Humanity in
action
A joint conference on migration and conflict from
Positive Images and Justice and Fairness
5th, 6th, 7th October 2011
London, UK
In partnership with
2
Contents
Introduction
1. Day 1 Justice & Fairness National
Competition
2. Day 2 Learning Together - Methods for
engaging young people on migration and
conflict
p4
Conference Speakers: Why education on migration
and conflict matters
p9
Workshop 1 Introducing the Positive Images Toolkit:
An educational resource on migration and
development
p 11
Workshop 2 Delivering migration classes in diverse
educational contexts: Learning from Romania and
Latvia
p 12
Workshop 3 Justice & Fairness Module 1 – Using
images to explore conflict
p 13
Workshop 4 Justice & Fairness Module 2 – Protecting
vulnerable people in armed conflict
p 14
Workshop 5 Using drama to teach young people
about migration
p 15
Workshop 6 Using children’s literature to teach
migration and conflict
p6
p9
p 16
Workshop 7 Exploring conflict through the creative
arts
p 17
Workshop 8 Delivering migration classes in diverse
educational contexts: Learning from Positive Images
in Portugal and Cyprus
p 18
Workshop 9 Peer education: Experiences from
Bulgaria and Austria
p 19
Workshop 10 Justice & Fairness Module 3: Wars have p 20
limits
Workshop 11 Justice & Fairness Module 4:
Enforcement of IHL using a mock trial method
p 21
3
Workshop 12 Exploring the concept of humanitarian
space
p 22
3. Day 3 Sharing Together
p 23
Workshop 1 Using public campaigns to raise
awareness of migration: Experiences of the Bulgarian
Red Cross and the Irish Red Cross
p 23
Workshop 2 Paxium: A role play activity exploring
issues arising from armed conflict in a fictional
country ‘Paxium’ (from the Canadian Red Cross)
p 24
Workshop 3 Involving migrants in awareness raising
activities: Experiences from the Danish Red Cross
and Malta Red Cross
p 25
Workshop 4 Youth as Agents of Behavioural Change
(an IFRC initiative)
p 27
Workshop 5 Engaging young people through
competitions: Learning from the British and
Netherlands Red Cross
p 28
Workshop 6 Methods of engaging educators and
young people in humanitarian issues around conflict
– Raid Cross and Limito
p 29
4. Conference feedback and evaluation
p 30
5. Conclusion
p 32
Appendices
p 33
Conference delegates
p 33
Humanity in Action conference agenda
p 38
Exploring conflict through the creative arts
Supporting Document
p 42
Exploring the concept of humanitarian space
Supporting Document
p 43
4
Introduction
To celebrate the success of two British Red Cross educational
projects, Positive Images & Justice and Fairness, a three day
conference was held summarizing the goals, methodologies and
benefits of the educational resources.
Positive Images
Positive Images began in 2009 with the aim of reaching three million young people over
three years. British Red Cross activities were implemented in Bristol, Glasgow,
Nottingham and Thetford and through partner EU Red Cross National Societies in
Austria, Belgium, Bulgaria, Cyprus, Denmark, Greece, Ireland, Latvia, Malta, the
Netherlands, Portugal, Romania and Sweden.
> promotes positive attitudes among young people in the European Union (EU), aged 12
to 25,
towards vulnerable migrants
> raises awareness of development issues,
> enables exchange of learning across the EU.
Justice and Fairness
A three year partnership between Allen & Overy LLP and the British Red Cross was
launched in 2009 to increase knowledge about International Humanitarian Law (IHL), a
set of rules which seek to limit the effects of armed conflict for humanitarian reasons. IHL
education is also about developing a concern for the protection of life and human dignity,
applying values, building skills such as critical thinking, problem solving, debate and
discussion, looking at issues from multiple perspectives and thinking about
consequences. The partnership aims to harness both partners’ resources and expertise
through the development and provision of:
> An education resource Justice and Fairness which covers the basic principles of
International Humanitarian Law (IHL), and fulfils the requirements of citizenship curricula
at Key Stage 4 in England. Knowledge of IHL is also a requirement of the GCSE
examinations at Key Stage 4.
> Symposia for young people in which they are given the opportunity to step into the
shoes of those involved in a hypothetical international conflict through the game Paxium,
and to participate in workshops on taking action.
> Conferences and continuing professional development for teachers.
> A national competition which offers young people aged 13 to 17 across the UK the
opportunity to develop creative, interactive presentations (which may incorporate video,
photography and other media) on action-based projects carried out within their school
or local community. Entries can be based on a range of topics related to the theme of
justice and fairness.
The competition complements students’ citizenship studies controlled assessments, and
also fits with other citizenship activities in formal and informal education settings. The
competition is open to teams of up to six young people.
5
The aims of the conference included:
> The launching, distribution and promotion of Positive Images and Justice and Fairness
educational resources internally to Red Cross educators in the British Red Cross and EU
National Societies and externally to teachers.
> To showcase, share learning and good practice on engaging young people on
migration and conflict issues based on learning from Positive Images and Justice and
Fairness.
> To build partnerships encouraging future working relationships, particularly future joint
projects among Red Cross National Societies linked to upcoming funding bids.
> To encourage teachers and external educators to integrate conflict and migration
issues into their teaching practice and support them in the development of skills to do
this.
> To build and share experiences with EU Red Cross National Societies to develop
youth awareness-raising projects and future collaborations and partnerships.
Hosted by the British Red Cross, the three-day event in London marked the end of the
projects and aimed to explore the role of young people in the EU in addressing the
phenomenon of migration and conflict. Seventy delegates, including representatives from
15 EU Red Cross National Societies, attended the conference. Appendix 1 includes the
delegate list and Appendix 2 includes the conference agenda.
This report captures the key learning and ideas that were shared and generated
throughout the conference. It is aimed both at those who attended the conference as well
as others who are interested in learning about what the project has achieved to date and
what the next steps are for continuing to benefit from the educational resources and how
best to independently use them.
6
Day 1 Justice & Fairness National Competition
Introduction
The first part of this report provides an overview of the teams and schools who
took part in the Justice and Fairness National Competition on the first day of the
conference. Included are reviews of their entries, presentations and the final
competition results.
The Justice and Fairness competition 2011 final was hosted at the Allen and Overy
offices in London on 5th October 2011.
Seven teams of young people were selected for the final. The successful teams
presented their projects to a panel of high profile judges in front of an audience
composed of teachers, youth workers, Allen & Overy staff, British Red Cross staff and
volunteers and international guests from a number of other Red Cross National Societies.
The Judging Panel
Geoffrey Loane – Head of International Committee of the Red Cross (ICRC) Mission, UK.
Mairi Allan – Head of Schools and Community Education, British Red Cross
Caroline Brandao – Legal Advisor in IHL, French Red Cross
Charlotte Edmond – Features Editor, Legal Week Publication
Patrick Mears – Tax Partner, Allen and Overy LLP.
The Teams
Ashfield Girls’ High School, Belfast
Bloomfield Collegiate School, Belfast
Our Lady & St Patrick’s College, Knock, Belfast
George Heriot’s School, Edinburgh
Hutcheson’s Grammar School, Glasgow
Sandbach High School, Cheshire
St John Houghton Catholic School, Derbyshire
Summaries of Finalists’ action projects
Ashfield Girls’ High School, Belfast
Theme: Child brides
This team of Year 10 students focussed on child brides. The team researched the issue,
conducted a survey, and devised and provided two awareness- raising assemblies
reaching 351 pupils and teaching staff. They also raised awareness by designing and
displaying posters around their school, organising an alternative uniform day, fundraising
bun sale event, and by devising and performing a play for their school.
7
Bloomfield Collegiate School, Belfast
Theme: Asylum Seekers
This team of 13 and 14 year olds, inspired by meeting an asylum seeker, set out to
explore the subject of asylum seekers, with a particular focus on raising awareness of the
practical difficulties faced by asylum seekers. As part of their entry, the team submitted a
written presentation which set out the results of their research as well as their views on
the subject. The team liaised with many people in the community to obtain their views on
the issue, and raised awareness by creating and giving presentations to their peers, and
also conducting specific lessons on the subject. They also visited a local primary school
where they coordinated and provided an interactive learning session and presentation.
