3. 3
CulturCooperation e.V. and returned volunteers from Hamburg de-
veloped a diverse programme of workshops that addressed issues
surrounding the role of media and images in international volun-
teering and global citizenship education.
The various workshops have built a platform to discuss the
creation of images and stereotypical representations of Self
and Other, to question power relations in the dissemination of
information and in the creation of power-related imagery and
discriminatory practices.
Furthermore, the returnees attended diverse workshops to
strengthen their skills in acting as global education multipliers
and activists from methodical workshops on alternative learning
spaces, critical media literacy, and creative protest to online fun-
draising.
The outcomes of this methodical and thematic skills training re-
sulted in a day of mentored campaign development such as an in-
visible theatre play, an educational city tour on the topic of migra-
tion and human rights as well as a video clip on street art and new
ways of interaction and communication with one’s community.
We thank all those who attended for their active participation in
discussions and workshops as well as for their commitment to
passing on the results and skills attained to their communities back
home.
Julia Brockmeier
CulturCooperation e.V.
The Work Camp for International Volunteers is part of the
European project “Young Europeans for Global Development”
running from 01.01.2013 to 31.12.2014 with partners in Estonia,
Latvia, Lithuania, Czech Republic and Germany, and several other
associated partners both in the Global North and South.
This project aims at initiating an exchange of knowledge and best
practice principles in International Youth Voluntary Services (IYVS)
among involved stakeholders, such as sending organizations in
Europe and hosting partners in the Global South, and of course,
young volunteers as main actors. This joint project is therefore
organised as a network for tool-sharing, knowledge exchange,
capacity-building, and lobbying.
This international Work Camp has been organised in order to foster
the exchange of experiences between young returned volunteers
from different Global North and South countries and to strength-
en their potential to become active in raising awareness of global
development issues throughout their home countries.
The Work Camp took place in Hamburg between the 4th and 8th
of August 2014 with 45 participants from diverse countries such
as Czech Republic, Estonia, Finland, Germany, Ireland, Latvia, Lithu-
ania, South Africa, Tanzania, who have served as volunteers in local
projects in around 28 countries, such as Brazil, Botswana, China,
Colombia, Ecuador, Ethiopia, Ghana, India, Kenya, Kiribati, Pales-
tine, Papua New-Guinea, Philippines, Mexico, Namibia, Nepal,
South Africa, Tanzania and more.
4. 4
support team of volunteers
Leah Borghorst
(South Africa)
Jonia Bwakea
(Germany)
Philip Francisco
(Brazil)
Kofi Gybrid
(Germany)
Hanna Hanke
(Tanzania, Kenya)
Mpho Hlongwa
(Germany)
Refiloe Nyathikazi
(Germany)
Luisa Klatte
(South Africa)
Jendrik Peters
(Tanzania)
Matthes Lindner
(China)
Christian Röhrs
(Ghana)
5. 5
• Creative Protest – best practice
• The trouble with mass media…finding counter images?
• Online Fundraising – Betterplace.org
• Urban art for global education
• How to set up a project and motivate supporters – Viva con Aqua
• 3 choices for each participant for the whole day to improve skills and enlarge
knowledge on GE content and methods
• Alternative boat tour through the harbour of Hamburg on the topic of
“migration & trade”
THURSDAY, 07.08.2014
Do it yourself:
Plan your own global education tools, actions and campaigns!
A one day practice training on all stages of the planning process and
implementation of a GE activity (plus feedback on the next day)
• Various groups (contents withdrawn from interest and ideas of participants
throughout the first three days)
• Brainstorming/ plan of tasks (topics)
• Develop tools and strategies (methods)
• Prepare presentation (Friday morning)
• A one day practice training on all stages of the planning process and
implementation of a GE activity (plus feedback on the next day)
FRIDAY, 08.08.2014
What next?
• Presentation of activities and concepts of the formed groups
• Summing up/ evaluation/ what next?
• Lunch/ departure
MONDAY, 04.08.2014
Warm up day
• Welcome, meet & greet
• Interactive games/ small group exchange
• “Rally” to Elbe beach
TUESDAY, 05.08.2014
Pictures of self and others
• Global South participants’ input: Images of Europe before
and after vol. service // Images of EU volunteers in their countries //
Stereotypes & discrimination
• Presentations and interactive parts
• Anti-discrimination/critical whiteness workshop: Practical training
on self-reflection, anti-bias and methodical tools
• Informal mini fair for presentations of volunteers’ own projects //
informal exchange
WEDNESDAY, 06.08.2014
Methodical workshops and skills training
3 choices for each participant for the whole day to improve skills
and enlarge knowledge on GE content and methods
• Global Education Toolkit – suitcase of methods
• Invisible Theatre – get out on the streets
• Educational city tours – methods for alternative learning spaces
• How to work with groups: Methods and tools in energizing, group divisions,
feedback, discussion
programme
6. 6
Workshops Tuesday
The volunteer’s learning cycle –
perspectives from Tanzania and South Africa
We all have stereotypes and specific perspectives in mind when
we go abroad. How can we change these perceptions and how
can we use media in a more appropriate, meaning diverse way?
How can we improve the concept of international volunteering,
getting away from the images of Europeans helping the poor to
a complex picture of and public funding for young people from
both the Global South and North volunteering to benefit com-
munities worldwide?
In order to introduce a diversified picture, the speakers have set
up a panel with interviews about the experiences of Global South
volunteers who served communities in Hamburg. Questions
tackled dealt with personal experiences in Germany, images of
volunteers in receiving countries and how to improve hosting and
sending organisations’ relationships and services.
Lessons learnt:
The clip “Save Africa – gone wrong” on how people use stereotypes
in media to raise funds was the starting point for group work on
how one could set up project descriptions both online and printed
and other media displays without perpetuating stereotypes. Along-
side the presentations, participants moreover discussed the rea-
sons of stereotyping and the necessity of fundraising in general on
the demand raised in the video: “Stereotypes harm dignity. Donate
your stereotypes!”
