AGENDA
|
Day 1st 15/05/2024 |
Ø Introduction to each other and Ice-breaking
games; Ø Introduction of the ACCT project: Is
there a need to be trained in anti-discrimination and anti-racism and how
could we eventually do it? Ø Introduction of our 3 days communication,
thinking, storytelling, acting and discussions; |
|
Day 2nd 16/05/2024 |
Ø Post-colonial analysis of the European
‘Migration Crisis’ Ø Implicit Social Cognition Ø Attitudes, Self-Concept Clarity,
Self-Esteem, and Stereotypes |
|
Day 3rd
17/05/2024 |
Ø Briefly about the legacy of Augusto Boal and
Paulo Freire; Ø Doing Image & Forum Theater – games,
storytelling and performance; Ø Closing up |
ARM-BG Pilot Training in
the Lebanese School (LS) in Sofia
15, 16 and 17 of May,
2024
About
the LS
The Lebanese school was
founded 26 years ago as a private school by a couple of Lebanese families. As
all private schools in BG it is under the supervision of the Bulgarian Ministry
of Education. In 2023 the school was already very popular, well packed with
students and moved to a new building, allocated by the Sofia municipality and
renovated by the school community. The school accepts and trains kids of Arab
and mixed marriage backgrounds from about 18 Arab countries. There are three
official languages spoken in the school - Arab, Bulgarian and English. The non-official
ones are more, our trainees - young adults from the upper grades didn’t have any
problem understanding the Spanish text on one of the ACCT competition winning
posters. The fact that the students were first or second generation migrants
was relevant to the training’s goal. Students from 10th and 11th
grades attended the trainings. The age group was between 15 and 17.
ARM-BG
pilot training issues
The Pilot training in
Sofia was adapted to the context and the Schools’ cultural specificity. One of
the requirements of the parents was not to have any LGBTQ+ issues mentioned in
the training. During the Forum Theater workshop the participating teenage boys
asked to avoid any facilitating exercises involving touching each other in the
mixed male/female group. That’s why we transformed the exercises, involving
touching to ones without and had this requirement in mind in the rest workshop
activities. The overall number of the
students attending the 3 days training was over 49 plus a couple of teachers.
On the first day we had a problem with the already prepared table for the
participants’ list. One of the teachers
informed us that the students were not supposed to give for the participants’
list any other information about themselves, but for their names and emails.
Due to this intervention, not all of the first day participants filled-in the
required information. We transformed the template for the rest of the training
days.
Adaptation
A
relevant adaptation was the linking of the training to the postcolonial history
of Europe, of the Euro-Med and MENA regions’ countries and its impact on
Migration, Racism and Discrimination.
Brief
adapted texts were distributed in advance to the students and teachers and that
facilitated discussions during the training sessions. Discussions were
relevantly linked to brief Q&A sessions, ice-breaking, energizing and
feedback exercises with the students. Among the issues discussed were implicit social cognition, attitudes, self-esteem and stereotypes, as well as migrants’ cultural identity conflicts and ways of dealing with
them.
On
the third day, Friday, May 17, 2024 we introduced the Forum and Image Theater
social change potential and did some relevant training exercises.
Feedback
& Post-Training Reflections
The LS students and
teachers recognized as training-relevant the topics of anti-discrimination and
anti-racism. They liked the 3 days training sessions and our team was invited
to continue training in the new 2024/2025 school year. The theme was regarded
as a topical training possibility.
Popular and animated
communication referent points were the ACCT posters and cards. The school
administration asked for an additional set of the big posters. The fact that
the posters were created by university students was very relevant to the
training.
Reflecting on the
training results the facilitators found appropriate for further ACCT related
trainings to perform a relevant pre-training interviewing research of the
potential trainees’ cohort - of both teachers’ and students. Among other
things, such preliminary interviews would provide better information for aligning
the training program with the educational institutions’ internal rules.
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