Our Lady & St Patrick’s College, Knock, Belfast
Theme: Water Aid
The team of Year 11 student chose to focus on the water crisis and the basic right to
water. They researched the issue of water safety. The team designed posters and a
memo board that they displayed in areas of the school to reach a broad audience. They
wrote letters to political leaders and committees to express a need for continued support
and aid on the crisis, and invited guest speakers to participate in a full day workshop
which they organised for all Year 11 students. As part of their efforts to reach out to the
wider community, they worked with a local Girl Guide unit to run a session on the issue.
Some of the team members took part in a fun run which they used as a forum for raising
awareness and carrying out fundraising.
George Heriot’s School, Edinburgh
Theme: Homophobia
The team of 16 year olds mounted a campaign to raise awareness of the issue in the
school through posters and stickers which they devised. The team produced a DVD and
set up a blog where they posted inspirational photos, videos and answers to questions.
The blog now has 3,500 followers. They distributed handmade bracelets carrying the
message and advertising their blog. They surveyed members of the public, wrote to local
politicians, and held an awareness raising assembly at school.
Hutcheson’s Grammar School, Glasgow
Theme: Achieving the millennium development goals will defeat injustice and
conflict
This team of 14 and 15 year olds researched the issue, expressed their views, chose
universal education as an important goal to focus on, developed and provided a
presentation to all first year pupils, sent a petition to leaders, prepared a video which was
posted on YouTube, and reached out to their partner school in rural Southern India via an
on-line blog they set up for this purpose.
Sandbach High School, Cheshire
Theme: Human sex trafficking
This team, aged 13 to 16 years, researched the issue of sex trafficking and looked at
ways they could create awareness through the school and in the wider community. They
developed lesson plans for a Year 8 class, and prepared assembly presentations that
were age appropriate for their audience. They also contacted local politicians to explain
what they were doing. Their efforts were published in local newspapers.
St John Houghton Catholic School, Derbyshire
8
Theme: Child trafficking and sexual exploitation
This team was aged 14 and 15 years. They researched the issue, and engaged with a
number of organisations in searching for resources. Using these materials, they
undertook a proactive advocacy effort which included setting up a Facebook group and
servicing a stall in school over the course of a week, using materials they devised
themselves to talk about the issue with their fellow pupils. They produced a 3 minute
video slideshow for the purpose of raising awareness.
Competition Results
The panel of judges looked for evidence of research, advocacy and presentation skills,
taking action, critical evaluation and learning from the projects undertaken.
The competition was won by the team from George Heriot’s School, Edinburgh. The
runners –up were the team from Hutcheson’s Grammar School, Edinburgh.
The winning team will receive a free trip to Switzerland to visit the Red Cross’
headquarters and the United Nations in Geneva, while the runners up will visit the war
crimes team at the Foreign & Commonwealth Office in London.
Audience Feedback
An audience of over 100 attended the competition final, and were enthusiastic and
impressed by what the young teams had achieved. Here are just some of their
comments:
“Great to see young people passionate about important issues.”
“The young people’s presentations were excellent and truly inspiring.”
“Excellent learning opportunity for young people, having the competition motivates
teachers to support action projects.”
“The national aspect is fantastic, young people gathering from across the UK and hearing
each others’ views and projects.”
“It gets young people interested in social issues.”
“The benefits for young people are too many to list! I think it’s a brilliant way of getting
young people involved and taking action.”
“The competition provides an excellent learning opportunity for the young people who
clearly displayed the enjoyment and satisfaction they derived from involvement in their
specific project.”
“This type of competition really empowers young people, and allows them to critically
think about complex issues.”
Further information
Deidre Coffey, Senior Education Advisor: dcoffey@redcross.org.uk
www.redcross.org.uk/What-we-do/Teaching-resources/Teaching-packages/Justice-andFairness
9
Day 2 Learning Together - Methods for engaging
young people on migration and conflict
Conference Speakers: Why education on migration and conflict
matters
The following section sets the scene by exploring some of the reasons why education
on migration matters. This includes key information on migration in the EU, based on
the presentations delivered by speakers at the conference. Speakers included:
Geoff Loane- International Committee of the Red Cross, Head of Mission in London
Experiences from the ICRC in the field
Sue Le Mesurier- Senior Policy and Programme Support Officer on Migration,
International Federation of Red Cross and Red Crescent Societies
Migration in Europe
Elly Tobin- Principal Joseph Chamberlain College and Director of the College of
International Citizenship - Birmingham
The importance of educating young people in migration and conflict
Geoff Loane Head of Mission of the ICRC in
London provided an overview of the mission
and mandate of the ICRC; to protect and
assist the civilian and military victims of
armed conflicts and internal disturbances on
a strictly neutral and impartial basis and to
promote compliance with International
Humanitarian Law. As well as protecting
both civilians and detainees, the ICRC
assists conflict victims by providing health
services including primary health care, war
surgery and first aid, health in prisons and
physical rehabilitation. They offer economic
security in the form of economic support, survival relief and economic rehabilitation, and
restore family links for those who have lost touch with their loved ones through war and
conflict. Geoff spoke about the current challenges faced to humanitarian action and the
crucial role of the ICRC in conflict situations providing further insight and understanding
to the importance of impartiality out on the field and in an educational setting.
Sue Le Mesurier spoke on the involvement of the IFRC in the role of migration and
development in the EU. Working with and for vulnerable migrants is one of the longstanding traditions of the International Red Cross and Red Crescent Movement (“The
Movement”). The approach of the Movement to migration is strictly humanitarian and
focuses on the needs, vulnerabilities and potentials of migrants, irrespective of their
legal status, type, or category. A brief summary of migration patterns in Europe since
the 1960’s to the present day was given, exploring some of the global issues that
shaped migration throughout the years.
10
Sue discussed the importance of the organisations presence along the migratory trails
to ensure the safety of migrants especially during dangerous journeys. Touching on the
fundamental role of the Italian Red Cross as an example, Sue described their recent
response and challenges in dealing with the arrival of North African migrants fleeing
from their home countries. Following the eruption of the conflict in Libya in January 2011
there was a displacement of around 800,000 persons towards neighbouring countries
and Europe’s borders. As of mid-January some 35,000 migrants from Tunisia and Libya
arrived at the shores of Lampedusa and Malta. By June 2011, more than 40,000 people
risked the Mediterranean crossing on overcrowded boats and reached Lampedusa. An
estimated 2,000 have died in the attempt. The Red Cross provided emergency first
response and medical assistance, engaging in relief work 24 hours a day with
volunteers and professionals including doctors, nurses, cultural mediators and
logisticians.
Comparisons were drawn in relation to the mixed reactions and concerns shared by the
local population of Lampedusa residents and how this reaction was reflective of many
European societies who have dealt with migration in their countries. Young people were
described as a driving force for positive change in helping improve attitudes towards
migrants. As well as addressing the concerns of the locals who felt that the high levels
of immigration would affect their tourism and job prospects, Sue spoke of addressing
the needs of young migrants by giving them a voice and recognising their unique
abilities.
As a result the IFRC has introduced the Youth as Agents of Behavioural Change
(YABC) programme as a way to give young people (including young migrants) a voice
and encourage them to set the example through promoting non-discrimination and
tolerance towards migrants. This programme aims to develop behavioural skills.
Through innovative methods, young people are empowered to work towards change,
both within themselves and as leaders in their communities. Please see p 28 for further
details on the YABC workshop.
Elly Tobin
Elly Tobin is currently the Principle of Joseph Chamberlain Sixth Form College and the
Director of the College for International Citizenship in Birmingham UK. Joseph
Chamberlain College offers a range of courses preparing 16- 19 year olds for University
or employment while the College for International Citizenship, based at Joseph
Chamberlain college, offers courses in international citizenship to students from all over
the World. In both colleges students representing ethnic minorities make up a large
proportion of the student population and social responsibility is an underpinning value in
both institutions,
Elly has led a number of courses in international citizenship and migration. She is also
one of the founder directors of the International Writing project and has led a series of
workshops both in the UK and the EU on citizenship. She is an experienced teacher,
senior manager, teacher trainer and educational consultant with a career of over 30
years in Europe, South East Asia and the Far East. During the conference, six students
from Joseph Chamberlain attended and prepared a performance for one of the Positive
Images workshops; ‘Using drama to teach young people about migration’. See p 17 for
further details.