7. 7
Introducing the topic of images of Self and Other began with an
exercise on looking at an opposite partner and telling what s/he
saw without response of the depicted person as well as with a
chain of associations concerning the topic “racism”. In the fol-
lowing group work (4-5 people) participants were asked to align
those to given categories: structural, institutional, individual, re-
sistance & solidarity, discourse & non-discourse;
After a reflection on this group work exercise with questions and
feedback, the group watched short movies named “black doll –
white doll” about a research on internalised racism depicting the
inscriptions and pictures of Self: children in the USA have been
asked to choose between a Black and a white doll as their favour-
ite or pointing out who is the bad/ugly one; the majority of the
children, both Black and white, preferred the white doll yet some
did not state any favour and saw all dolls as equal.
Due to the diversity of nationalities, collective and individual
identities and identifications of participants, a controversial de-
bate has taken place about definitions and understanding of rac-
ism and discriminatory, xenophobic or racist practices. Despite
the diversity of situations in participants’ home towns or coun-
tries and individual perspectives, the following became obvious:
Images and pictures are always contextualized; taking them out
of their context or putting them into another may forward a dif-
ferent message, be misunderstood or reduced in the complexity
of a situation to a single misleading image.
The clip about “The danger of a single story” by Nigerian writer
Chimamanda Ngozi Adichie gave a hint on how to work best with
these images and chains of associations:
“Stories matter. Many stories matter. Stories have been used to
dispossess and to malign, but stories can also be used to empow-
er and humanize. Stories can break human dignity of a people
but stories can also repair that broken dignity… If we reject the
single story, when we realize that there is never a single story,
we regain a kind of paradise.” (TED talk, 2009)
The danger of a single story –
anti-discriminatory practices and critical whiteness
perspectives in global education work
8. 8
Workshops wednesday
Global Education Toolkit –
suitcase of methods
Toolkits are usually a kind of „first-aid-box“, which we keep in our
homes for fixing things. The toolkit for Global Education is dif-
ferent. It is not for fixing, it is for creating. It is intended to be
a resource for creating good, positive and sustainable learning
experiences – for ourselves and for young, not so young, not so
old and old people. The workshop aimed to equip participants
with different interactive methods for planning, conducting and
evaluating workshops, seminars or projects and thus looked at
five phases:
Phase 1: Getting started
Who are the participants? What do we need to know about
them? What do they need to know about us? How do we get to
know each other? What about expectations? Why are we here?
What is important to me? How does the topic affect our lives?
We are all experts.
Phase 2: Information
Different ways of presenting information: How much can partici-
pants digest? How can they take part?
Phase 3: Reflection and evaluation
How can discussion be promoted? How can
new information be integrated? What has been
gained?
Phase 4: Activities
How can activities be developed? What’s next?
What do I do with my knowledge?
Phase 5: Feedback
What do we want to find out from the par-
ticipants? How can we get feedback? Rules for
feedback, affirmation and appreciation.
The approach during the workshop matched
what it hoped to encourage: strong participa-
tion, shared expertise and a whole lot of fun!
9. 9
In this workshop, we aimed to discover the potential of collective
creation in working with communities through techniques to dis-
cuss relevant societal problems in a creative way. Invisible theatre
is applied to the study of clear and well-defined social situations
and reveals what actually exists and thus promotes solutions to
inherent conflicts. The invisible theatre allows us to act, interact
and interpret as actors/ spectators when the actors speak, ex-
press ideas and reveal positions exactly as in everyday life in pub-
lic spaces that are not "a stage, a traditional theatre" and perform
for an audience who does not know they are spectators.
Module I
1. Origins, Development and Examples. First experiences
2. Practices and exercises with actors / non-actors
3. Political Activism
a. The Theatre of the Oppressed in Europe.
b. The image and forum theatre: social and political problems
4. Techniques – not recipes – for political, educational or social
work in image and forum theatre
5. Fundamental Rules: “In discovering drama, the human being
is revealed”
6. Modern times: The other – love – hatred – fear – courage
7. Theatre of the Oppressed: “All human beings are actors and
spectators because they act in the way they observe.”
8. Warm up and theatrical communion. Exercises of memory,
imagination and emotion: “The show is like a game.”
Module II
The Invisible Theatre: Staging – the collective creation
The theatre must clearly characterize the nature of each charac-
ter; make it identifiable with precision, for the viewer to recognize
the ideology of each. Each scene must find the exact expression
of the topic addressed. The expression as a common agreement.
Let’s get out on the streets!
Invisible Theatre as a method
of global education
What is Invisible Theatre?
The theatre is the "art of seeing ourselves" and thus a type of knowledge performance and can be a means of transforming society.
In discovering the drama, the human being is discovered. By receiving from others what they have created and give them the best
of our creation, the theatre of the oppressed generates opportunities for freedom, gives free rein to memories, emotions, imagina-
tion, and thinking about the past, the present and for inventing our future. One can help to build the future rather than passively
wait for it to arrive.
10. 10
Educational city
tours – methods for
alternative learning
spaces
In this workshop participants had the chance to have a look on
the methods and methodology when planning an alternative
city tour. As aims, topics, spaces and places will be different for
every project you may have, the first step is to systemize the
possible formats a city tour can have. We had a glimpse look
on different methods to reach the important discussion on the
methodological frame of your future city tour. This involved
role plays and performances on historical and social circum-
stances as well as on possible locations and urban sites sup-
porting the city tours’ contents such as images and historical
signs, street art, squad tours, explorative and spontaneous city
walks (algorithmic walks/ spider web) and deconstruction of
monuments, parks or buildings.
For sure, talking and discussing is important, but this method-
ology naturally implied to try out some interesting formats of
city tour planning in the surroundings.
The aim of this workshop was to give some new ideas and new
(in)sights on cities and their quarters and take along a bunch
full of ideas and a toolkit to start your own tour in any future
city you will live in.
11. 11
How to work with
groups: Skills, methods
and tools
The aims of this methodical workshop were
a) to explore different tools for energizing, group divisions,
feedback, voting, discussion settings etc. used in group work
with young people
b) to improve and to develop facilitating skills for working with
groups of young people to create a positive atmosphere
among learners and to be able to lead productive discussions
and panel rounds
During the workshop participants were able to try out and develop
themselves a toolbox of methods for everything someone would
need to set up workshops on any topic as structuring elements, as
well as to work practically on one’s facilitation skills, getting
experience and feedback with a group of peers.
The workshop was meant for those who have none up to some
experience in working with groups and wanted to further develop
both skills and ideas to use afterwards.
12. 12
Creative Protest – Best practice
There is no right-or-wrong answer on how to protest – and when.
However this workshop’s aim was to explore different ways of
protesting creatively and showing various examples as inspira-
tion.
