training will be provided

Main Branch: St. Benedict’s Resource Centre, Swansnest Road, Kilbarrack, Dublin 5E [email protected] http://club4u.ie/volunteerscorner.htmlContact Person: Daniel Burke

Youth Work Irelandl A coordinating agency for local independent youth

services throughout Ireland

20 Lower Dominick Street, Dublin 1T 01 858 4500E [email protected]

Foróige, the National Youth DevelopmentOrganisationl Leading young people in clubsl Mentoring a young personl Supporting Foróige as a volunteer in different capacities

Block 12 D, Joyce Way, Park West, Dublin 12T 01 630 1560E [email protected] www.foroige.ie

Catholic Youth Carel A major youth agency working in the Catholic

Diocese of Dublin

Arran Quay, Dublin 7T 01 872 5055E [email protected]

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This document has been produced with the financial assistanceof the European Union. The contents of this document are thesole responsibility of Comhlámh and can under no circumstancesbe regarded as reflecting the position of the European Union.

ComhlámhBallast House2nd floor, Aston QuayDublin 2, Ireland

Tel +353 (01) 478 3490Fax +353 (01) 478 3738Email [email protected] www.comhlamh.org

comhlamhs coming home training

Documents

power activity

campaigning activity

social media activity

comhlmhs training handbook

personal map exercise

memorabilia exercise

self careactivity

focus games