Her presentation focussed on the need to understand and embrace migration as part of
the changing face of Europe and the important role young people play in building safe,
responsible and responsive community cohesion.
11
Workshops – Thursday 6 October
Below is a summary of the workshops that took place on Thursday 6 October. The
workshops explored methods used and learning practices from Red Cross National
Societies in Romania, Latvia, Portugal, Cyprus, Bulgaria, Austria and the UK, as well as
information on the methodologies used by other members of the British Red Cross
education team. Red Cross facilitators participated in the Positive Images and Justice
and Fairness projects from January 2009 through to June 2011 and the information is
based on workshops delivered by staff and volunteers at the conference.
2.1 Introducing the Positive Images toolkit: An educational
resource on migration and development
The workshop, facilitated by British Red Cross Positive Images Project Officers gave
an overview of the toolkit and the teaching methods in which it could be used to
educate young people about migration and development.
The aims and objectives of the toolkit were reviewed:
> raising awareness on migration and development among young people aged 12 to
25, using the Positive Images Toolkit
> inspiring and empowering young people to take action on migration and
development issues, using the Positive Images Youth Action Guide
> recruiting and training volunteers, half of whom were from migrant backgrounds, to
deliver awareness-raising activities
> promoting the inclusion of migration in education.
Through the running of an in-depth demonstrative taster session as well as
contributions from a range of speakers, participants in the workshop were informed of
how to use the toolkit to its full potential. Speakers included Outreach Officers Emma
Todd and Lukasz Gazda, from the Derbyshire Constabulary working on community
cohesion. Having previously worked with Positive Images delivering workshops to
young people to assist in the understanding of migration and also helping to
disseminate project information within the community, they had a great contribution to
make to the discussion. Christina Sutton, a youth worker from Cambridgeshire County
Council discussed the involvement of her youth group and specifically the Positive
Images youth action projects they had worked on. She gave positive feedback on the
peer education work the young people did and talked of her plans to use the resource
in working with other youth representatives in Cambridgeshire county council - for
future projects. Other speakers included Lee Jarvis, Deputy Head teacher and Bryn
Bennett from Bassaleg school, Newport. They used the toolkit as part of a 2 day global
project after receiving a Youth Action Grant from the British Red Cross. Following that
the young people researched and created media to demonstrate what they had learnt.
They brought and presented the slide shows that were created at the workshop and
they were described as excellent, gripping and very informative.
Further Information
www.redcross.org.uk/rpositiveimages
12
2.2 Delivering migration classes in diverse educational
contexts: Learning from Positive Images in Romania and
Latvia
This workshop was facilitated by Daiana Andreianu of the Romanian Red Cross and
Elina Feldberger of the Latvian Red Cross. This workshop enabled participants to gain
an insight into the differences between migration issues in Romania and Latvia, as well
as learning how the National Societies adapted the educational resource to correspond
to the needs and priorities of young people in each of their countries.
The Romanian Red Cross implemented the Positive Images resource in order to
improve education around migration, and to help local communities deal with the
recent high levels of migration into the country.
It was felt that this is a crucial time for migration in Romania, and therefore a time
when education for young people in the country is essential for its development and
growth. This is partly due to Romania recently joining the EU in 2007, as a
consequence over the last 3 years migration has increased heavily in the region, the
country has had to quickly adapt and accommodate to the needs of those who are
vulnerable. Although steps are needed in legislation and employment laws to protect
and help aid the integration of vulnerable migrants, these steps are also needed in the
advancement of education to serve the local population. The Romanian Red Cross has
been successful in being pioneers in this sector, educating the young local
communities of Bucharest about the new issues they are facing, proving mutually
beneficial for the migrants and locals, and encouraging learning, community cohesion
and inclusion.
In response to these issues the Romanian Red Cross;
> Translated and adapted the youth awareness raising resources to be used in
schools - Positive Images Toolkit.
> Organised a press conference to launch the project and sensitize the media on the
issue of migration.
> Trained over 48 Red Cross volunteers; delivered the workshop to 2972 students to
39 schools; and shared the toolkit with 41 teachers and 10 journalists
Elina Feldberger of the Latvian Red Cross discussed the similarly sensitive and
complex issues of migration in Latvia as the reason for the Red Cross’ involvement
and implementation of the Positive Images resource. She explored the differences
between native groups in Lativa, and the unique issues of discrimination and isolation
faced by their communities.
Due to misinformation and lack of education in migrant issues, it was rarely openly
discussed in society for fear of attracting negative attention to the country. However,
there has been an increase of specialists within Latvia starting to deal with the subject
of immigration although not as much has been achieved at a senior level to encourage
dialogue or to deal with the current migration issues. The only ‘type’ of migration that is
openly discussed and deemed acceptable is that of highly qualified specialists. The
overall image of migration in the country is not very positive, and the Red Cross felt as
well as working with young people, it was necessary to work with the media and
decision makers to change these attitudes and raise awareness. They were successful
in hosting several events based around Positive Images and their wok with the young
people, and were able to promote these events in their local newspaper.
Further Information:
www.crucearosie.ro/
www.redcross.lv.
13
2.3 Justice and Fairness Module 1: Using images to explore
conflict
The Justice & Fairness modules were produced as part of a three year partnership
between the British Red Cross and international law firm Allen and Overy.
The exercises covered in the modules are designed to develop students’ critical
thinking, debating, analytical, research, writing and presentation skills.
The first workshop introduced the opening module of Justice & Fairness and aimed to
demonstrate its application in the classroom. Participants were able to:
> Discover how conflict can affect different individuals in different ways.
> Develop an understanding of the principles of non-discriminatory and humane
treatment in conflicts.
> Use a combination of photo stimulus and discussion to explore the subject matter.
Educators present were able to discuss the topic of identity in conflict by partaking in
activities (suitable for an educational setting) that explored ways of challenging
students' preconceptions of the topic. At the end of the workshop, educators were
asked to devise creative extension projects for use in their own educational setting.
Further information:
www.redcross.org.uk/What-we-do/Teaching-resources/Teaching-packages/Justiceand-Fairness
14
2.4 Justice and Fairness Module 2: Protecting Vulnerable
People in Armed Conflict
This workshop explored the second module of the Justice & Fairness resource.
Participants were able to do the activities carried out by young people for module 2 of
the toolkit.
The learning objectives of the module are:
> To introduce the topic of protecting vulnerable people in conflict.
> To demonstrate the use of case studies and images to build empathy for those
involved in armed conflict.
> To explore the rules of IHL that exists to protect vulnerable people in armed conflict.
One of the activities included themes of exploring the realities of war; participants were
given a number of essential items and one suitcase. They were then given two minutes
to pack the items they felt were most important to them. A discussion following their
choices and decisions followed. A full list of the activities and resources can be found on
the Justice and Fairness website. Other activities included participants being handed
out photo cards and being asked to think about what is happening in each picture. The
activities are based around the case studies in the module which involve themes of
protecting civilians; protecting humanitarian activities; landmines; and protecting
children. The case studies were reviewed in the workshop and proven to be an effective
and interesting way to encourage young people to empathise with the situation.
15
2.5 Using drama to teach young people about migration
Participants of this workshop were able to learn the value
of using drama to explore issues of migration and
development. They were also able to see at first hand a
drama piece prepared by a school group who had
previously worked with a British Red Cross facilitator. The
aims of the interactive workshop and performance were
to inspire those in attendance to use drama with the
groups they work with to explore humanitarian issues.
This workshop showcased:
> How young people can use drama to educate their
peers;
> How plays of this kind provide a safe platform to explore
the issues that they are facing in real life through role
play;
> Interaction with the characters and discussion on the
themes.
The workshop began with a performance of a theatre
piece called 'Stop and Think', created in partnership
between the British Red Cross and the Royal Scottish
Academy of Music and Drama in Glasgow, and
performed by Drama students from the Joseph
Chamberlain College in Birmingham. The drama
focussed on the experiences of a young person of
refugee status in a UK school, and draws out relevant
and relatable themes such as bullying, peer pressure,
family relationships, anger management.
Following the performance, the floor was opened for a
general discussion about how educators and teachers
could use this resource in their own contexts, and what
follow up activities they would use to continue the
learning e.g. writing diary entries from the point of view of
each character, role playing a reconciliation between the
characters etc
The script used is a combination of Forum Theatre and
traditional theatre, with some dramatic conventions which
invite the audience to get involved and consider the
action from different perspectives.