The workshop started with questions such as “What is a Pro-
test?” and “What is Creative Protest? When do you have to be
creative?” and participants found various answers as a cluster to
further look for structural elements, goals and needs to set up a
protest.
Golden rules of creative protest
I. Promote, amuse, entertain!
Seek attention for your cause
II. Explore, challenge, educate!
Make your cause other people’s cause
III. Motivate, mobilise, move!
Move the people for your cause
SOURCES OF INSPIRATION
• Re-arrange former activities according to your purposes
• Re-use specific places (parking lots, public squares, parks etc.)
• Competitions
• Fine Arts: Interactive Arts, happenings, flash mobs
• Future scenarios: utopia/ dystopia
• History, memorial days, traditions/ festivities
• Popular culture: film/ advertising/ cartoons
• Dreams
• Sayings/ idioms, dictionaries, books of proverbs
• Nature: Animals and plants
• Songs: change lyrics
• Twitter, google, blogs
EVERYDAY SUBVERSION
• Spuckis (labels that stick with spit only)
• Imitation of product labels (with proverbs, poetry, aphorisms)
• Stamping money
• E-mail signatures
• Use free spaces in forms of public administration
• Ask “stupid” or absurd questions
• Buttons
• …
If you are interested in organising an innovative protest,
please also have a look at the recommendations on further
reading in the back of the magazine…
13. 13
Goals
• Brief historical outline of critical media studies
(Brecht/Benjamin, Horkheimer/Adorno, McLuhan, Baudrillard)
• Discussion of the notion of “representation(s)” and mass
media (Stuart Hall)
• Develop a critical perspective on mass media’s constitutive
role in shaping perception of/and social reality through images
and (consensual/dissensual) signifying practices
Representation ≠ Representation
• Technological development and media materiality: from radio
to web 2.0
• Discussion on the notion of representation and the intricacies
of conceptualization: representation as reflection/distortion
of social reality versus representation as constitutive of
objects and events
Mediatized Events and Media Activism
• Discussion about events that have been represented and
(mass) mediatized in recent years (9/11; Iraq War; Arab spring;
Occupy Wall Street, insurgencies in French banlieues)
• Debate on the pros and cons of using mass media (as
activists) and the role and moral responsibility of people
involved in producing media images and meanings, including
digital media and technologies
The trouble with mass media…
• What is represented, by whom, and how as well as to what
end(s)? Issues of power, hegemony, and ideological framing of
media content
• TINA: Margret Thatcher’s neoliberal doctrine “There Is No
Alternative” as an example of enforced consensus and
blatant depoliticization of social reality vis-à-vis consensual
representation and policy/decision making in the age of
Obama and Merkel
A lively and controversial discussion on the ethics of journalism,
possible avenues for media activism, and question of authenticity
versus strategic intervention followed.
The trouble with mass media…
finding counter images?!
14. 14
Online Fundraising
Betterplace maxims
betterplace is a decision. I recognise my own potential to change
the world – and use it!
betterplace gives everybody the power to act. Big or small,
regularly or as a one-off, on your own doorstep or on the other
side of the world.
betterplace is founded on trust. The best decisions and interactions
come from a strong basis of transparency.
betterplace connects people as equals. People join together in
direct exchange to make a place better together.
betterplace makes big out of small. Even the smallest good deed
has an impact. It can bring a sense of pride and self-confidence to
go further – and it encourages others to act.
How to do good online fundraising and what do I need for it?
FORUM DISCUSSION:
What are possibilities to raise awareness for the work you are
doing?!!
Have you ever asked for donations? If so, how did you do it?!!
If you do not offer online donations yet, why not start now?!
Register your project on:
www.betterplace.org
Raise awareness
for the problem
Report:
Show that the
donation made
a difference!
Strengthen
the decision:
Say Thank you
Ask for
commitment:
Donation
Establish a
relationship
Success Factors:
Loyalty cycle
15. 15
Urban Art for Global Education
Problems faced in the field of global education:
• There is no single truth and it is often hard to tell right from
wrong in complex issues involving social, environmental and
political factors at once.
• Global interdependences are very abstract; people tend to know
a lot about it – but do not change their behavior or lifestyle.
• Practitioners in global education talk about a certain
passiveness among young people, an apathy towards politics
and goals in life.
• Media campaigns, advertising but also global education
activities often address people as consumers only. We talk
about the CO2 footprint and about buying fair trade goods.
We often address individual responsibility but frustrate people
as they feel they have to carry that backpack alone.
• We live in heterogeneous societies yet usually create our
global education activities with and for the majority group
of citizens in our home town/country.
These challenges cannot be faced all at once, yet using arts’
methodologies in global education provides various unique op-
portunities:
• The apprehension of various truths depends on the power of
observation – learning to look in detail is learning to
understand.
• The arts provide an ideal way for learners to express and
celebrate their own ideas, values, and feelings. Learners
can develop their imagination, empathy, and ability to
identify alternatives.
• They provide an accessible way to start exploring complex,
difficult and sensitive issues with nuance.
• They enable learners to respond to diversity and injustice and
to explore them in a way that identifies subtle differences and
opens up possibilities.
• They acknowledge learners’ multiple intelligences, tap into
learners’ creativity, and appeal to those who learn better
through movement and interacting with others.
• They empower learners to develop their own voice and to
share their opinions with others through the creation of art,
music and drama.
Steps in planning global education activities:
• Political analysis, specific aims, target groups and partners
• Ideas for the activity
• Resources (time, location, materials etc)
• Legal circumstances
• Suitability (action has to suit the involved people)
• Time schedule (preparation, implementation, evaluation)
• Mobilization/ fundraising/ PR
• Preparation, implementation, evaluation + celebrations
»»»
16. 16
With a walk in the streets of Altona, this workshop followed a
twofold aim: First, to use the setting of urban arts on the build-
ings to create alternative learning spaces outside the workshop
rooms. Second, to personally experience multiple layers of crea-
tive global education methods, not depending on artistic skills.
1st station: FINDING THE CONNECTION (Nernstweg)
What do artists and educators in global learning have in com-
mon?
