Nom du partenaire
- Akwaba Foundation
- Institut Dolors Mallafrè i Ros (School), Institut Eduard Fontserè (School), Escola Balaguer (School), Escola Canigó (School) Escola Pau Sans (School), Escola Mare de Déu de Bellvitge (School), Escola Fluvià (School), Escola Patronat Domènech (School) Esc
- Barcelona City Council, l'Hospitalet de Llobregat City Council, Tarragona City Council, Diputació de Barcelona
Role:
- Autre
- Autre
- Autre
Autre:
- Project Carrier
- Project Carriers
- Project Funders
Name of establishment / organisation
Fundació Akwaba dans 11 écoles de Catalogne
Contact person
Núria Gómez
Email
educatiu@fundacioakwaba.cat
Address
Carrer Llobregat 145, baixos
08904
Hospitalet de Llobregat Spain
Location of project
https://desfemlesdesigualtats.wordpress.com/category/bloc/
Start date and duration of project
01/01/2014
Level
- Middle school
- Primary school
Number of pupils, teachers and staff involved
88 students participated in the project, along with 30 teachers, 6 animators, and 16 individuals associated with the Akwaba Foundation (technical staff and volunteers)
Topics
Global citizenship, Human rights, Inequality
Subject areas
Other
Please specify how the project was carried out
Initially, the Akwaba Foundation coordinated with the department heads from different schools in order to present the proposal. The department head presented the project to the school council to decide which class it should be placed in. At each school, the project has been developed as part of a different subject.
Teaching and learning objectives
1.Encourage students to learn, investigate and reflect on the relationship between human rights and local and global inequality through art and active participation.
2.Have students from different neighborhoods share experiences, thus encouraging social cohesion.
3.Encourage investigative youths to make other fellow citizens more aware of identifiable inequalities.
Summary
The #desfemlesdesigualtats campaign promotes the understanding of inequalities from the point of view of human rights and the relationship between the global north and south; it encourages participation, investigation, reflection and the exchange of experiences among young people from 10-17 years of age from different social backgrounds.
Our is an educational proposal that takes place in two phases. In the first phase, the children and young people discover inequality through photography, and in the second they try to respond to the inequalities detected through group action in art, raising awareness, learning through service or political involvement.
Learning that has taken place:
• Global and local inequalities caused by the economic recession
• Human rights: which are violated in our world, city and neighborhood
• Alternatives for protecting and promoting human rights
• Social photography
• Individual and collective critical reflection
• Participative observation of the inequalities surrounding us
• Socio-affective and cooperative work
• Social participation
• Strategies for raising awareness in the community
Description of the service offered:
First phase:
Students work individually to create a photo-story on the inequalities around them.
Secondary-school students use their own cell phones, while those in primary school use school cameras.
The photo-stories are posted online, and the educational community votes for the one they find most creative, critical and clever. Word of the contest is spread through school blogs, local bulletins, etc.
The winning photo-story from each school is printed in postcard form (1000 copies). The children and young people come up with the best strategy for publicizing it in their school or neighborhood.
Finally, the students also participate in different local television and radio programs, with the aim of sharing what they've learned and making their experience known to the community.
Participation as an essential element
During the training sessions, we encourage students to be actively participative. We make it easier to do so by the way we define certain curricular content or the way we organize classes; for instance, by encouraging student discussion or having students discover photography. At the beginning of each unit, we also make sure to consult students on their personal interests with regard to the theme.
Second phase:
Our schools are currently in the second phase of the project. This consists in each school carrying out a community intervention in order to transform the inequality chosen by the students themselves. Students are encouraged to collaborate with local entities, to raise awareness through artistic actions in public spaces, and to present a proposal to the City Council or the local youth council.
Did your project have a final outcome ?
What communications and dissemination strategy was used for the project ?
- Our children and young people's photo-stories become part of an online contest where the whole educational community can participate. That way, our students' creations are made public.
- The prize for this contest is 1000 postcards featuring the winning photo-story and an opportunity for the school to publicize it. Students are in charge of deciding how best to distribute these postcards.
- Publicity in the press. Students share their experience in radio programs, TV reports and in different print media.
- Schools publicize the initiative through their websites and blogs.
What outcomes and changes did the project generate ?
- This project has allowed us to work on attitudes with our youth.
- By introducing participative dynamics, we give a more important role to students, who are often too passive. This has positive results on our groups' dynamics.
- This project isn't just enriching for our students and teachers. The point of view and experience of our children and young people also helps our our organization's workers and volunteers to learn and grow.
What difficulties did you encounter when implementing your project ?
- The programming of activities was complex. With our secondary school students, classes only last an hour, while our workshops were designed to last two hours.
- In our secondary schools, it's not easy to find teachers prepared to take responsibility for supervising the entire project.
- The contest generated more competitiveness than we had hoped. In the future, adjustments will be made to avoid this.
- Our planned methods weren't always appropriate to all of our groups, so we had to make some adjustments.
What factors made it easier to carry out your project ?
- Teacher involvement is key. In most cases, teachers are very motivated and used to working on these topics in schools.
- The involvement of City Councils and local press has been highly positive.
- The conceptual and methodological level of this project was appropriate to our students. Working on neighborhood issues that are a part of students' realities allowed them to better understand what was being taught.
- The participation of individuals from outside the school, associated with the real world and who passionately shared their experiences and proposed alternatives for change is a source of motivation for students.
Which factors are most related to global education ?
The #desfemlesdesigualtats Campaign promotes an understanding of inequality from the point of view of human rights and the relationship between the global north and south. For example, in one unit we work on interferences between the global north and south, putting the emphasis on interdependence.
How did you assess the project ?
Evaluations with students were based on a survey and an evaluation session during the last class.
Evaluations with teachers also took place at the end of the project, and were based on meetings.
Evaluations with workshop participants were continuous during the project, and also took place at its end. After each session, the person in charge of the project and the workshop leaders discussed which, if any, changes needed to be made. The project coordinator participated at certain key moments of the educational action to supervise its success.
Any comments
- All the schools who participated in the first phase want to continue with the second.
- The Akwaba foundation is considering a new teacher training project with the aim of making the project known and offering teachers the opportunity to organize it on their own, without the direct participation of our organization. This training program would be organized using our teaching materials and experience from #desfemlesdesigualtats.
- The Akwaba foundation has begun to make the project known in non-conventional educational spaces, such as the l'Assemblea Groga (Yellow Assembly, organization in defense of public education) of l'Hospitalet de Llobregat.
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Other
Inequality
Human rights
Global citizenship
#desfemlesdesigualtats: creative learning for global citizenry is a campaign that aims to generate an active citizenry in order to defend human rights and sustainable human development.
It originated from the need to respond to an increase in inequalities in Catalonia and the world through education, one of the pillars of our organization's task.
The current situation, heavily impacted by the economic recession and a crisis in values, has increased inequality on a local and global level. There is no longer a first and a third world, a North and a South. Rather, there are also 'Souths,' processes of empoverishment and exclusion, in the North. That's why we refer to global Norths and Souths.
The crisis has also helped to point out need to promote greater consciousness of the causes of inequality, the exercise of rights and responsibility, the co-responsibilities of different individuals and working as part of a group or network.
Our youth is the key audience for this campaign, because they represent current society and the society of the future, which we want to build by basing our lives around values like respect, the defense and promotion of human rights or sustainable human development.