To receive a copy of the script, or request training in
theatre methodologies, please contact British Red Cross
Facilitator, Gaynor Smith: gaynorsmith@redcross.org.uk
16
2.6 Using children’s literature to teach migration and conflict
The Aims of the workshop were to encourage
participants to explore conflict and migration though
children’s literature. We were aiming to:
> Explore the themes of conflict that arise in traditional
children's stories
> Consider the roles that these characters take on
during a conflict situation
> Explore children’s literature that is written specifically
about the themes of conflict and migration
> Explore the feelings of people (or fictional characters)
in situations of conflict.
A matrix was used to portray conflict situations and
identify the roles which were being explored in these
scenarios and in the books (i.e. perpetrator, victim,
defender, bystander). The workshop began by looking at
traditional children's stories for the early years, and then
considered a range of literature for progressively older
children. Although the focus was on books for Primary
aged children (5-11yrs), it was also noted that the same
methodology would work with books for older children as
well as news articles, and case studies from British Red
Cross IHL resources. Teaching discussions would focus
on, or be steered towards, what it is that enables
someone to become a defender (someone who helps)
rather than a bystander (someone who chooses not to
help).
17
2.7 Exploring conflict through the creative arts
This workshop discussed and explained the variations of
creative art forms that could be used to explore
migration, drawn form a variety of school subjects. The
workshop provided educators and participants with
examples of methods and project ideas.
Photography
Film Making
The learning objectives and reasons put forward for the
use of creative activity included:
Animation
> Showing the new skills and experiences that could be
acquired through creative action
Music
> Opportunity for exploration and learning
> Helping to develop the individual interests and talents
of the students
> Recognising that process is as important as product
Dance
Drama
> Showing how creativity promotes achievement,
involvement, worth and self esteem
> Building confidence and team work skills amongst
young groups
Creative Writing
> Non-academic approach could help in encouraging
young people otherwise excluded from educational
opportunities
Story Telling
> Eye catching and engaging outputs
Poetry/ Lyrics
The creative learning experience encourages active
participation and recognises that the process is as
important as the product. The module is beneficial for
the student in developing their individual interests and
talents and by promoting achievement, involvement,
worth and self esteem. Using the creative arts module is
also beneficial for the organisation in helping
communicate its values and principles.
Concrete Poetry
Please see Appendix 3 for detailed information on
planning considerations discussed for educators &
practitioners when considering this subject matter to
assist you in carrying out the workshop.
Painting
Graphic Design
Collage
Model making
Map making
18
2.8 Delivering migration classes in diverse educational
contexts: Learning from Positive Images in Portugal and
Cyprus
This workshop focused on the interaction and contribution
of audience members and the sharing and learning of
their ideas. A discussion and Q&A session took place
involving the high number of educators present. They
each contributed with written ideas on how best to
engage teachers and educators in the field. As some had
already used the toolkit with their students, feedback was
given in the workshop and many felt the toolkit could be
applied in any discipline and with a variety of school
subjects. The Red Cross team re-enacted the activities
used with workshop participants.
The activities included role play, warm up games and the
use of flipcharts, audience interaction, and dialogue. The
aims of the activities were to give participants the
perspective of an immigrant and an insight into how they
may feel in a new society. The activities also enabled
them to explore the reactions of the local communities,
encouraging participants to think about how they
themselves would react to similar situations, and how
they could provide better support and information in such
circumstances.
Teachers were given the opportunity to discuss any
issues that they may have had in using Positive Images,
and both the Cyprus and Portuguese Red Cross
communicated some of the issues that teachers had
shared with them in the past enabling them to learn from
their experiences. These included;
> The teachers having no time for 'extras'
> Teachers not feeling confident enough to carry out
activities themselves.
> Feeling that issues of migration were already being
adequately covered in other school subjects, such as
literature.
> Fear of increasing their work load.
Audience members also fed back ways to motivate the
teachers and overcome these obstacles:
> Simplifying Positive Images into shorter brief activities
> Regular visits from Red Cross facilitators
> Identifying which teachers are passionate and keen
and make relationships with them stronger
> Motivating them in other ways: credits & certificates
Further Info:
www.cruzvermelha.pt
www.redcross.org.cy
19
2.9 Peer Education: Experiences from Bulgaria & Austria
Within the workshop Peer Education, Daniela
Digruber of the Austrian Youth Red Cross gave a
short overview of the preparation materials,
training methods, practicalities and
implementation of the workshops used for peer
educators.
Learning objectives and aims of this workshop:
> Participants were given the opportunity to gain
perspective from two very different European
countries, each facing unique challenges with
immigration in their respective countries.
Further info:
> Participants were given an insight into the Red
Cross’ attempts of incorporating these issues into
their curriculums, emphasising the difficulties of
encouraging those in the education sector to
utilise their resources. This perspective was useful
for Red Cross staff and educators in learning how
to deal with these issues in their own countries.
> Participants were able to learn how effective
peer education is and how well young people in
Austria and Bulgaria responded to learning about
issues of migration and development.
Through presenting the work of the Bulgarian and
Austrian Red Cross and discussing their
experiences with the workshop participants, the
Red Cross were able to summarise what they had
learned and what they would possibly do
differently in the future. Suggestions included
reaching out to and nurturing more peers from
migrant backgrounds and ensuring a higher
number of them were involved in the process.
Other suggestions arose from reviewing the
difficulties the National Societies encountered
when contacting schools to take part, in trying to
come up with solutions to these challenges. The
Workshop consisted of a PowerPoint presentation,
a short exercise to demonstrate the activities used
in the peer education training workshops, and an
open discussion.
Bulgaria Red Cross
www.redcross.bg/
Austria Red Cross
www.roteskreuz.at/i18n/en/
daniela.digruber@redcross.at
20
2.10 Justice and Fairness Module 3: Wars have limits
The ‘Justice and Fairness Module 3: Wars have limits’
workshop explored the IHL concepts of distinction,
proportionality and humane treatment.
The learning objectives of the workshop were to:
> Explore which rules guide decision making in conflict
situations through the participation of a role play
'military scenario' activity
> Allow participants to improve their critical
thinking, analytical and negotiation skills and
explore how they could use these resources
in their own setting.
> Explore the main methodologies used
such as role play and discussion.
A benefit for educational practitioners in attendance was to see the activities facilitated
first hand. Each participant was given a copy of Module 3 to take away and use in their
own setting. For your own copy, please visit the Justice and Fairness website or contact
British Red Cross facilitator, Davina Thompson.
Further Info:
DavinaThompson@redcross.org.uk
www.redcross.org.uk/What-we-do/Teaching-resources/Teaching-packages/Justice-andFairness.
21
2.11 Justice and Fairness Module 4: Enforcement of IHL
using a mock trial method
This module focuses on war trial scenarios and
International Humanitarian Law. Topics covered include
child soldiers, genocide and the International Criminal
Court (ICC). The workshop gave an overview of the
learning objectives:
> To demonstrate the mock trial as a tool for developing
questioning and reasoning skills through participation.
> To demonstrate an activity that allows students to
develop skills on choosing, analysing and using evidence
effectively in order to argue and prove points.
> To introduce the role of the ICC in prosecuting war
crimes and achieving justice
The learning objectives were explored in detail. The
module, split into two parts focuses firstly on introductory
activities which provide opportunities for discussion and
debate about enforcement of IHL. This is followed by an
exploration of a war trial based on the Yellow Territories
conflict covered in Justice and Fairness Module 3.
The second part of the module is a Mock trial (role play).
Students can explore what the ICC is and does, and
participate in a mock trial.
Upon completion of Module 4, students should
appreciate that:
> a grave breach of IHL is the same as committing any
other serious crime and is punishable in courts
> because of the nature of many war crimes, special courts
and institutions have been created to exclusively deal with
those crimes
> not all breaches of IHL constitute war crimes, and only
activity which is a grave breach of IHL rules would be
classified as a war crime
> war crimes can be tried both in domestic courts of a
country or in international courts specially set up to deal
with war crimes. If it is difficult to try a war crime in the
domestic courts of a country, such crimes are
sometimes taken to an international court. However, it is
usually expected that the domestic courts of a country
will deal with the war crimes committed by its nationals.