Art and culture create space for imagination, dialogue, and in-
terpretation. Artists and writers all over the world are exploring,
commenting on and giving shape to reality. Artists and educators
alike are searching, individually and collectively, for alternative
solutions and other values. A free society needs cultural innova-
tion. But art is also an aim in itself, as a mirror and interpreter of
our existence. (The power of culture (NL) 2009)
2nd station: LEARNING TO LOOK IN DETAIL
(Fabrik - “factory “, a cultural community centre)
Sitting next to this “cultural factory” we discussed tools from
Fine Arts to be used in global education. On our way, participants
have looked for signs and signifiers on the way and found graffiti
tags, lots of stickers and some urban art applications. Introducing
methodologies of Arts can healp to encourage the development
of imagination and tackle passiveness through transformative
experiences of learning by including appealing offers for people’s
multiple intelligences. By going beyond addressing consumption
behavior only and by incorporating diversity we can create an in-
clusive, positive learning experience in which everyone finds their
place and voice and in which a sense of community is built.
3rd station: THE STREET AS A LIBRARY (Wall at Zeisehallen)
Watching a wall with diverse street art images and flipping
through books about street art and graffiti, the group discussed
about the meaning of these symbols and about the challenge
that not all of them give a clear message and are understood
in various ways or, in case of graffiti tags, do not convey any
other message than being visible. Yet despite the uncertainties
of meanings, one can read the signs – even without understand-
ing the spoken language – and see what topics matter to the
community. It is a discourse in the streets which is characterized
through its indirectness and anonymity.
4th station: THE STREET AS A GALLERY (Lessingtunnel)
Just as the flaneur in the era of rising industrialization and up-
coming consumerist culture had a stroll through the streets, be-
ing an individual yet also part of the masses, we engaged both as
individuals and as a group in a practical exercise on creative psy-
cho-geography. How do you create an atmosphere? In your work-
shops? In your campaigns? How do you engage people with their
multiple intelligences to make it a valuable learning experience?
17. 17
Exercise:
1. Please draw your favourite animal on a piece of paper
(This is not about drawing skills!)
2. Take wire and create a hanging line. Put the papers on the line
with clothes’ pegs.
3. Make a short round and ask each person why it is their
favourite animal.
4. Reflection round:
a. What did you get to know about the person when s/he
talked about the animal’s characteristics?
b. What did you get to know through the way the person drew
and spoke/ presented the drawing?
5. Chain of associations: What do you think people passing these
images might think?
5th station: GETTING STARTED (Yard of Werkstatt 3)
Task: Think of one issue in your surrounding at home or in the
world that annoys you and that you want to do something about.
What do you think could be a common cause for this group to get
active about?
18. 18
Viva con Agua: How Arts, music and football as
universal languages can motivate young people for
social engagement in promoting global justice
Viva con Agua de Sankt Pauli is a charitable organisation based in
St. Pauli, Hamburg (Germany), campaigning for clean drinking wa-
ter worldwide.
Besides the air we breathe, water is the most fundamental source
of life. Water creates life, water is life. Water means healthy living,
happy living. For Viva con Agua de Sankt Pauli this is the primary
motivation for their activities – the funding and implementation of
water projects around the world and thus enabling people to access
clean water.
Viva con Agua sees itself as an open network! Everyone can get
involved with Viva con Agua. Women and men of all ages, profes-
sions and backgrounds have access to the network, enabling eve-
ryone to bring in their own skills. Viva con Agua is a platform for
personal initiative and engagement and gave the participants an
overview of ways on how to motivate supporters for your project
and gave an insight on how to successfully set up an international
project promoting global justice.
Viva con Agua is the world's first All-Profit-Organisation; everyone
benefits from their actions – the artists, organisers and visitors of
events for and with Viva con Agua, in particular the people in the
specific project areas. In particular, cross-cultural events form the
basis for our fundraising.
Concerts, parties, fashion shows, football matches, marathons,
exhibitions, bets and even massages - there are no limits to the
creativity of Viva con Agua and its supporters. This plenitude of
ideas has one goal: to raise money for access to clean drinking
water for all. Viva con Agua has a special affinity to the sub-cul-
tural and music youth culture in Germany, now rapidly expand-
ing to Switzerland, Spain, further European countries and even
across the pond to Canada!
19. 19
Here is one out of many examples of the incredible, inexhaustible
and innovative ideas of Viva con Agua activities:
Wasser! Marsch 2008:
In May 2008, a mixed group of idealistic water warriors went on a
march, a water march, or as you would say in German: a Wasser-
Marsch. Starting in Hamburg, they marched for 6 full weeks, day
after day. And after six weeks they arrived in Basel, just in time for
the 2008 UEFA European Football Championship opening game.
But they did not merely walk. The group pushed a big wooden Con-
golesebicyclealltheway.Pushinghardtogetituphillforafewmin-
utes of fun of riding downhill again.
A number of towns and cities along the way took part in Viva con
Agua activities: From concerts and football matches to school
events the group raised both money and awareness for the cause.
True to Viva con Agua's idea of an open network, anyone and eve-
ryone could join the troupe and march for a day or a week or come
to the events. The core group stayed the same all the way, but on
some days there were ten people walking and on others up to forty.
In addition to the marchers, the Viva con Agua office in Hamburg
was busy organising places to sleep for the group. Never exactly
knowing where the group would be at sundown and trying to find a
sponsor, i.e. sleep for free, at hotels, pensions, schools or gyms was
quite a challenge. Viva con Agua combined this unique action with
a wide range of sports, music, social activities, politics and art. It
actually released a soundtrack in time of the start of the hike. Walk-
ing past wheat fields, sleepy villages, alongside riverbanks, muddy
tracks and long forgotten pathways, the committed water fighters
completed an unforgettable journey.
39 days and 1055km later, Viva con Agua had raised over 40 000
Euros – funding 35 clean wells in Auhya Pihni, Nicaragua.
20. 20
Do it yourself:
projects & photos
Thursday and Friday
Pickingupinspirationandideasfromthepreviousdayofworkshops
the first question raised on the DIY day was: What happened?
• What triggered and inspired you for your own setting?
• What would you like to create, develop or try out with the help
of those around you?
• What would you like to follow up on?
• Where can other participants be a resource for you?
