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Simposio Sobre Educación Popular Para El Cambio Social Sharm El Sheikh, Egypt November 9th – 12th, 2012

Participants: All participants belong to different organizations with the exception of the Solsoc and the Palestinian delegations. 6 Working Groups: French = 1 group of 4 participants Spanish = 1 group of 3 participants Arabic = 3 groups of 4 participants Portugués = 1 group of 2 participants ____________________________________________________________________________ French group: 7 people (one from Belgium, two from Burkina Faso, one from DR Congo, one from Burundi, 2 from Morroco) Spanish group: 3 people (Colombia) (Francois) Portuguese group: 2 people (from Brazil) Arabic group: 12 people (Palestine) ____________________________________________________________________________Marrocco: AJR and AFAQ (RESAQ) Brazil: Instituto Florestan Fernandes and FASE Bahia Burkina Faso: ASMADE Colombia: Funcop Cauca and IPC Burundi: ADISCO Nicaragua: Cuculmeca Democratic Republic of Congo: CENADEP

Date: November 9th, 10th, 11th, 12th, 2012 Location: Sharm El Sheikh, Egypt Partners: 8 Participants: 26 Languages: Arabic, French, Portugués, Spanish Facilitators: Rebecca Cutter, Francois Saragnon, Aurore Schreiber Logistics: Rami Massad, Fadi Marie


Scope: The Popular Education Symposium gives participants the opportunity to learn more about the theory and practice of Popular Education as a methodology for social change. Presentations by participants woven together with activities will help define and consolidate our commitment to empowering community based organizations (CBOs) through popular education. This is an opportunity for partner organizations to present their best practices interactively. Learning from one another in a structured experience where participants and facilitators reach a deeper understanding and commitment to changing the lives of individuals and strengthen CBOs through the practice of popular education. Success factors:

• Participants step into the role of facilitator by sharing inspiring stories, presentations, and activities.

• Participants ʻlean into their discomfortʼ, they ʻmoveʼ, and ʻgrowʼ as individuals and leaders. • Participant organizations leave the symposium with clear ideas for improving the implementation

strategies for FADOC.

Objectives:

1. Explore FADOC partnersʼ understanding and commitment to popular education as the primary methodology adopted by FADOC.

2. Through the sharing of experiences, deepen participantsʼ commitment to the theory and practice of popular education for social change and improve their knowledge of popular education methodology and techniques.

3. Socialize and validate the Popular Education manual produced by Fadoc Palestine (as developed by Rebecca Cutter)

Name Area Organization Job description

Rami Masad Ramallah Popular Art Centre Project coordinator Alaa Ghanim Ramallah Popular Art Centre Project Coordinator Mohammed Faraj Ramallah Bisan centre Capacity building coordinator Hanaa AbuDaya Ramallah Bisan centre Advocacy coordinator Ahmad Abu Rahme Ramallah , Beliʼen

village Al-Hadaf Centre Board member

Abdallah Mousa Nablus, Qaryout village

Qaryout Youth Club Center coordinator

Musʼab Mousa Ramallah MAAN Project accountant Wafaa Radwan Ramallah , Beitlo

village Beitlo youth club Center coordinator

Abeer Ennab Nablus , old city Enlightment forum Center coordinator Laila Bayoumi Gaza MAAN Project Coordinator

Samaha Bualaish Gaza Al-Maghazi cultural Initiative coordinator Fadi Abuwardi Gaza Dar Al-Shabab for

Culture Active Volunteer


Symposium Schedule Introduction: 09/11/2012 17:00 – 18:00

Welcoming statements, logistics for Friday night and Saturday morning name tags, icebreaker (Rebecca, Rami, Francois)

People Bingo

19:00- 20:00

Dinner reception

21:30 -22:30

Evening entertainment by the hotel

Tabla Main building

Anticipatory set: Cada mesa, o grupo de trabajo es un “equipo”. Sobre la mesa ellos tendrán: Papel, tape agua, vasos, crayones o marcadores, rotulos para plantear dudas o para aclarar traduciónes.


Saturday, day 1: 10/11/2012 Anticipatory set: trade card materials are on the tables. 7:30 – 8:30

Breakfast

9:00 – 9:15

Group warm up and check in Name Game: Group juggle with three objects.

9:15 – 11:00

General orientation (Program, hotel details, perdiem,) Presentación de participantes, Expectatativas y Normas (communication and participation)

Process: Participants use card stock and markers to document popular education concepts in their own language. If possible, tape these to the wall. (Color coded system for communicating: Red, Yellow, Green)

11:00 – 11:15

Break (Perdiem)

11:15 –11:45

Actividad #1 Introducción a la educación y el cambio social.