22
2.12 Exploring the concept of humanitarian space
The workshop on 'Humanitarian Space' aimed to
provide participants with an increased understanding
of the meaning of humanitarian space and to provide
an opportunity to identify the consequences of a
shrinking humanitarian space and what can be done
to protect it. The changing nature of armed conflict
and the geopolitical shifts particularly, since 9/11,
have combined to limit or restrict the capacity of
humanitarian organisations to safely and effectively
provide material relief to populations at risk.
The Learning objectives of the workshop were to:
> Explore the targeting of Red Cross workers by arms
carriers in a conflict situation and discuss how these
security risks continue to pose the most challenging
difficulty in accessing those in need of assistance.
> Explore the blurring of lines between military and
humanitarian and the involvement and activities of
the military forces when providing emergency
assistance in a crisis.
> Explore the role of Private military security
companies that deliver security and how this has
effected and eroded the fundamental distinction
between civilians and combatants as a consequence.
> Explore the perception of the aid worker; what
should be most stressed during the preparation of
new Red Cross workers about to leave for the field;
and what would best mitigate against the numerous
preconceptions that could jeopardise the
humanitarian work being carried out.
The session asked participants to think about what
factors or environment was necessary for
humanitarian organisations to provide aid to
populations safely and effectively during situations of
armed conflict. They then examined scenarios where
the humanitarian space was compromised after
which Mona Sadek, International Committee of the
Red Cross UK Deputy Head of Mission provided
feedback and addressed participant’s questions.
Please find attached further details of the examined
scenarios and discussion points put forward to
audience members in the workshop in Appendix 4.
Further information:
Orla Devine
British Red Cross
odevine@redcross.org.uk
23
Day 3 Sharing together
Workshops Friday 7 October
This section focuses on the final day of the conference and on the sharing of
ideas between Red Cross National Societies that took place in workshops on
Friday 7 October. The aims of the day were to share learning and good practice
on engaging young people on migration and conflict issues, to learn about how
to integrate these issues into teaching and youth work practice, and to facilitate
building partnerships and to nurture future collaborations between Red Cross
National Societies.
3.1 Using public campaigns to raise awareness of
migration: Experiences from the Bulgarian Red Cross and
the Irish Red Cross
The Irish Red Cross, in conjunction with the Bulgarian Red Cross presented an
overview of the approach taken in launching an awareness raising campaign within its
membership using Positive Images. Participants were able to:
> Learn about the key methods used in their campaign.
> Learn about the training of youth leaders which was launched across the country
allowing them a space to explore the many issues that are raised in Positive Images as
well as introducing the toolkit to them.
> Learn about how the Irish and Bulgarian Red Cross utilised social media (Twitter,
Facebook, YouTube) to promote the key messages of Positive Images.
This workshop was essential in sharing the Irish and Bulgarian experience of Positive
Images with other National Societies as part of the sharing learning aspect of the
Humanity in Action Conference. A presentation followed by a short discussion was used
to explore the work carried out by both Red Cross societies. It was a great opportunity
to share experiences and discuss the challenges faced.
Further information:
www.redcross.ie/services-in-ireland/youth-services/positive-images-project/
www.redcross.bg/
Alternatively, if you have any specific queries you can contact:
Louise Sarsfield Collins,
lscollins@redcross.ie
Ana Izvorska,
a.izvorska@redcross.bg
24
3.2 Paxium: A role play activity exploring issues arising from
armed conflict in a fictional country ‘Paxium’ with the
Canadian Red Cross
Paxium is a role playing activity exploring conflict and International Humanitarian Law
(IHL). The purpose of this workshop was to enable participants to deliver Paxium in
their own contexts by walking them through the components of the activity. This
included providing a general overview of Paxium, going through a sample activity and
discussing where and how to use Paxium as a teaching tool for young people.
The learning objectives of the workshop were:
> To show how Paxium enables young people to gain awareness of the complexities of
IHL and the challenges of enforcement and peace building in real life conflict situations.
> To present a variety of ways to integrate Paxium into various events for young people
and also showcase the importance of using drama as a learning tool.
> To show Paxium as a highly interactive activity grounded in the methodology of
experimental learning, explaining how young people get to explore the intricacies of IHL
through role play and then link their experiences to real life conflicts.
> To show participants a taste of what the Paxium would look like through a sample
activity and to provide a theoretical background on ways to use it with different
audiences.
This workshop introduced participants to the interactive IHL learning tool that can be
incorporated into existing curriculums or events in a wide variety of contexts. Paxium is
complimentary to other workshops and activities that discuss IHL and can be adapted
for different age groups, IHL knowledge levels, and is suitable for a number of learning
styles.
Further Info:
The Paxium workshop guide can be downloaded at:
http://www.redcross.ca/article.asp?id=5963&tid=006
Perez Oyugi
Perez.oyugi@redcross.ca
Sharonya Sekhar
Sharonya.sekhar@redcross.ca
25
3.3 Involving migrants in awareness raising activities:
Experience from the Danish Red Cross & Malta Red Cross
This workshop presented jointly by the Danish Red
Cross’ and the Malta Red Cross, dealt with the mutual
benefits of migrant involvement in awareness raising
activities.
Danish Red Cross
High-level migrant involvement has been quite a unique
and effective feature of the Danish Red Cross’ asylum
work, and one they feel very strongly about promoting.
Drawing on the examples of Positive Images and the
Danish New Times project, best practices of migrant
recruitment, training and participation were discussed.
The learning objectives of their workshop was:
> To give a brief outline of their approach to volunteer
work and their focus on migrant involvement and
migrant led projects.
> To share examples of their project activities including
the production of ‘New Times’, a magazine researched,
written and produced by asylum seekers and
immigrants, used as a resource for raising awareness
of migration issues among young people.
> To explain the importance of nurturing and helping
develop migrant volunteers skill set and confidence
through their contributions to project activities such as
the magazine and website, that included news, a
debate forum and promoted the Positive Images project
activities in Denmark.
The aims of the workshop were to promote the ideas of
using already existing structures in establishing a ‘pool’
of migrant volunteers, and to ensure continued
involvement through ownership, i.e. letting the
migrants’ wish for self-representation be the driving
force in any new projects. Importantly, Red Cross staff
and migrant volunteers work together as equals in
developing the activities and raising awareness on the
subject of asylum seekers and refugees.
Cover of New Times magazine, issue 78
Danish Red Cross:
www.drk.dk
26
Malta Red Cross
An overview of migration patterns and the importance
of Positive Images in Malta was discussed. Reasons
included its geographical position in the centre of a
major migration crossing point for Sub Saharan
Africans fleeing their countries and seeking
Asylum/Safety in the EU. The Red Cross discussed
how it is helping remedy the situation as a whole as
well as through the Positive Images resource. As well
as being actively involved in the field of Refugee
Services work providing: Tracing Services, Psycho
Social Support, Language Courses and Material
Donations, the teaching resource is used to hep
alleviate and tackle the emerging xenophobia.
The implementation of the resource enabled them to
challenge and educate the public on the realities
involved behind the migration phenomenon. Training
and materials were provided to a wide range of
practitioners and awareness was raised amongst a
core group of young people. These sessions helped
them to explore ways that they could further
disseminate the information to their peers supported by
Malta Red Cross.
Malta Red Cross
Facebook::
http://www.facebook.co
m/pages/Malta-RedCross/152231834809150
27
3.4 Youth as Agents of Behavioural Change
(an IFRC initiative)
The aim of the workshop was to develop participant’s understanding of the Youth As
Agents of Behavioural Change (YABC) initiative. This initiative seeks to empower young
people worldwide to take up a leadership role in positively influencing mindsets,
attitudes and behaviors in their local communities towards a culture of respect for
diversity, intercultural dialogue, social inclusion, equality and peace. It is anchored in the
Fundamental Principles and underpinning Humanitarian Values of the Red Cross and
Red Crescent Movement. Within YABC, promoting non-discrimination, intercultural
dialogue, social inclusion and a culture of non-violence starts with a prior commitment to
inner change or to "be the change you want to see in the world", following Mahatma
Gandhi’s vision as revoiced in the 2009 Youth Declaration. 1
The IFRC believes that young people are a powerful source of change, whose energy
and skills need to be harnessed when pursuing lasting social change leading to a
culture of non-violence and peace.