Do it yourself doesn’t happen by itself! It needs mutual inspiration
and enthusiasm – it needs articulation and a sense of being under-
stood. This became very evident in the slow motion atmosphere of
early morning reflection and exchange. Once it was there, however,
there was no holding back. Out of seven fields of interest that were
expressed, five activity groups were identified – and got going:
1. Invisible Theatre on creating a welcoming culture at the station
“Altona” (see pictures)
2. Urban city tour on refugees, human rights and a world without
borders (see pictures)
3. Street Art – finding counter-images and ways of interaction
(video-clip to be seen on https://www.facebook.com/yegd2013 )
21. 21
4. Imagery and Social Media Workshop Outline
From the session on global education toolkit, we were given a
broad framework around which to build an effective workshop
with six stages:
1. Introduction – An opportunity to introduce the group, their
expectations and a brief introduction to the focus of the
workshop: Blind introductions.
2. Sensitization – Activities to sensitize the participants to the
subject matter at hand and to contextualise the learning in
the workshop: Exhibition of facebook profile pictures
3. Information – Informing the discussion with relevant
resources/facts: Individuals‘ rights; guidelines/ code of
conduct; psychology/ perception; photos of home vs. photos
of host countries; two sides of the story
4. Reflection - An opportunity to discuss and reflect on the
information/views generated by the workshop: Write a story
of a photo; group discussion; musical chairs: hierarchy of
images; TED talk: The danger of a single story
5. Activity – How to solidify learning from the workshop and
explore ways to use this learning going forward: Rules for
using images; re-create images on “development” in
your hometown
6. Feedback – Feedback for future improvement and to measure
the effectiveness/value of the workshop.
It is around these 6 stages that we constructed our workshop.
An audience remembers 20% of what they hear yet 90% of what
they do! With this fact in mind, our team tried to incorporate
as many activities that would encourage active participation at
each stage with the participants.
5. Sustainability & spirituality:
Matthes (Germany) and Mpho (South Africa) sat together to
discuss their ideas on how to create an awareness for sustainability
by actively changing people’s lifestyle:
City-Zen
City-Zen is an initiative founded by South African activists to tackle
poverty issues in urban centers in an unusual way:
By organizing educational programs for minorities and people
struck by poverty and exclusion they want to help those people to
make a living on their own through integrating them into tradition-
al sustainable ways of self-subsistence: Sewing your own clothes,
growing your own food,... This project is also partner to volunteer
sending organizations in Germany.
VeggieVillage
Launched by Matthes just this year, this project is still a work in pro-
gress. Its first steps can be followed on the URL veggie-village.org
whichaimstocreateanonlinedatabase.Whenfullydeveloped,this
platform is aiming to be the foundation for a worldwide com-
munity sharing its knowledge on ancient, contemporary and
innovative ways to perform a lifestyle that respects nature as
the most valuable part of human life and a place of peace and
freedom. Although starting as an online project it is Veggie
Village's goal to become a facilitator for offline activities and
movements.
Stay connected and keep on sharing:
Find us on Facebook:
WORLD CITIZENS NETWORK HUB
YOUNG EUROPEANS FOR GLOBAL DEVELOPMENT
22. 22
Expert speakers and supporters
Jonia Bwakea
A sociologist by profession, Jonia Bwakea is engaged in many fields
promoting fair trade and international understanding: She has
served as a volunteer in global education projects in Hamburg in
2011/2012. In Tanzania, she works as an information public rela-
tions officer and health plan coordinator in a fair trade coffee or-
ganization based in Kilimanjaro. She is responsible for training
farmers about fair trade, sensitizing them for health issues and co-
ordinating communications between farmers and the union as well
aspromotinggenderequityinthecoffeesector.Moreover,sheisin-
volved in hosting international volunteers as well as Tanzanian field
students from certificate to MA level and seeks to develop more
equitable relations between EU sending organizations with their
hosting partners in Tanzania.
Mpho Hlongwa
Currently enrolled as a student in Admin International Relations,
majoring in the subjects of Political Science and International Rela-
tions with German as a major language at the University of Preto-
ria, Mpho Hlongwa has done a lot of social work already despite her
young age of 20. For many years,she has been supporting young
children of refugee families in South Africa and has been volun-
teering in Hamburg for a year in 2012/2013, always following a big
dream: to make a contribution to a more just society, to work for
constructive change and diversify perceptions of the African con-
tinent as well as strengthen Pan-African and international under-
standing.
Refiloe Nyathikazi
After having graduated from university as a journalist, Refiloe Ny-
athikazi is currently doing a one-year voluntary service in church-
related community work. During her service in Germany she has
been part of the volunteers club World Citizens Network Hub which
has planned and conducted several youth activities for promoting
global justice and raise awareness about global topics, especially
on migration and flight such as two Youth Action Days on the In-
ternational Days of Volunteering and against Discrimination in the
community centre of artists named Gängeviertel as well as church-
based activities of intercultural learning involving Black communi-
ties in Hamburg.
Nissar Gardi
Socialised in two countries and raised multilingually, Nissar Gardi
has worked in various fields of youth and adult political education
concerned with racism critique, empowerment, diversity and
gender-sensitive education work. She is currently working in in-
formal political youth education at the youth section of the Ger-
man Workers‘ union DGB in Bremen. Her work – also as a free-
lancer – is concerned with societal change for an open-minded,
non-discriminatory society; she advocates for politics that em-
power young people and strengthen international solidarity and
understanding.
23. 23
Erik Arellana Bautista
Erik Arellana Bautista is a Colombian human rights activist, docu-
mentary filmmaker, journalist and author. Due to his political work
aiming to keep up the memory of all displaced persons and miss-
ing people through the Colombian regime and the documentation
of current human rights violation, he was monitored and haunted
by the Colombian government. Since June 2014 he is a scholarship
holder of the program ‘Writers-in-Exile’ run by the German PEN
Center.
www.pen-deutschland.de/de/themen/writers-in-exile/aktuelle-
stipendiaten/erik-arellana-bautista/
Liz Kistner
A born South-African, Liz Kistner has lived and worked in Hamburg
for many years in the non-formal education project open school 21
which provides global learning opportunities to school kids outside
their classrooms. As a freelancer, she now further seeks to diversify
perspectives of global interdependence and is currently involved in
various projects such as the alternative literature festival “reading
against nuclear power”, a counter movement against the Vattenfall
Reading Days to strengthen the recognition of many voices in the
public discourse.