How do people change: Small group discussions (hand outs:1,2,3) Making it personal. Review principios. “Cuales son los retos de nuestro tiempo?” List and make connections. Building principles of Popular Education.

11:45– 12:45

Participant presentation # 1 Brasil: Popular education, it’s roots and it’s potential to transform societies and change public policy.

12:45 – 13:00

Reflection, reinforcing theory and practice, integrating new knowledge and experiences.

La historia y las raizes de la educación popular. Compartiendo la experiencia de Brasil.

13:00 – 14:00

Lunch

14:00 - 14:15

Bridge Trade Card: Materials on the table: Draw/Paint (Water color pencils, paint brushes, salt, tissues) Create – Share. – Get To Know one Another.

14:15 – 15:15

Participant presentation # 2 Burkina Faso: Observatory of democracy and local governance.

15:15 – 15:30

Reflection, integrating new knowledge and experiences.

Decoding in small groups using interpreters (Spanish – Portugues) (Arabic – French)

15:30 – 15:45

Break

15:45 – 16:45

Participant presentation # 3 Colombia: Popular education and social movements.

16:45 – 17:00

Reflection, integrating new knowledge and experiences

¿En cuales movimientos populares participan su organizacion y cual es el role de la educación popular?

17:00 – 17:45

Evaluation Sobre una tarjeta, escribe una cosa que ha aprendido y una pregunta.

17:45 – 19:00

Free Time

19:00 – 20:00

Dinner

20:00 – 21:00

Evening cultural activity. Talent show, music, dance - theatre

Palestine, Belgium, Burundi, Brazil


Sunday, day 2: 11/11/2012 7:30 – 8:30

Breakfast

9:00 – 9:15

Group warm up and check in Human Knot with three groups of 8 people

9:15 – 11:00

Activity # 3 from the manual: Equidad Social e Identidad

FLOWER POWER: Social identity, equity and change (Grupos monolingües o grupos biligues) (French 5-7) (Portuguese and Spanish 5) (Arabic 2 groups of 6 each)

11:00 – 11:15

Break

11:15 – 12:15

Participant presentation # 4 Burundi: Internal facilitators in the mobilisation of communities for self-promotion

12:15 – 13:00


Decoding – Think, ink, pair and share

13:00 – 14:00

Lunch

14:00 – 16:00

Enjoying the hotel complex (Beach, snorkling, pool, etc.)

16:00 - 16:30

Warm-up: using concept cards, 5 groups of 4-5 participants (créate groups in anticipation and hand out color cards.)

Image theatre with concept cards: Form groups with at least three languages present.

16:30– 17:30

Participant presentation # 5 Palestine

17:30 – 17:35

Evaluation ¿Qué aprendieron hoy? Index cards (+) (-)

17:35 – 19:00

Free Time

19:00 – 20:00

Dinner

20:00- 21:00

Evening cultural activity. DR of Congo, Morroco, Colombia, USA, Burkina Faso


Monday, day 3: 12/11/2012 7:30 – 8:30

Breakfast

9:00 – 9:15

Group warm up and check in

Trade card Exchange: Participants Exchange cards and then the #1´s take 3 minutes to meet and talk with the maker of his card, repeat with the #2´s for 3 minutes

9:15 – 10:30

Activity #4 from the manual Case Study: Biʼlin

10:30 – 11:00

Tecnicas participativas El uso efectivo de las técnicas.

11:00 – 11:15

Break

11:00 – 12:00

Participant presentation # 6 Morocco: Networking of local associations and social change

12:00 – 13:00


Integrating more knowledge on popular education

13:00 – 14:00

Lunch

14:00 -14:15

Group photograph Participants meet at a picturesque place to have their picture taken.

14:15 - 15:15

Participant presentation # 8 D.R. of Congo: Citizen participation in the community of Makala

15:15 – 15:30


Decoding process – Giving meaning to the experience.

15:30 – 15:45

Break

15:45– 17:00

Work session creating action plans using ½ the time developing plans in 4 small groups with simultaneous translation ½ the time presenting strategies. The groups should have 2 organizations in each, working together to form strategies for integrating new knowlege back into their organization upon their arrival.

Participants come up with strategies for presenting and integrating new knowledge and skills into their organizations. Plan how their practices will change – how this experience has changed the way they think and behave as practitioners.

17:00 – 17:30

Final Evaluation/Closing- appreciations (evaluate specific expectations) (post-it with faces)

Inform participants of the on-line evaluation. Please share the most important idea you are taking away from the symposium.

