Non-formal Education Activities
The upcoming activities are designed to promote inclusive societies by fostering understanding, empathy, and connection among young people. Through engaging exercises and group discussions, participants will discover commonalities, challenge prejudices, and explore ways to embrace diversity. These activities encourage the use of imagination and creativity to deepen empathy and critical thinking, helping participants reflect on their own perspectives and those of others. By creating an open and welcoming environment, these experiences aim to build connections, break down barriers, and inspire a collective commitment to inclusion and mutual respect.
Meeting Point
Methodology
Sociometrical Activity
AIM
To discover commonalities among group members, to foster a sense of connection and understanding
PARTICIPANTS
min. 5 – max. 25
DESCRIPTION
Step 1. The participants take positions in the space.
Step 2. The facilitator moves to a designated spot and makes a specific statement about themselves, such as ‘I love to play music.’ The more a person within the group agrees with that statement, the nearer they position themselves to the facilitator. Similarly, if they completely disagree and the statement doesn’t resonate with their opinions or feelings, they make sure to stay as far away as possible from the facilitator.
Step 3. Each member of the group can share opinions or statements about themselves. Based on the movements of people in the space, they can understand whether they share common ground with the rest of the group or not.
Note: These statements should be broad enough to encompass various aspects of life, interests, and experiences. However, as time goes on, encourage the group to share even more personal or unusual things about themselves. Maybe they find commonalities among the most peculiar aspects of their personalities!
Tips: Working on the group dynamics, the facilitator should make sure to point out common ground that emerges among group members throughout the activity, acknowledge shared experiences, interests, or values, and emphasize the connections that these commonalities create within the group.
Step 4. Debriefing
A debriefing session is not necessary after this activity. “Meeting Point” could seamlessly transition into another activity, so it might be preferable to maintain the flow. However, if the facilitator feels that the group dynamics require a brief sharing session at the end, they could pose some questions to the group in a circle, such as:
What thoughts or feelings arose for you as we explored commonalities within the group?
Were there any moments during the activity that stood out to you as particularly meaningful or memorable? If so, why?
Did anything surprise you about the shared experiences, interests, or values that emerged during the activity?
What aspects of the activity did you find most valuable, and why?
Adaptation
The activity involves movement in space. If there are blind or physically disabled individuals within the group, ensure that the space is suitable for the use of their aids, such as a guide dog or wheelchair, and that the other participants are aware of their aids and how they use them.
If a blind person is in the group, make sure you describe the amount of people moving close or far to the x statement and share a picture of the common ground created.
If a member of the group is deaf and there is no sign language interpreter available, you can communicate by writing the statements in large letters on a piece of paper and holding them up.
DURATION
15-20 min.
MATERIALS
no materials needed.
Papers and markers if there are deaf or hard of hearing people within the group.
Myth-busters
Methodology
Interactive discussion or structured debate
AIM
To challenge and dispel common myths or misconceptions on a specific topic through interactive discussions and critical thinking
PARTICIPANTS
min. 6 – max. 40
Description
PREPARATION PHASE
Step 1. Select a topic:
Choose a specific topic or theme for the session. This could be a topic relevant to your group’s interests, current events, or the subject matter you’re focusing on. We will use as an example the topic of disability, but the activity is open to different topics as well.
Step 2. Identify myths or misconceptions:
Research and compile a list of common myths or misconceptions related to the chosen topic. You could even divide your group into smaller teams and have each one of the teams present a common myth. Ensure the myths are relevant, interesting, and potentially controversial to stimulate discussion.
For example, “People with disabilities are a burden on society and require constant care and assistance.” or “Disability is a personal issue that concerns the disabled person alone.”
IMPLEMENTATION PHASE
Step 1. Present the myths:
Introduce each myth to the group, one at a time.
Facilitate a discussion around each myth. The discussion could take the form of a structured debate where participants can argue for or against the myth. Encourage respectful dialogue and active listening among participants.
Step 2. Facilitate debate:
Divide participants into two groups: one group arguing in favor of the myth, and the other group arguing against it.
Assign roles within each group (e.g., researchers, advocates, skeptics) to ensure a well-rounded debate.
Allocate time for each side to present their arguments and rebuttals.
Encourage active participation by allowing audience members to ask questions or challenge the arguments presented. Ask open-ended questions to stimulate critical thinking and challenge assumptions.