Manuel Assner
After finishing his Master degree in Interdisciplinary Latin America
Studies at the University of Hamburg, Manuel Assner is currently
working on his PhD as a research fellow at the Free University of
Berlin. He has conducted many research projects on the subject of
irregular migration and since 2010 has founded the initiative gren-
zgänger (border stroller). grenzgänger offers alternative city tours
on topics such as “people without papers” and the interlinkage of
the changing urban spaces and its influence on marginalized citi-
zens. In addition he is a member of the Working Group Post-Coloni-
al that addresses aspects of the colonial past and post-/neo-coloni-
al present in Hamburg.
www.network-migration.org/experten/datenbank.php?guid=
J88F69&rid=1453
Imen Bessassi
Imen Bessassi studies cultural anthropology and political science at
the University of Hamburg. She is one of the foundation members
of ‘Yalla’, an initiative for freedom and democracy that was inspired
by the Arab Spring. They organize open discussions with interested
partiesandexpertsfrompolitics,economy,scienceandculture.The
aim of this initiative is to arouse the interest of young people for de-
velopments in the Arab area yet also and foremost to spread good
practice of creative protest for more democracy in Germany.
de-de.facebook.com/yalla.hamburg
»»»
24. 24
Ruham Hawash
A Palestinian-Syrian campaigner and activist, fights for human
rights and democracy and freedom of speech, participated in the
Syrian peaceful uprising March 2011, lives in exile. She is interested
in supporting civil rights movements here, spreading her knowl-
edge about creative forms of protest, getting into contact with
young people and sharing concerns, ideas and possible solutions
for more global justice.
Dennis Büscher-Ulbrich
Since 2012 Dennis Büscher-Ulbrich works as a research fellow (Post
Doc) at the English Seminar of the Christian-Albrechts-University in
Kiel. He teaches American studies and cultural theory. His research
interests are various to range from critical theory and post-Marx-
ism to experimental theatre and performance art. His dissertation
about ‘Dissensual Operations: Bruce Andrews and the Problem of
Political Subjectivity in Avant-Garde Poetry and Aesthetics’ proves
of an enthusiasm about the constant search of counter-images for
promoting social justice which is balanced through a personal let
out as a drummer and poet.
www.anglistik.uni-kiel.de/de/fachgebiete/kultur-und-medien-
wissenschaften/dennis-buscher/buescher
Michael Fritz
Michael Fritz is one of the foundation members of Viva con Aqua
deSanktPauli,acharitableorganizationbasedinSt.Pauli,Hamburg
(Germany) which is campaigning for clean drinking water world-
wide. Since its beginning in 2006, the network of Viva con Agua
consists of active supporters and crews in more than 40 European
cities. Viva con Agua is a platform for personal initiative and en-
gagement with open doors to get involved. www.vivaconagua.org
Renata Kalivod
As a youth worker and trainer from Riga (Latvia), Youth Develop-
ment, and Cooperation Multicultural Union (JASMA), Renata Kal-
ivod works with young people and people who work with young
people, believing that being involved in non-formal education
changes people's life.
Among others, she works with topics of intercultural learning, hu-
man rights education, minority and gender issues, and with those
connected to coaching and training of trainers, facilitators, and
youth leaders.
Julia Brockmeier
After finishing her master degree in Cultural Studies and English
Speaking Cultures, she has been working at the interface of global
and intercultural learning, political education and Fine Arts. Besides
her work for CulturCooperation e.V. in this EU-funded project on in-
ternational volunteering and global education, she is promoting the
off space gallery nachtspeicher23 on a voluntary basis and seeks to
strengthening young individuals and initiatives in their own social
and political causes through networking, skills training, fundraising
and lobbying.
www.culturcooperation.de
Sandra Spreemann and Tom Steinelt
Botharevoluntaryambassadorsfortheonlinefundraisingplatform
betterplace.org. In free workshops and consultation hours, people
can get theoretical and practical advice on how to set up profiles to
raise funds for their projects for global change.
For more information, please visit:
www.betterplace.org
25. 25
evaluation
The analysis of the evaluation questionnaires has
resulted in the following summarised findings:
The general evaluation of the camp has been assessed as 80% per-
sonally important and comprehensively well-organised. The main
intention for participation at the camp by the volunteers was to
meet and create a network with other volunteers. The volunteers
stated their primary interest was to learn specific methods and
tools in global education and share from their various experiences
from international volunteering. Moreover, the returnees’ inten-
tions to take part include getting motivation and inspiration for
their work as multipliers. On assessing, 93% of volunteers stated
that their expectations of the work camp had been met fully or to
a satisfying extent.
Furthermore, the participants did not only name meeting volun-
teers from other countries, especially from the Global South, as one
of the most important reasons for participation yet also evaluated
the international exchange very positively: The majority of partici-
pants gained new perspectives (94%) as well as fostering construc-
tive contacts for their own social network (98%).
The most important topic(s), inspiration or information they gained
during the workshops was methodical know-how (primarily from
Viva con Agua, Invisible Theatre, alternative city tours and global
education toolkit). Moreover, participants felt they gained new insights through exchange with the oth-
er participants and speakers, partly combined with motivation and inspiration, as well as certain topics
(e.g. South-North volunteering; racism/ discrimination/ critical whiteness).
Topics and questions that participants felt were missing or which have not been thoroughly discussed
were differing: Some would have liked to discuss the topic of „development“ more generally, others
expected the camp to be not so much about imagery in general but more focused on social media;
some also missed a deep discussion about south-north volunteering and practical tools in anti-racism/
discrimination work. A few were also missing more critical discussions about the impact of international
volunteering.
98% gained new ideas and perspectives and 85% of participants found it helpful to develop an own pro-
ject during the DIY-day; 15% felt the self-organised group work did not support their own multiplication
work. Nevertheless, 42 out of 44 participants answered positively to the question if they take ideas and
concepts back home to be realized in their home communities.
In the returned volunteers’ opinion, the most important results of the work camp to be passed on to the
conference of sending organisations in Kaunas in September 2014 were:
• Improvement of preparation: Volunteers should be sensitized to the fact that they are not going to
help but instead that they are going to learn
• Extend networking with an idea to prolongue volunteering after being abroad: What could be other
resources – apart from funds – to support youth initiatives?
• A stronger commitment to South-North exchange to foster better collaboration between sending
and hosting organisations with the aim to ensure sustainability of services
"The overall message is that our volunteer experiences have inspired us and the work camp gave us an
arena to further pursue our dreams."