17:30- 19:00

Free Time

19:00 – 20:00

Dinner

21:00 – 23:00

Group trip to Neama Bay Sight seeing


“Learning Cycle” CREATE A POSTER! “Coding and Decoding” : After each presentation Day 2 (Trade cards) – story telling through pictures. Participants make cards that tell a story. They then lay out their cards to be traded with others. They meet with the person whoʼs card they choose and communicate through pictures about the story. (Number 1ʼs meet with the person they chose and then the number 2ʼs meet with the person they chose.) 15 minutes to make the card while listening to a music. 10 minutes with each person. (45 minutes) Decoding. Charadas (Coding and De-coding) Concept cards: Mixed language groups work together as a team to act out concepts important to Popular Education. Each group has 10 minutes to communicate about a particular concept and to créate a silent sculpture. act out or draw their concept until the second language group is able to guess what it is, defining the concept in their own language. Each group takes notes on what they way and what they think the concept was. 5 minutes instructions with translation 15 minute group preparation 40 minutes for group presentations What defines our political struggles today? Use symbols ¿?= Question, Faces= Happy, Confused and Frustrated. Translate key concepts “The Rainstorm” – Morning activity Principios de la Educación Popular

• Una escuela democrática centrada en el educando. • Una práctica pedagógica en correspondencia con las necesidades del contexto en que se

desarrolla. • La comunicación como necesidad para alcanzar la libertad del hombre. • Las personas implicadas en el proceso educativo educan y a la vez son educadas. • El método fundamental debe ser el diálogo abierto, a partir de las necesidades del individuo. • El educando es un protagonista del proceso de aprendizaje. • Absoluto respeto por el ser humano, sustento humanista.


People BINGO Instructions: Find one person who fits the description in the box and write their name in the box. When you have five names in a row, a column or diagonally you call out BINGO. Use any means posible to communicate with people whoʼs language you do not speak.

This President of the Republic of her or his country is a woman

Has four children or more

Raises chickens, pigs or has a cow

Rides a bicycle to work

Lives in a tropical climate

Has been arrested for protesting something they are strongly opposed to

Kirundi is a national language of this personʼs country

Lives in a country currently at war

Has a vegitable garden

Has more than five siblings

Someone who snoores, sleep walks or sleep talks

Works with teenagers

Likes to dance Is a founding member of the organization they represent

Traveled the furthest to reach Sharm El Sheikh

Managua is the capitol city of this personʼs country

The youngest person at the symposium

Lives in a temporate climate

Works with womenʼs rights

Recognizes the “Nakba” on May 15th

Lives on the shore of a lake, river or ocean

Celebrated the Day of the Dead last week.

Speaks three languages

Plays a musical instrument

Does not live in his or her country of birth


Estableciendo la Normas Grupales

Cuando estableciendo normas grupales considera lo siguiente:

Propuestas de normas:

Tiempo ¿Cuándo nos reunimos? ¿Vamos a establecer un tiempo de inicio y fin? ¿Vamos a empezar y terminar a tiempo?

Escuchar ¿Cómo vamos a alentar escuchando? ¿Cómo vamos a desanimar a interrumpir?

Confidencialidad ¿Las reuniones serán abiertas? ¿Lo que decimos en la reunión es confidencial? ¿Qué se puede decir después de la reunión?

Toma de decisiones ¿Cómo vamos a tomar decisiones? ¿Somos un asesor o un órgano de toma de decisiones? ¿Vamos a llegar a decisiones por consenso? ¿Cómo vamos a lidiar con los conflictos?

Participación ¿Cómo vamos a fomentar la participación de todos? ¿Vamos a tener una política de asistencia?

Expectativas ¿Qué esperamos de los miembros? ¿Existen requisitos para participar?


Needs Assessment Objective: Identify the specific and unique needs of educators working with CBOʼs. Technique: Role-play. Materials: Everyday objects found in the training space. Time: 2 hours. Guidelines:

1. Divide participants into three groups with equal distribution of males to females. 2. Groups begin with a discussion of the primary issues facing CBOʼs today. (What types of

problems do CBOʼs face today?) 3. Demonstrate basic rules about stage presentation: (1) project your voice, (2) donʼt turn your back

on the audience, (3) stay in character. 4. Give groups 30 minutes to develop a short skit that demonstrates the everyday challenges they

face in their work with CBOʼs. 5. Ask the audience the following questions in this order: 6. What happened? 7. What did you see? 8. What problems did you see? (do not skip forward to the solution – at this stage we are analyzing

the problem.) 9. Keep track of the problems as they come out in the discussion. 10. Once you have completed this process ask participants to look for patterns. 11. Which problems do we see repeatedly in each skit? 12. Are there any problems that seem more or less important? 13. What are the roots of these problems?