The learning objectives of the workshop were:
> To learn from the experience of National Societies collaborating to create an
International Humanitarian Law (IHL) module for the YABC toolkit, and to participate
and learn from one of the YABC IHL module activities.
> To learn about the contributions and collaborations of educators from over 10 National
Societies (Africa, Asia, Europe and Middle East), the ICRC and IFRC who came
together in June 2011 to create the module.
> To learn about the importance of involving a wide range of National Societies and
cultures, including conflict and post-conflict settings.
> To learn about the positive impact for participants in sharing knowledge and skills, as
well as developing new attitudes and mind-sets.
> To learn about the methodologies and artistic platforms used such as games,
simulation and visualisation exercises, role-plays, music, theatre, dance, video,
sculpture, arts, yoga etc.- young people are given the opportunity to make a journey
“from their heart to their mind”.
YABC exclusively relies on peer education. It uses an unconventional non-cognitive
learning methodology taking young people on a journey "from the heart to the mind",
which means that through role-plays, simulations, games and visualisation exercises
listed above, young people first explore their feelings and emotions in light of their
personal experiences, before moving with their peers to an intellectual analysis. The
module is currently being tested internationally. To date, 46 National Societies have
been actively involved in the YABC project, some of which include Algeria, Australia,
Belgium, Cameroon, Canada, Colombia, Croatia, Egypt, Finland, France and Ghana.
Further info:
Charlotte Tocchio
charlotte.tocchio@ifrc.org
1
http://ifrc.org/en/what-we-do/principles-and-values/youth-as-agents-of-behaviouralchange-yabc/
28
3.5 Engaging young people through competitions: Learning
from the British & Netherlands Red Cross
This workshop facilitated by the British Red Cross and the
Netherlands Red Cross, explored the topic of Red Cross
competitions and how best to organise them. Speakers at the
workshop included two British Red Cross interns, Mike Perry
and Sophia Hendrickson, who discussed a competition they
had successfully delivered, sharing their experience with
workshop participants.
Anne Schoenmakers and Anneke van Soest from the
Netherlands Red Cross spoke about how the use of
competitions was a driving force within the Positive Images
project. They emphasised the importance of having a good
understanding of each of the target groups taking part and
what their interests were.
The purpose of the workshop was to:
> Share the importance and relevance of competitions.
> Provide an opportunity for the audience to see the great
benefits in organising such competitions such as building
resilience, engaging young people in the work of the Red
Cross and, encouraging partnership work.
> Share the methodologies and classroom techniques used
through the use of interactive activities.
The workshop included a presentation and Q&A session
giving audience members a broad range of ideas to use
themselves in future classroom settings. The workshop and
activities contributed to successfully engaging and inspiring
other Red Cross societies and beneficiaries.
Further Info:
British Red Cross
Mia Dawson: mdawson@redcross.org.uk
Netherlands Red Cross
www.rodekruis.nl/positiveimages
29
3.6 Methods of engaging educators and young people in
humanitarian issues around conflict – Raid Cross and Limito
For this workshop the French Red Cross introduced the Limito board game, aimed at
children aged between 8-12 years. It is based on four concepts: the victim, aid and
assistance, the ethics of aid, and rules. Throughout the game, the child is led to identify
with a fighter who must win the war whilst respecting all human beings involved.
Throughout the game, conflict situations are presented and players must adapt their
behaviour to a given situation and react to the various solutions proposed. The end of
the game serves to underline the importance of respect for others even in situations of
extreme violence. At the end of the game, the facilitator/ teacher discusses with the
children, the usefulness of rules in society and the consequences of not adhering to
them.2
By viewing the Limito board game and partaking in a role play; participants also learned
about the principles of IHL - Distinction and proportionality and about its application
during times of armed conflict.
Learning objectives and desired outcomes from the role play activities and board game
were:
> To increase the public's awareness and understanding of International Humanitarian
Law and the reality of armed conflicts
> To share with participants appropriate educational methodologies to increase young
people's understanding of IHL.
> Develop the ideals of peace, tolerance and mutual understanding.
> Generate debate on the notion of respect for the human being and educate children in
the field of international humanitarian law.
The activities in the workshop illustrate the rules of armed conflict and demonstrate their
practical application in times of war. In this way, participants became familiar with IHL
and its application. Following the role-playing activity, a discussion took place between
the team leader and the players wherein the rules of IHL were further explained in
greater detail.
Further info:
caroline.brandao@croix-rouge.fr
2
http://www.croix-rouge.fr/La-Croix-Rouge/Droit-International-Humanitaire/Diffuser-leDIH/Limito
30
Conference feedback and evaluation
Words used by Conference participants to describe the event
> 80% of participants confirmed they are now more likely to use the Positive Images
toolkit on leaving the conference.
> 90% of participants feel more empowered to discuss the issues of migration and
conflict with young people
> All conference workshops were rated good to excellent
Some quotes from participants on aspects of the conference that they found particularly
useful
and valuable included:
“Seeing the toolkit come alive in workshops”
“I acquired a lot of insight to different methods used by other National Societies. I
also learned about new activities which I will definitely use at home.”
“Interesting workshops and useful way to meet with other organizations sharing
the same goals.”
“Chance to meet people and hear first hand the impact PI has in different
contexts.”
31
> 92% agreed that they were more aware of different methodologies designed to enable
young people to explore migration and conflict after the conference
> 67% of Red Cross employees are more likely to consider working in partnership with
other Red Cross National Societies
Finally, some overall comments from participants after the conference included:
“The combination of speakers, workshops and panel was really valuable; also the
interactive workshops gave the chance to learn from others.”
“Thank you for opening this up to teachers and other organisations. I’m looking
forward to finding opportunities to use the resources.”
“Talking with everybody, sharing experiences about PI and the speeches in the
morning and workshops throughout.”
“Fresh, new ideas, new resources and teaching ideas.”
32
Conclusion
The conference was a brilliant way to
conclude the Positive Images and Justice
and Fairness Educational Toolkits. Having
participants attend who had benefited from using and developing the
toolkits within their organisations over the
past 3 years was very rewarding for all those
in attendance. The conference gave
everyone working within the Red Cross as
well as in the education and migration sector
an opportunity to share their personal
experiences and interpretations of the
resources as well as learn new ways in which
they could expand and continue using and
adapting them in the future.
The conference was very fortunate to have the attendance of Red Cross Facilitators from
over 15 National Societies around Europe who were able to share their knowledge and
experiences of delivering the resource and were given an opportunity to provide final
advice and guidance to educators in the field. Since 2009 Red Cross National Societies
have developed and adapted their own resources, built new partnerships expanding the
reach of the toolkit, shared learning with outside organisations and practitioners, and
engaged decision-makers on the inclusion of migration within education. One of the most
important aspects of this conference was to ensure the work that had been built over the
past 3 years would be continued and treated as a solid foundation from which to continue
working from. It is imperative that the momentum and drive people have shown
throughout will continue. The British Red Cross hope that through comprehensive, free
and easily accessible educational resources such as Positive Images and Justice and
Fairness, the inclusion of migration and conflict in education will become a permanent
fixture within curriculums all over the UK and Europe. The conference celebrated not only
the success of the educational toolkits, but the beginnings of a more globally inclusive
education system.
The enthusiasm and energy demonstrated among participants is reflected in the analysis
and feedback describing the conference detailed in the previous section. As such we
sincerely hope that for those attending, this marked as much a reflection on the excellent
work that has already been achieved as a progression in a journey, and that this
enthusiasm will continue to spread and culminate in actions educating young people on
issues of conflict and promoting positive attitudes towards migrants.