26. 26
Further reading and
worthwhile watching
Global citizenship education and creative learning
opportunities
Andreotti, Vanessa (2006): Soft versus critical global citizenship
education
http://www.osdemethodology.org.uk/texts/softcriticalvan.pdf
Boyd, Andrew (2012): Beautiful Trouble: A Toolbox for Revolution.
http://www.orbooks.com/catalog/beautiful-trouble/
Broken City Lab (2009): Algorithmic city walk
http://www.brokencitylab.org/blog/algorithmic-walk/
Comhlámh (2011): Exploring Diversity & Global Justice through the
Arts – An educational resource for second level schools.
http://www.ubuntu.ie/media/Exploring-Diversity-Global-Justice-
Arts.pdf
Comics and cartoons in education work
Basic manual how to do make comics in 12 languages as well as in 5
languages how to hold a workshop on this for a group.
http://www.worldcomics.fi/index.php/downloads/
Through Other Eyes
A free online study program for educators highlighting indigenous
perspectives of the development agenda
www.throughothereyes.org.uk
Open Spaces for Dialogue and Enquiry methodology
Offering a way to teach about global issues and perspectives focus-
ing on interdependence
www.osdemethodology.org.uk
Songs for teaching. Ideas on using music in global education
www.songsforteaching.com/index.html
Global Thinking
A small consultancy of specialists in the UK for educators who en-
able young people to shape their futures in a fair and sustainable
world by providing inspiration and innovation in global learning.
http://www.global-thinking.org.uk/
Creative Direct Action Visuals. The Ruckus Society (2007)
http://ruckus.org/downloads/RS_ActionVisuals.pdf
North South Centre of the Council of Europe. 2012 (2008):
Global Education Guidelines. A handbook for educators to
understand and implement global education.
http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEguide-
lines-web.pdf
O’Loughlin, Eddie and and Liam Wegimont (2008). Quality in Global
Education. An Overview of Evaluation Policy and Practice. GENE
Global Education Network Europe.
Price, Joanne (2003): Get global! A skills-based approach to active
global citizenship.
(A teachers’ guide on how to facilitate and assess active global
citizenship in the classroom)
http://www.participatorymethods.org/sites/participatorymeth-
ods.org/files/get%20global_price.pdf
The Arts: the global dimension, DEA
www.globaldimension.org.uk/docs/dea_arts_gd.pdf
27. 27
Activism for Global Justice
Canning, Doyle and Patrick Reinsborough (2010): Re:Imagining
Change: An Introduction t Story-Based Strategy. Oakland, CA: PM
Press.
Colours of Resistance Archive
http://www.coloursofresistance.org
CrimethInc (2006): Recipes for Disaster: An Anarchist Cookbook.
Salem, OR: CrimethInc Far East.
Duncombe, Stephen, ed. (2002): The Cultural Resistance Reader.
London and New York: Verso.
Freire, Paulo (2006): Pedagogy of the Oppressed. New York and
London: Continuum.
Hawken, Paul (2007): Blessed Unrest. New York: Penguin.
INCITE! Women of Color Against Violence (2007): The Revolution Will
Not Be Funded: Beyond the Non-Profit Industrial Complex. Brooklyn,
NY: South End Press.
Sen, Rinku (2003): Stir It Up: Lessons in Community Organizing and
Advocacy. Hoboken, NJ: Jossey-Bass/ Wiley & Sons.
Shirky, Clay (2008): Here Comes Everybody: The Power of Organizing
without Organizations. New York: Penguin.
Solnit, David (2004): Globalize Liberation: How to uproot the System
and Build a Better World. San Francisco: City Light Books.
The Ruckus Society
http://ruckus.org
Training for Change
http://www.trainingforchange.org
Challenging perspectives
africaisacountry.com
Blog which is not about starvation, Bono or Barack Obama but
informs about what happens in all African countries in politics, social
and cultural life
nef (the new economics foundation) 2010:The Great Transition. A
tale of how it turned out right. http://b.3cdn.net/nefoundation/
d28ebb6d4df943cdc9_oum6b1kwv.pdf
riotgrrrlberlin.tumblr.com
Blog, not only about punk rock yet also about feminism today and
the connection between sexism and other power issues
Situation in Nigeria seems pretty complex
http://www.youtube.com/watch?list=PLX23zacIqGJwqhfLIGrzk1HN
im9gyPQJG&feature=player_detailpage&v=Pwom49awRKg
Talk to Al Jazeera: Binyavanga Wainaina: Re-Writing Africa http://
www.youtube.com/watch?v=qMODRFS2Pbc&list=PLX23zacIqGJwq
hfLIGrzk1HNim9gyPQJG&index=5
U.S. Shocked Andorra Not In Africa
http://www.youtube.com/watch?list=PLX23zacIqGJwqhfLIGrzk1HN
im9gyPQJG&feature=player_detailpage&v=3q_iqrvnC_4
We: A Documentary Featuring the Words of Arundhati Roy. Created
anonymously.
http://www.weroy.org
Women are heroes – film, book and project
http://womenareheroes-lefilm.com/site_womenareheroes/
Invisible Theatre
Boal, Augusto (2006): The Aesthetics of the Oppressed. New York:
Routledge
Leigh Anne, Howard (2004): Speaking Theatre/Doing Pedagogy. Re-
Visiting Theatre of the Oppressed. Communication Education 53.3.
Milling, Jane. and Ley, Graham (2001): Modern Theories of Perfor-
mance. From Stanislavski to Boal. Palgrave, New York.
Sharon, Green (2001): Boal and Beyond. Strategies for Creating Com-
munity Dialogue. Theater 31.3
Theories on Development and Charity
Africa for Norway – New charity single out now!
http://www.youtube.com/watch?v=oJLqyuxm96k
Crush, Jonathan (ed.) (1995): Power of Development. Routledge
»»»
28. 28
Escobar, Arturo (1995): Encountering Development. The Making
and Unmaking of the Third World
Princeton University Press
Kapoor, Ilan (2008): The Postcolonial Politics of Development.