Reflection: This discussion is perhaps one of the most difficult and important steps in the Popular Education methodology. Take your time while moderating this dialogue. Itʼs important for participants to feel safe and comfortable. Resist the urge to analyze these skits on your own. Rather, come up with thought generating questions that will facilitate their learning process.


Trade Cards Objective: Participants get to know one another through creative expression, art and symbolism. Total time: 30 minutes Materials: water color pencils, a cup of water per table, 30 paint brushes, 6x4 inch water color paper, music. Introduction: Trade cards allow people to tell stories through pictures. Proceedure:

1. Participants will enter the training space and find on each table, water color pencils, a cup of water, paint brushes and 6x4 inch water color paper. Music is playing in the back ground.

2. Participants begin drawing/painting a card. In the time given (10 minutes) they may create more than one card but they will only choose one to trade.

3. Once finished the facilitator collects the cards and places them on a table in the middle of the room or tacked to the wall.

4. Participants are numbered 1-2-1-2-1-2. 5. First the #1 people find and meet with the person whoʼs card they choose. Participants will have

5 minutes to get to know one another. If there is language barrio they may choose to draw pictures or show photographs of their family, home or organization. They may begin with an explaination of the image drawn on the paper and then share other information about themselves.

6. We then switch and the # 2 people find the person whoʼs card they have choosen and they too spend 5 minutes getting to know one another. You may write the name and contact information of the person who created the trade card and keep it as a gift.

7. Leave art materials on the tables for participants to créate art related to the symposium experience.

Reflection: There are many ways to express yourself and to get to know one another. We need not to rely soley on verbal communication but to explore symbolism, art, music and theatre.


How do people learn? Consider the methods of most teachers in schools. How much do we learn in that environment? Now recall one of your most memorable learning experiences. What teaching methods were used? The pyramid of adult learning1 is an important principle in adult education. It supposes that people learn best when they are actively involved in the learning process. The following diagram shows approximate percentages of how much we retain from particular teaching methods.

5% from a lecture

10% from reading

20% from audio-visual

30% from watching a demonstration

50% when engaged in group discussion

75% when students practice what they learned

90% when students teach someone else or use the information immediately

1 "NTL Institute for Applied Behavioral Science, 300 N. Lee Street, Suite 300, Alexandria, VA 22314. 1-800-777-5227."


Scale of participation The trainer, teacher or leader, can greatly impact the level of participation in learning or decision-making processes. We begin by establishing a relationship of mutual respect and an underlying belief that the participant learner has the power to effect change. When people are merely informed or consulted on decisions made regarding a plan, they may have very little intrinsic motivation for contributing to the long-term success of that plan. Fear over losing their job, social stigma and cultural norms can extrinsically motivate people to follow orders, but this type of motivation may create animosity toward the leaders and the institution and a sense of powerlessness. People need to find intrinsic motivation to participate in social movements that will effect long lasting change. 19th and 20th century philosophers, Kant and Hegel came up with the subject-object theory that people are the subjects of their learning and not the objects. The subject is the active entity, a self-determining person at the center of the problem solving process. People are not seen as objects that can be directed from above like puppets with strings. When informed or even consulted on decisions people are “subjected” to the will of others. To become the object of their own learning or of their own social movement the facilitator, teacher, leader needs to move up the scale of participation, involving and collaborating with people in decision-making processes. This will empower people, create intrinsic motivation, leadership and more lasting change in our organizations and communities. EMPOWER people to identify the source of their problems, or their need to learn, and how to address these issues; creating meaningful change in their lives. COLLABORATE with people or groups by providing skills, knowledge and/or resources to transform realities. INVOLVE people in decision-making at different stages in the problem solving or learning process. CONSULT with people by providing or soliciting information that feeds into a decision making process. INFORM people about decisions that have been made. Provide information to people as needed. (LaTuff, 2005)


Participation and Change Objective: Explore the concept of empowerment and how participation impacts social change. Technique: Group facilitated dialogue and writing. Materials: Paper, pencils and pens. Time: depending on the number of participants approximately 1 hour. Guidelines:

1. Provide participants with a generating question to examine. Allow participants a few minutes to read and contemplate the question individually.

2. Generative question: Think back to a critical incident in your organization when you personally experienced a major change. This can be a positive or negative experience. What changed and how did the change occur?

3. Give participants 10 minutes to write about this experience and then collect all the written responses. Mix them up and then hand them back out to participants.

4. Give participants a few minutes to read and then ask the following question: 5. According to the learning pyramid and the scale of participation how would you describe this

personʼs level of participation in the learning experience they wrote about? Why? 6. Participants read the stories out loud and then share with the group the level of participation he

or she believes the storyteller experienced. 7. Ask the author of the story to identify his or her self and ask their opinion. How do they perceive

their level of participation?