REFLECTION PHASE
Facilitate a discussion at the end to reflect on the debate and explore the evidence presented.
Encourage participants to share their thoughts, opinions, and personal experiences related to the myth.
Closing Phase and Follow up:
Encourage further exploration of the topic outside of the session.
Provide resources or references for additional reading or research.
Adaptation
Given that this activity involves open discussion, having a sign language interpreter available is essential if there are any deaf individuals in your group.
DURATION
60 minutes
MATERIALS
Participants can use the internet or any other available resources to build their arguments.
I felt excluded
Methodology
Storytelling
Aim
To foster understanding and empathy
PARTICIPANTS
min. 6 – max. 25
DESCRIPTION
Step 1. Form a circle with chairs or sit in a circle on the floor.
Step 2. Begin the storytelling session by inviting the participants to share their story of a time they felt excluded. Encourage them to speak from the heart and to be as descriptive and honest as they feel comfortable. Alternatively, use prompts to guide discussions, such as “a time when you felt included/excluded” or “a moment when you witnessed the power of diversity.”
Step 3. After each storyteller, allow for brief reflections or comments from other participants. Encourage active listening and validation of each storyteller’s experience.
Step 4. After all participants who wish to share have done so, facilitate a group discussion.
Use open-ended questions to prompt further discussion, such as:
“What emotions did you experience while listening to the stories?”
“How can we apply the insights gained from these stories to promote inclusion and diversity in our own lives and communities?”
Adaptation
If there are individuals in the group who use wheelchairs or prefer to be seated due to their physical condition rather than sitting on the floor, provide chairs for the rest of the group as well in order to ensure a sense of equality and connection among all participants. Given that this activity involves open discussion, having a sign language interpreter available is essential if there are any deaf individuals in your group.
DURATION
40-60 min.
MATERIALS
no materials needed.
Say it in your own way
Methodology
Creative expression
Aim
Use of imagination and creativity, foster empathy
PARTICIPANTS
min. 5 – max. 40 (working in groups)
DESCRIPTION
Step 1.
Under the theme of inclusive societies, organize a visit to the city or the community where the group is based. For this activity, you could divide the participants into smaller groups or allow them to work individually if they prefer so.
The recommended task for them is the following:
Explore your city or community and document your visit from the perspective of the suggested topic (“inclusive societies”). Use any of the following suggested media for documentation:
- Take pictures or videos of places, events, or activities that reflect inclusivity or the lack thereof.
- Create a drawing or a piece of art reflecting your visit.
- Record your experience as you walk through the city using voice recordings.
- Capture the sounds of the surrounding area to create soundscapes that convey the atmosphere of the environment.
- Write a free-form text describing your observations, thoughts, and reflections on the topic.
Step 2. Presentation at the plenary
Each group or individual presents at the plenary their piece of work.
Step 3. Reflection and Sharing
You could close the activity with a group sharing in a circle. Some suggested questions to help the sharing process begin:
Were there any challenges or obstacles you faced during the activity, and how did you overcome them?
What emotions did you experience while documenting your visit from the perspective of inclusive societies?
How did your chosen media (pictures/videos, art, voice recordings, soundscapes, free-form text) help you capture and convey your observations?
If you would want them to focus on future actions, you could also pose some questions like these:
How do you think your documentation could contribute to raising awareness or promoting action towards creating more inclusive societies?
What are some potential next steps or actions that could be taken based on the insights gained from your exploration?
Adaptation: This is an outdoor activity, so ensure that all participants can easily navigate the space. Encourage group work and mutual assistance. Documenting challenges in independent movement is integral to the activity, offering valuable insights for creating more inclusive societies. If a group encounters frustration, provide time for them to share their thoughts at the end and encourage discussion on possible solutions.
About the second step of the activity, encourage participants to consider the different characteristics of the members of the group and find ways to adapt their material to their needs so that everyone can understand and enjoy what they have created. For example, if there is sound in a video, they could use subtitles or find alternative ways to describe the music. If there are pictures, make sure they are described for the blind individuals of the group, etc.
DURATION
minimum 1 hour visit, minimum 2 hours creation of the final document, minimum of 1 hour for the presentation and 30 minutes for Sharing.
MATERIALS
art supplies if needed
use of their smartphones, video or voice recorders, cameras
notebooks and pens or markers
projector or screen and speakers for their presentation