Routledge
Kapoor, Ilan (2012): Celebrity Humanitarianism. The Ideology of
Global Charity. Routledge
Kothari, Uma (Hg.) (2005): A Radical History of Development Stud-
ies: Individuals, Institutions and Ideologies. Zed Books
Let’s save Africa – Gone wrong!
http://www.youtube.com/watch?v=xbqA6o8_WC0
Mudimbe, Valentin Y. (1988): The Invention of Africa .Gnosis, Phi-
losophy, and the Order of Knowledge. Indiana University Press
White Charity
http://www.whitecharity.de/index_files/Page1147.htm
Postcolonialism and paternalism in international
cooperation
Andreotti, Vanessa (2011): Actionable Postcolonial Theory in Educa-
tion. Palgrave Macmillan
Cultural identities and Othering
Adichie, Chimamanda (2009): The danger of a single story
http://www.ted.com/talks/chimamanda_adichie_the_danger_
of_a_single_story.html
Dussel, Enrique (1995). The Invention of the Americas. Eclipse of
„the Other" and the Myth of Modernity. http://biblioteca.clacso.
edu.ar/ar/libros/dussel/1492in/1492in.html
Stuart Hall (1992). "The Question of Cultural Identity". In: Hall,
David Held, Anthony McGrew (eds), Modernity and Its Futures.
Cambridge: Polity Press, pp. 274–316.
Stuart Hall (1997). Representation: Cultural Representations and
Signifying Practices. London: SAGE Publications Ltd.
Wainaina, Binyavanga (2005): How to write about Africa
http://www.granta.com/Magazine/92/How-to-Write-about-
Africa/Page-1
Critical Whiteness and Racism
Berliner Entwicklungspolitischer Ratschlag (Hg.) (2013): Develop-
mental Turn. Neue Beiträge zu einer rassismuskritischen entwick-
lungspolitischen Bildungs- und Projektarbeit
Dyer, Richard (1997) White. Routledge.
Ashcroft, Bill/ Griffiths, Gareth/ Tiffin, Helen (2000): Post-Colonial
Studies. The Key Concepts. Routledge
Baaz, M. E. (2005): The Paternalism of Partnership. A Postcolonial
Reading of Development Politics. Zed Books
Chakrabarty, Dipesh (2000): Provincializing Europe. Postcolonial
Thought and Historical Difference
Princeton University Press
Eriksson Baaz, Maria (2005): The Paternalism of Partnership. A Post-
colonial Reading of Identity in Development Aid. Zed Books
Escobar, Arturo (1995): Encountering development: The making
and the unmaking of the Third World
Princeton, N.J., Princeton University Press.
McEwan, Cheryl (2009): Postcolonialism and Development. Rout-
ledge
Mbembe, Achille (2001): On the Postcolony. University of California
Press
Pollard, Jane; McEwan, Cheryl; Hughes, Alex (Hg.) (2011): Postcolo-
nial Economies. Zed Books
Quijano, Aníbal (2000): Coloniality of power, Eurocentrism, and
Latin America. Nepantla: Views from South, 1(3): S. 533-580
29. 29
Fanon, Frantz (1963): The Wretched of the Earth. Grove Press.
New York
http://www.greatissuesforum.org/pdfs/fanon.pdf
Goudge, Paulette (2003): The Power of Whiteness: Racism in Third
World Development and Aid.
Lawrence & Wishart. London
How Black People See White Culture
http://www.youtube.com/watch?list=PLX23zacIqGJwqhfLIGrzk1HN
im9gyPQJG&feature=player_detailpage&v=3e5mivkXmsc
If Black people said the stuff White people say:
https://www.youtube.com/watch?v=A1zLzWtULig&feature=you
tu.be
If Asian people said the stuff White people say:
https://www.youtube.com/watch?v=PMJI1Dw83Hc
Kilomba, Grada (2008): Plantation Memories. Episodes of Everyday
Racism. Münster: Unrast
Neverdeen Pieterse, Jan (1992): White on Black. Images of Africa and
Blacks in Western Popular Culture. Yale University Press.
Re/Positionierung/Metanationale (2009): Critical Whiteness / Per-
spectives of Colour. NGBK
Roediger, David R. (Ed.) (1998): Black on White. Black Writers on
What it Means to Be White.
Schocken Books
Wilson, Kalpana (2012): Race, Racism and Development. Zed Books
racismschool.tumblr.com
Blog about racism
Media and communication
Achbar, Mark and Peter Wintonick (1992): Manufacturing Consent:
Noam Chomsky and the Media. New York: Zeitgeist Films.
Andreotti, Vanessa (2012): Editor’s preface „HEADS UP“. Critical
Literacy – Theories and Practices 6(1): S. 1-3 http://www.criticallit-
eracyjournal.org
Center for Media Justice
http://centerformediajustice.org
Comhlámh - Social Media Guidelines
http://www.comhlamh.org/resources/
Multinational Monitor
http://multinationalmonitor.org
Open Secrets
http://www.opensecrets.org
Stuart Hall (1971). Deviancy, Politics and the Media. Birmingham:
Centre for Contemporary Cultural Studies.
Stuart Hall (1980). "Encoding / Decoding." In: Hall, D. Hobson, A.
Lowe, and P. Willis (eds). Culture, Media, Language: Working Papers
in Cultural Studies, 1972–79. London: Hutchinson, pp. 128–138.
Tactical Media Files
http://www.tacticalmediafiles.net
Online Fundraising
www.betterplace.org
www.fundraisingakademie.de
www.fundraisingbox.com
www.fundraising-wiki.de
www.gute-geschaefte.de
www.helpedia.de
www.online-fundraising.org
www.payback.de/spendenwelt
www.startnext.de
www.blogspot.com (plus bank account no.)
www.adtruism.com
www.booster.com
www.planethelp.com
www.justgiving.com
www.globalgiving.org
www.gogetfunding.com
31. 31
Many thanks to our sponsors
The documentation is part of the project "Young Europeans for Global Development" which is financially supported
by the European Union.. The contents of this document are the sole responsibility of CulturCooperation e.V. and can
under no circumstances be regarded as reflecting the position of the European Union.
Norddeutsche Stiftung für
Umwelt und EntwicklungEuropeAid
credits
Published by:
CulturCooperation e.V.
Nernstweg 32-34
22765 Hamburg
mail: info@culturcooperation.de
tele: 0049 – (0)40 - 39 41 33
www.culturcooperation.de
Editing:
Julia Brockmeier
Andrew Byrne
Sarah Burke
Hanna Hanke
Matthes Lindner
Liz Kistner
Graphic design:
Maren Werner
falena design
mail: info@falenadesign.de
tele: 0049 – 172 44 22 882
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