Reflection: Did you agree with the personʼs interpretation of your experience? What makes an experience empowering? What type of experiences are disempowering? Look for patterns in the participantsʼ responses. Make sure there are clear examples of both.

Participation and Change Practice–Theory-‐Practice


Popular Education, equity and social identity “The oppressed, instead of striving for liberation, tend themselves to become oppressors.” - Paolo Freire Peopleʼs ability/disability, age group, level of education, ethnic group, geographic region, language, race, religion, family composition (single/nuclear), gender (male/female), sexual orientation (heterosexual/bisexual/homosexual/transgender) and social class have been the impetus for conflict since the beginning of time. As you identify your cause, consider how you relate to each and every one of these differences within your struggle, your organization, your community and your family. What stereotypes do you maintain? In what ways do you feel unaccepted or discriminated against? As Popular Educators, it is our job to critically examine these inequities, addressing them explicitly. The following excerpt is from Denise Nadeauʼs book Counting our Victories. Identifying differences is essential for democratic organizing. Power and privilege are hidden in many of the policies and practices we take for granted. Who chairs meetings and who takes minutes? How is the meeting run? By whose rules is it run? In whose language is it run? Who has access to the location? Where did you advertise? What is the background of people on the hiring committee? What is the social identity of the organizers compared to the people they are trying to organize? When you ignore differences, the usual result is that hidden power dynamics support dominant identities. It is also important to counter the myth that we are all equal and should be treated equally. This is often translated into the phrase “no special rights for special interest groups.” Rather than pretending we are all the same, the organizer can help the group name the differences within, and then work and learn from them… Organizers/educators need to be aware of their own social identity and how this affects their relationship with the group. As well, it is helpful to recognize those dimensions of identity that they themselves have the most trouble with that they hide or push aside. In democratic facilitation it is important to name our power and privilege and to work at not abusing them. At the same time, sharing the areas where we have been disempowered or oppressed—as a lesbian or gay man, as working class, or as a person of color—also gives us legitimacy to speak in these areas. Naming social identities can help a group acknowledge the power it does or does not have as a group vis-a-vis the larger society. This understanding helps in choosing strategies, tactics, and allies. It also helps avoid the divide and conquer tactics often used by those in power to weaken popular movements. Taking social identity into account will also help in developing analysis. Social identity affects perceptions, voice, and interests. When a group analyses a newspaper article trashing poor


people, or a video, which is telling the groupʼs story, it is critical that the group is aware of the social identity of the producers of these media. Social identities also influence what positions people take when they discuss a strategy or plan of action. Another way of taking social identity into account in organizing is by focusing on identity as a source of strength and rootedness. A group that knows its history and culture is no longer passive. In knowing its history of both struggle and oppression, and its values and cultural roots, it is better equipped to fight injustice. (Nadeau, 1996, p. 23)2

2 Denise, Nanau, Counting Our Victories page 23


Social Identity and Equity Objective: Explore the power dynamics within the group. Technique: “Power Flower” from the Doris Marshall Institute Materials: A large flower with 12 petals drawn on a large sheet of paper. You can use colorful construction paper or poster board if available, otherwise use pencils and markers. Time: Approximately 1 hour. Guidelines:

1. Ask participants to brainstorm differences that might influence the power dynamics within the group.

2. Write each one of these differences on a separate petal of the flower.

3. Then ask participants to determine to what degree each one of these factors affects the group dynamics. Use the words high, medium or low.

4. Write H for High, M for Medium or L for Low on the middle part of the petal.

5. Pass the petals around the room and ask participants to indicate which factors personally influence their sense of power; positively or negatively placing a single check mark on the outer section of the petal.

6. Count the number of check marks on each petal and write this number on the tip of the petal. This will give you a more accurate sense of the degree to which this factor impacts participant sense of power, negatively or positively.

7. Compare the High Medium Low with the actual numbers of people that feel their power is affected by this factor.

Reflection: This activity helps us to understand the power dynamics that take place individually and within the group. You might feel comfortable enough to ask participants to share voluntarily which dynamics make them feel powerful and which dynamics make the feel disempowered. Challenge people to be aware of these dynamics and work toward either overcoming differences or equalizing power differentials.