33
Appendices
Appendix 1
Conference delegates
Ms. Mairi Allan
British Red Cross
Ms. Gill Allbutt
British Red Cross
Ms. Deidre Coffey
British Red Cross
Ms. Linda Barclay
British Red Cross
Mr. Andrew Lloyd
British Red Cross
Ms. Myrtha Waite
British Red Cross
Ms. Ruth Hinds
British Red Cross
Ms. Sana Serroukh
British Red Cross
Ms. Karen Gravell
British Red Cross
Mr. Gary Mountain
British Red Cross
Mr. Neil Thain-Gray
British Red Cross
Ms. Alice Thatcher
British Red Cross
Ms. Kirsty Main-Ellen
British Red Cross
Ms. Mia Dawson
British Red Cross
Ms. Gaynor Smith
British Red Cross
Ms. Lucy Tutton
British Red Cross
Mr. Paul Bradshaw
British Red Cross
Ms. Rosie Walters
British Red Cross
Ms. Davina Thompson
British Red Cross
Ms. Magalie Rouschemeyer
British Red Cross
Ms. Orla Devine
British Red Cross
Ms. Marie O’Donnell
British Red Cross
Ms. Wendy Ball
Facilitation and Communications Consultant
Mr. Jonathan Booth
British Red Cross
Ms. Ellen Donnelly
British Red Cross
Ms. Gill Moffat
British Red Cross
Ms. Anna Kawar
British Red Cross
Mr. Kenny Hamilton
British Red Cross
Ms. Heather Salmon
British Red Cross
Mr. Nick Scott-Flynn
British Red Cross
Ms. Sofia Karim
British Red Cross
Mr. Ember Hibbert
British Red Cross
Mr Roger Dickens
British Red Cross
Ms. Sally Kilner
British Red Cross
Ms. Magdalena Konieczka
British Red Cross
Ms. Victoria Gatley
British Red Cross
Ms. Siobhan Handley
British Red Cross
34
Ms. Kathryn Bonham
British Red Cross
Ms. Melanie Lomax
British Red Cross
Mr. Wayne Morgan
British Red Cross
Mr. Nigel Franklyn
British Red Cross
Ms. Clare Everett
British Red Cross
Ms. Janice Ball
British Red Cross
Ms. Domitille Quillien
British Red Cross
Mr. Mohamed Mohamoud
British Red Cross
Mr Hugo Tristram
British Red Cross
Ms. Tanya Gedik
British Red Cross
Ms. Silvia Sabino Hunt
British Red Cross
Ms. Laura Hinks
British Red Cross
Ms. Rosie Stewart
British Red Cross
Mr. Giles Thal Larsen
British Red Cross
Ms. Rachel Lloyd-Williams
British Red Cross
Ms. Sian Lea
British Red Cross
Ms. Julie Linter
British Red Cross
Ms. Ann Adler
British Red Cross
Ms. Jodie Turner
British Red Cross
Ms. Lucy Aitkinson
British Red Cross
Ms. Roshan Tinkory
British Red Cross
Ms. Sonia Mrsic
British Red Cross
Ms. Lisa Ronsholt
British Red Cross
Ms. Elizabeth Whalley
British Red Cross
Ms. Claire Sutcliffe
British Red Cross
Mr. Martin Tilbury
British Red Cross
Ms. Mary Shiels
British Red Cross
Ms. Jessica Allmendinger
British Red Cross
Ms. Alex Weatherburn
British Red Cross
Ms. Hannah Morris
British Red Cross
Ms. Sara Kocak
British Red Cross
Ms. Sonja Duhe
British Red Cross
Ms. Cherry Pierce
British Red Cross
Ms. Theresa Mgadzah-Jones British Red Cross
Ms. Katherine Auber
British Red Cross
Ms. Daniela Digruber
Austrian Red Cross
Ms. Aleksandra Grassi
Austrian Red Cross
Ms. Michela Kojoc
Austrian Red Cross
Ms. Suzanna Jovicic
Austrian Red Cross
Ms. Ana Izvorska
Bulgarian Red Cross
Ms. Perez Oyugi
Canadian Red Cross
Ms. Sharonya Sekhar
Canadian Red Cross
35
Ms. Christina Seroff
Cyprus Red Cross
Ms. Mette Schmidt
Danish Red Cross
Ms. Sarah Louise Madsen
Danish Red Cross
Ms Pernille Sand
Danish Red Cross
Ms. Anne Sander
Danish Red Cross
Ms. Anne Skovgaard
Danish Red Cross
Ms. Caroline Brandao
French Red Cross
Ms. Louise Sarsfield Collins
Irish Red Cross
Ms. Elina Feldberga
Latvian Red Cross
Ms. Joyce Schembri
Malta Red Cross
Ms. Sarah Mallia
Malta Red Cross
Ms. Anne Schoenmakers
Netherlands Red Cross
Ms. Anne Van Soest
Netherlands Res Cross
Ms. Paula Abreu
Portuguese Red Cross
Ms Lenise Costa
Portuguese Red Cross
Ms. Daiana Andreianu
Romanian Red Cross
Ms. Thuy-Van Nguyen
Swedish Red Cross
Mr Geoff Loane
International Committee of the Red Cross (ICRC)
Ms. Mona Sadek
International Committee of the Red Cross (ICRC)
Mr. Eberhard Lueder
EU Red Cross
Ms. Sue Le Mesurier
International Federation of the Red Cross (IFRC)
Ms. Elly Tobin
Joseph Chamberlain College
Ms. Gavin
Ashfield Girl’s High School
Ms. McWilliams
Bloomfield Collegiate School
Ms. Wright
Bloomfield Collegiate School
Ms. Beilby
George Heriot’s School
Ms. Peters
George Heriot’s School
Mr. Clarke
Hutcheson’s Grammar School
Ms. Tomitaka
Hutcheson’s Grammar School
Ms. Maile
Sandbach High School & Sixth Form College
Mr. McKenna
Sandbach High School & Sixth Form College
Ms. Brady
Our Lady and St. Patrick’s College Knock
Ms. John
Our Lady and ST. Patrick’s College Knock
Mr. Brogan
St John Houghton Catholic School
Mr. Alistair Laugharne
Sheffield City College
Ms. Simone Meister
Ellen Wilkinson School for Girls
Mr Paul Lightfoot
Christ the King School
Ms. Ileana Rusenescu
School 205,Bucharest, Romania
Ms. Nadia Abdo
Steyning Grammar School
Ms. Salma Assadi
Harrow High School
Ms. Katie Goldsmith
Bristol College of Accountancy
Mr. Christopher Stewart
James Gillespie High School
36
Mr. James Eakins
Leith Academy
Ms. Debra Locke
Emerson Park Academy
Ms. Mari Girling
Oxford High School
Mr. Lee Jarvis
Bassaleg School
Mr. James Walker
School House, William Edwards School
Ms. Deborah Scotton
Mount Compass Area School
Ms. Ruth Carter
OCR
Ms. Anouk Galle
Childreach International
Ms. Amanda McCorkindale
HCRI
Ms. Stefania Barichello
EIUC
Ms. Carol Naughton
WMD Awareness Programme
Ms. Jessica Garcia
Relief International
Ms. Leila Nicholas
Citizenship Foundation
Ms. Laura Cook
Methodist Relief & Development Fund/ Schools
Ms. Jana Gigl
G.E.T. Game - Global Education Toolbox
Mr. Manual Soria Hidalgo
MORNESE Foundation, Spain
Ms. Amy White
British Council
Mr. Rob Bowden
Lifeworlds Learning
Ms. Jackie Zammit
Lifeworlds Learning
Mr. Stuart Rowe
Lancashire Global Education Centre
Ms. Sarah Greaves
The Children’s Society
Ms. Luciana Grosu
Women In Action, Romania
Ms. Sian Lamprey
African Initiatives
Mr. Lukasz Gazda
Derbyshire Constabulary
Ms. Cate Dever
Nottinghamshire County Council
Ms. Tracey Murdie
Nottinghamshire County Council
Mr. Bryn Bennett
Newport LEA
Mr. Ahmed Hashem
Mercy Corps International
Mr. Peter Seenan
UNICEF Rural Voices of Youth, Helsinki
Ms. Jo Wilson
Unity
Mr. Mark Straw
MPower the Youth
Ms Karen Hadden
Rutland County Council
Ms. Asmaa Abumezeid
Small Enterprise Centre
Ms. Liz Hayes
WEDG (World Education Development Group)
Mr. John Speyer
Music in Detention
Mr. Bill Bolloten
Refugee Education
Ms. Christina Sutton
Cambridgeshire County Council
Mr. Sabino Miranda
Sustainability4Youth
Ms. Aimee Hobson
Cambridgeshire County Council
Ms. Nikki King
Cambridgeshire City Council
Ms. Joanne Stainsby
Youth Council for Northern Ireland
Mr. Leandro LoPresti
Sustainability4Youth
37
Ms. Aysegul Nalcaci
Istanbul Metropolitan Municipality Youth Assembly
Ms. Emily Reynolds
SALTO Cultural Diversity Resource Centre
Mr. Viv Thompson
HMP & YOI Portland
Mr. Tom Shakhli
Employability Forum
Ms. Maria Delussa
Evelyn Oldfield Unit
Ms. Josephine Davies
Childreach International
Ms. Mariam Boakye-Dankwa
University of Sheffield
Ms. Michaelle Lukanu
University of Sheffield
Mr. Kay Leiker
AEGEE (Association des États Généraux des Étudiants
de l’Europe), Frankfurt
Mr. Mehrdad Soltani
AEGEE, (Association des États Généraux des Étudiants
de l’Europe), Frankfurt
Ms. Becky Duncan
Conference Photographer
Mr. Patrick Mears
Allen & Overy
Ms. Alexandra Turton
GE Corporate
Ms. Charlotte Edmund
Legal Week
Six students attended from Ashfield Girl’s High School
Six students attended from Bloomfield Collegiate School
Five students attended from George Heriot’s School
Five students attended from Hutcheson’s Grammar
School
Six students attended from Sandbach High School &
Sixth Form College
Seven students attended from Joseph Chamberlain
College
One student attended from Cambridge Heath Sixth Form
38
Appendix 2
Conference Agenda
Day 1
Wednesday 5 October 2011
Justice and Fairness Competition Final
09.30 – 10.30
Registration, refreshments, team preparation time
10.30 – 10.45
Welcome (David Morley, Senior Partner of Allen & Overy LLP)
10.45 – 13.00
Youth Action Presentations