Social Identity and Equity Practice–Theory-‐Practice


Needs Assessment Practice–Theory-‐Practice


Codes and decoding The term code is a form a communication. It can be a drawing, a photograph, a skit, a story or anything that conveys a problem in society. Decoding is the process of “unpacking” this problem using generative questions and dialogue. Denise Nadeau, in her book, Counting our Victories, gives this explanation. In Popular Education we often share, or ask participants to share, information in a specific way. This communication of information, whether presented through pictures, socio-drama, cartoons, or other techniques, is called a code and the process of analyzing it collectively is called decoding. Paulo Freire, first used the word code to describe the type of pictures that he used to stimulate discussion in early literacy programs. Code now refers to more than pictures; it refers to “a concrete presentation of a familiar problem about which the group has strong feelings.” Codes are different than techniques. A technique is merely the tool or instrument that is used to get participation and generate knowledge. For instance sculpture, socio-drama or skits, and collective drawings are techniques. When the technique is taken by the group and used to express its problems, it is transformed into a code. Codes have several common characteristics. They:

1. Raise questions rather than provide solutions 2. Are problem-posing, showing contradictions in a situation 3. Are more than “visual aids” that illustrate a point 4. Make clear, visible, and evident what is often seen as obvious or normal 5. Have a distancing factor—either through humour, exaggeration, irony, drama, or surprise

Decoding is the process of critical questioning with the group that happens after a code has been presented. The decoding helps the group generate a collective analysis. There is a structure or “logic” to the decoding process. Depending on the groupʼs level of awareness, you may not use all of it or you may skip stages, or you may replace a stage with a question of your own. 3 To understand this process better, we can compare the code to the concrete experience in Kolbʼs learning cycle and the decoding as the publishing, processing, and generalizing. This is the basic structure of decoding, following the learning cycle:

3 Denise Nadeau, Counting Our Victories, (Canada:RH Printing, 1996), 27


Describe: What do you see? What happened? (if a skit - at the beginning, middle, end?) It is very important to include this first step of description. Everyone sees differently and it is important to build the collective perception of what has been represented in detail before moving into analysis. Relate: How is it similar to your reality? What feelings does it raise for you? What are the similarities and differences? Analyze: What are common themes? How has this come about? What are the causes? What are the consequences? Who benefits? Generalize: Who else does this happen to? When else does this happen? Raise Alternatives: What could be different? How could we change this? Augosto Boal, a Brazilian theater director, writer, politician and good friend of Freire created the Theater of the Oppressed, inspired by Freireʼs book Pedagogy of the Oppressed. In Boalʼs approach to Popular Education he presents the “code” theatrically, using a technique called Forum Theatre. Boal referred to the spectator as the “spect–actor” who at one point takes the place of the actor to change the direction of the skit, exploring new angles to the problem or resolving it. In this technique the de-coding occurs spontaneously as participants reflect and communicate theatrically. (Beck & Purcell, 2010)


Coding and Decoding Objective: Explore a variety of codes and practice the decoding process. Technique: Group work (drawing). Materials: Improvise by using the materials you have on hand. Time: Depending on the size of your group, between 2 – 4 hours. Guidelines:

1. Divide participants into pairs. 2. Each pair has 30 minutes to come up with a code that communicates a problem or worldview

that can be analyzed by the larger group. 3. They can use any technique. Creativity should be encouraged. 4. Once they have their “code” they should prepare generative questions and possibly an activity for

“decoding” the “code”, using the learning cycle, learning spiral or this outline: a. Describe: What do you see? What happened? (if a skit - at the beginning, middle, end?) It

is very important to include this first step of description. Everyone sees differently and it is important to build the collective perception of what has been represented in detail before moving into analysis.

b. Relate: How is it similar to your reality? What feelings does it raise for you? What are the similarities and differences (between groupsʼ codes)?

c. Analyze: What are common themes? How has this come about? What are the causes? What are the consequences? Who benefits?

d. Generalize: Who else does this happen to? e. Raise Alternatives: What could be different? How could we change this?

5. When participants are ready they present their codes and follow the decoding process with the larger group.

Reflection: Encourage participants to use constructive criticism in providing feed back to their peers. Look at: training skills, trainer motivation and use of generative questions as areas for critique.

Coding and Decoding Practice–Theory-‐Practice


Active experimentation Introduction: The final stage in the learning cycle is called active experimentation. This is where the participant and or the participant group apply the lessons learned in the training to their lives and or their work. This might mean doing something new or doing something that theyʼve done before in a new way. Objective: Participants will create an action plan for using Popular Education methodology. Technique: Group work Materials: Paper, markers, pens and pencils Time: 1 hour Guidelines:

1. Ask participants to reflect for a moment on the following questions: 2. What have I learned from this training experience? 3. How does this change the way I work or think? 4. Divide participants into CBO groups. Hopefully there will be at least 2 members from each CBO

attending the training. 5. Ask each CBO to discuss and generate (brainstorm) answers to these questions: 6. What do we hope our organizations education component will achieve? 7. How will you incorporate Popular Education into your work? 8. The groups should explore how Popular Education will be used in the various programs they

manage, their needs assessment or evaluation processes, etc. This could be one activity, a training plan, or a larger plan for implementing popular education as a tool for social change.

9. Give each group large sheets of paper and markers so that they can make a visual presentation of how they plan to incorporate Popular Education into their work.

10. Post all the presentations on the wall and have participants do a “gallery walk” around the room looking at the different presentations.

11. Regroup and ask each group to briefly summarize their idea then ask the larger group: 12. What ideas did you see that caught your eye? 13. Do you have any questions for one of the CBOʼs regarding their plan? 14. Facilitate the discussion so that participants have the opportunity to express any doubts or to

clarify any confusion about the application of Popular Education.

Reflection: If you noticed, we have tried to follow the learning cycle while teaching participants about the theory and practice of Popular Education. This is the last stage in the cycle. Follow up on this training with exchanges where CBOʼs share with one another Popular Education in action.

Active Experimentation Practice–Theory-‐Practice


Case Study Introduction to the Case Study: In February 2012 the FADOC program in Palestine interviewed one of its Community Based Organization (CBO) partners to explore what appears to be a common problem; achieving authentic community involvement and support. We thank the Biʼlin Youth Center for participating in this activity. Case studies are excellent tools for problem solving. We learn from the experiences of others while applying new knowledge to improving our own situations. Please read the following case study and form small groups to discuss the follow-up questions at the end of the document.

Community Based Organizations; Acceptance and Integration The Palestinian village of Bil'in, located west of Ramallah, is under Israeli military occupation. The community, with a population of 1,500, lacks many essential services. For over seven years people have organized weekly demonstrations against the Israeli confiscation of village lands to build an Israeli settlement and apartheid wall. The Biʼlin Youth Center, established in 2007, works with young men, women and children in various programs and activities to enhance their cultural, social and economic participation in society. Today, the Center has an administrative body of seven people: two women and five men, and 130 male and female volunteer members. The first few years were difficult, as the Center struggled to gain the acceptance and integration of its community. The success or failure of the Centerʼs work depended entirely on the effectiveness of the organizations founder, Ahmed Abu Rahma. Volunteers, primarily between the ages of 15 and 29, lacked commitment, a sufficient sense of responsibility, and were often under qualified. They had few capabilities or skills to offer. Many factors may have influenced peopleʼs acceptance of the organization. The following observations were obtained through interviews with the organizations founder, administrative staff and volunteer members.

• Some people in the village, because of their religion, do not support artistic and cultural activities (dance, music, etc.). For many families, mixed gender activities are forbidden. These families prefer that their sons and daughters not participate.

• The communityʼs traditional society has a negative view on the participation of young women. • The political orientation of the founder and his familyʼs history might conflict with the views of

some community members. • The community questions the validity of the Center based on the relatively young age of the

people running it. • The Centerʼs lack of clear direction, especially in its first few years.


The Center has worked to increase the communityʼs confidence, presence and participation especially in regard to involving girls in different activities. They have re-distributed responsibilities between its members, trained staff and volunteers in order to develop skills, and increase their ability to take on more responsibility. Here is a list of strategies implemented by the Center:

• Holding meetings, workshops and activities through which the community helped clarify the vision of the Center and its goals and activities.

• Addressing the actual needs of youth and society in the areas of education and health. • Planning economic activities for women in the community. • Opening the way for parents and the community to participate in the activities at the Center. • Organizing activities to display the achievements of the Center and extend benefits to the larger

community. • Asking volunteers to encourage the women and girls in their families to participate. • Implementing joint activities and networking with other local institutions, the village council and

schools. • Expanding the number of members and including people with varying viewpoints.

After 5 years of previously implementing those strategies, the people who run the Center sense that the communityʼs acceptance and commitment have increased to about 70%. Following interviews with the Youth Center, the FADOC team met with representatives of institutions, schools, women, children and youth in the community of Biʼlin. People expressed a high degree of confidence in the organization, confirming that the Center has achieved greater community acceptance. We were pleased to hear that the organization works with everyone without regard to political factions and that they address the actual needs of the community. However, the community still does have some reservations.

• The Center still lacks a clear plan of action or strategy and remains overly reliant on its founder. • The presence of women and girls has increased but their participation has not yet reached the

level of decision-making. • The founder has high standards, he is eager to be on the job and to assume the majority of

responsibility. • Students spend long hours in the Center, which is perceived as distracting them from their

studies.

Questions: 1. How do you relate to this organizations experience with leadership? 2. What difficulties have you faced in development of community acceptance and integration of your

CBO? 3. What steps or strategies have you taken to integrate your organization into its community? 4. What have you learned from these experiences? 5. What advice would you give to other CBOʼs about authentic community involvement and shared

leadership?