Teams 1, 2, 3 and 4
13:00 – 13:45
Lunch
13:45 – 15:30
Youth Action Presentations
Teams 5, 6 and 7
15:30 – 16:15
Refreshments/ tour
Judges will make their decisions
Finalists will be given a tour of Allen & Overy’s offices
16:15 – 17:00
Judges announce their decisions and the prizes will be presented
17:00
Close
39
Day 2
Thursday 6 October 2011
Positive Images and Justice and Fairness – Learning Together
10:15 – 10:45
Registration and refreshments
10.45 - 12:15
Speakers and discussion panel
Experiences from the ICRC in the field
(Speaker: Geoff Loane, International Committee of the Red Cross,
Head of mission in London)
Migration in Europe
(Speaker: Sue Le Mesurier, Senior Policy and Programme Support
Officer on Migration, International Federation of Red Cross and Red
Crescent Societies)
The importance of educating young people in migration and
conflict
(Speaker: Elly Tobin, Principal Joseph Chamberlain College and
Director of the College of International Citizenship – Birmingham)
12:15 - 13:00
Sharing learning workshops
Delegates can choose to attend one of the following 45 minute
workshops
> Introducing the Positive Images toolkit: An educational resource on
migration and development
> Delivering migration classes in diverse educational contexts:
Learning from Positive Images in Romania and Latvia
> Justice and Fairness Module 1: Using Images to explore conflict
> Justice and Fairness Module 2: Protecting vulnerable people in
Armed Conflict
> Using drama to teach young people about migration
> Using children’s literature to teach migration and conflict
> Exploring conflict through the creative arts
13:00 - 14:00
Lunch
Sharing learning workshops
Delegates can choose to attend two of the following 45 minute
workshops
40
> Introducing the Positive Images toolkit: An educational resource on
migration and development (repeat of morning workshop)
> Delivering migration classes in diverse educational contexts:
Learning from Positive Images in Portugal and Cyprus
> Peer education: Experiences from Europe
> Justice and Fairness Module 3: Wars have limits
> Justice and Fairness Module 4: Enforcement of IHL using a mock
trial method
> Using drama to teach young people about migration (repeat of
morning workshop)
> Exploring the concept of humanitarian space
16:00 – 16:45
Discussion panel
16:45 – 17:00
Closing comments and close
41
Day 3
Friday 7 October 2011
Positive Images and Justice and Fairness – Sharing Together
10.00 – 10:30
Registration and refreshments
10.30 - 11.00
Welcome
11:00 - 13:00
Sharing learning workshops
Delegates can choose to attend two of the following 45 minute
workshops
> Using public campaigns to raise awareness of migration:
Experiences from Europe
> Paxium: A role play activity exploring issues arising from armed
conflict in a fictional country ‘Paxium’ (from the Canadian Red Cross)
> Involving migrants in awareness raising activities: Experiences from
the Danish and Malta Red Cross
> Youth as Agents of Behavioural Change (an IFRC initiative)
> Engaging young people through competitions : Learning from the
British and Netherlands Red Cross
> Using role play to build empathy on migration: Lessons from the
Swedish Red Cross
> Methods of engaging educators and young people in humanitarian
issues around conflict
13:00 – 14:00
Lunch
14:00 – 16:30
Facilitated discussions
Future funding and partnership work
16:30
Close
42
Appendix 3
Workshop 2.7 Exploring Conflict through the Creative Arts – Supporting document
Planning Considerations Discussed For Educators & Practitioners:
Budget or Funded
A budget approach is more immediately accessible and can encourage creative solutions,
but a lack of appropriate resources and guidance could devalue the work of participants.
A fully funded approach could increase the scope and potential of the project but may
place pressure on the partners to deliver beyond their means. Also requires additional
timescale for application, monitoring and reporting.
DIY or Professional
Consider hiring a professional arts worker to run the project. Creative education and
humanitarian education techniques are important as are skills and experience in group
facilitation and participation. A partnership approach may be required.
Otherwise start small.
Medium and Message
Finding a balance between the time needed to learn the creative skills and the time
needed to explore the issues.
Outputs and Outcomes
Outputs – the artistic end results of the creative process
Outcomes – the personal development and learning gained by participants in the process
Process and Product
Process is more important than the product.
The emphasis should be on an inclusive process that helps all young people engage with
the issue not be on the artistic quality of the end result.
Collective, Collaborative or Competitive:
Collective - participants work together on one output
Collaborative - participants work individually but bring their work together
Competitive – participants work individually in response to a shared challenge
Directed or Participatory
Having input in choosing the issue, or the art form can help participants take ownership of
the project, but can require additional time and a degree of flexibility in planning.
43
Appendix 4
Workshop 2.7 Exploring the Concept of Humanitarian Space Discussion points
1.
Targeting of Red Cross workers
The emblem of the Red Cross/ Red Crescent is seen as the movement's greatest
protection against targeting by arms carriers in a conflict situation. Not merely the
distinctive emblem and legal obligations it incurs, but rather the knowledge and respect
for the humanitarian work known to be carried out by the International Committee of the
Red Cross/ National Society. However the security risks run by humanitarian aid workers
continue to pose the most challenging difficulty in accessing those in need of assistance
in a world polarised by the 'war on terror'.
Discuss the implications of an increasingly volatile security environment for Red Cross
workers. To what extent is it the result of the lack of identified humanitarian space, clearly
delimited boundaries between parties to a conflict and aid workers, and to what extent is
it direct targeting of such work in itself?
2.
Blurring of lines: military and humanitarian
The 'winning hearts and minds' approach has certainly caused a significant blurring of the
line between military and humanitarian. Yet in many instances the military are the best
placed to deliver urgent assistance on the scale needed and in some areas the only
ones. To what extent has aid delivery been instrumentalised by the activities of military
forces, and what should the main messages to those forces be?
3.
Private military security companies
To what extent has the proliferation of private companies that promise to deliver security
eroded the fundamental distinction between civilians and combatants, given that their
personnel do not quite fit either? What form of legal framework should apply to them if it
is a conflict situation – or another situation of violence, and what approach should the
Red Cross movement take in addressing their hierarchy?
4.
Perception of the aid worker
Effective humanitarian aid delivery depends hugely on the trust that local populations
place in the aid worker they meet and interact with. Nationality, gender, background,
language, and, above all approach. What should be most stressed during the preparation
of new Red Cross workers about to leave for the field, and what would best mitigate
against the numerous preconceptions that could jeopardise the humanitarian work being
carried out?
44
British Red Cross
44 Moorfields
London
EC2Y 9AL
Tel 0844 871 1111
Fax 020 7562 2000
redcross.org.uk
The British Red Cross Society, incorporated by Royal Charter 1908,
is a charity registered in England and Wales (220949) and Scotland (SC037738)
Published December 2011