End of the Day Evaluations Saturday 9/11 Interview another person about his or her experience in the symposium today. How are you feeling right now? What do you think worked well today and why? What would you change and how would you change it? Describe one thing you learned today. Sunday 10/11 Evaluation Cards: Index cards where participants write positive feed back on one side and critical feed back on the other. “El punto de partido de la educación es el contexto cultural, idiologico social de los educandos” – Paulo Friere “La educacion es un obre de arte y el educador es un artista quien rehace el mundo, redibuja el mundo, repinta el mundo, recanta el mundo, redanza el mundo.” Cierre 1. Give a brief, focused summary that talks about "Here are the 3 most important ideas I've learned. Here's what I'm going to do differently when I get back to the office. Here are the 3 ideas we should look for more information on going forward." 2. Focus on the future: give a short talk on the implications for the future of some of the key ideas you heard. Use these to fit in some of your favorite ideas or issues that weren't addressed fully during the conference. 3. Poll the audience for their ideas about aspects of #1 & 2. In other words, quote people you've interviewed along the way for the 3 most important ideas, what they're going to do differently, further research, implications, etc. 4. Take along a video camera, and interview audience members during the 3 days. Get their very quick reactions to selected talks, ideas for the future, etc. Then show the video as the closer. (I've used this last idea at several conferences to huge enthusiasm, because people love to see themselves on camera, and the idea builds cohesion and excitement during the 3 days. It works best if you have a camera AND a sound person; the quality is much better. But it can be done with a simple hand-held video camera.)


Human Knot Material Needed: None Time Required: 15 minutes, depending on the size and speed of the group Group Size: 9 people in each group. First without blind fold and second (blind fold three people) Purpose: Team building, problem solving skills, communication Proceedure:

• Arrange group members in a circle, standing shoulder to shoulder. • Tell everyone to put their right hand up in the air, and then grab the hand of someone across the

circle from them. • Everyone then puts their left hand up in the air and grabs the hand of a different person. • Check to make sure that everyone is holding the hands of two different people and that they are

not holding hands with someone directly next to them. • Tell group members to untangle themselves to make a circle without breaking the chain of

hands.

If group members break the chain they need to start over. Note:

• Give teams a time limit on this activity to make it more challenging. • Mute/blindfold participants throughout the activity. • Instead of making groups start over when the chain is broken you can create penalties like

blinding or muting a group member.

Debrief/ discussion questions:

• How did it feel to be successful/unsuccessful? • How did it feel to be mute? Blind? • What strategy did your team end up using to complete the task? • Who were the leaders in this activity? • Did the team reach consensus on a plan of action? What process did the team go through to

reach consensus?


Image theatre Overview: Participants give physical form to popular education concepts. Time: 30 minutes. Materials: None. Create 4 groups of 6 each with a facilitator for each group. (Francois, Rami, Aurore, Rebecca with help from the three translators Arabic – Spanish, French – Portuguese) Procedure:

1. The facilitator provides each participant a concept card in her or his own language. 2. Indviduals with the same concept card form groups. 3. The group thinks about how to create an image that represents that concept. 4. Someone voluntarily begins by placing his or herself in a postion that represents a piece of a

larger machine creating and repeating a consistent sound and motion that represents the concept for them.

5. One at a time, each person adds his or her body to the "image" repeating a consistent sound and motion that represents the concept for them.

6. When all participants are part of the image, the facilitator freezes the activity and helps the group reflect on their experience using questions that help participants to reflect on the concept.

a. "What were you doing?" b. "What did you notice?" c. "How did you feel?"


Concept Cards

revolución révolution revolução ثثووررةة

concientización

ثثووررةةووععيي conscience consciência

praxis

ععمملليي تتططببييقق praxis praxis

educación bancaria

االلممصصررففييةة االلتتععللييمم banque ancien élève de bancária educação


organización de base comunitario

االلممججتتممععييةة االلممننظظممااتت

organisme communautaire organização comunitária

organizacion no gobermental

االلممننظظممااتت

aucune organisation gobernamental

nenhuma organização gobermental

opresión

االلققههرر oppression opressão

empoderamiento

تتممككيينن empowerment empowerment


justicia

ععددااللةة justice justiça

transformación

تتححوولل transformation transformação

liberación

ععنن االلإإففررااجج relâchez solte

poder puissance poder ققووةة


Techniques for debriefing

1. Debriefing Panel: Create a volunteer panel to share their responses on a particular topic.

2. Q and A: Ask participants to ask questions to the presenters.

simposio sobre educación popular para el cambio social ... · simposio sobre educación popular...

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