1. (1) WHY ENGAGING WITH YOUTH IS IMPORTANT IN PEACE-BUILDING
1.1 'children are active in the construction and determination of their own social lives, the lives of those around them and the societies in which they live' (James & Prout, 1997, p.8)
1.2 Democracy
1.3 Regional stability
1.3.1 Security
1.3.2 Independence
1.3.3 Nation building
1.4 Social stability
1.4.1 Impacts on individuals
Physical
Emotional
1.4.2 Impacts on communities
Marginalization
Alienation
Discrimination
1.4.3 Involvement of youth in conflicts
As agents
As victims
1.5 Sustainability
1.5.1 Economic
1.5.2 Political
1.5.3 Socio-cultural
1.5.4 Environmental
1.6 Continuing violence
1.6.1 Experienced
1.6.2 Perpetrated
1.7 Stereotyping
1.7.1 Vulnerability
1.7.2 Trauma
1.7.3 Lack of capacity
2. (2) WHO WILL BE INVOLVED
2.1 Target Groups
2.1.1 Youth Groups
2.1.2 Youth Leaders
2.1.3 Young Peace Activists
2.1.4 Youth Gangs
2.1.5 Former Child Soldiers
2.1.6 Youth in school
2.2 Researchers
2.2.1 Rebecca Spence
Roles: project leader; peace building; policy and literature review
Relevant Experience: Timor Leste, South Africa, Solomon Islands, Bougainville
2.2.2 Jack Beetson
Roles: Aboriginal elder and activist
Relevant Experience: Australia
2.2.3 Kimberley Berglind
Roles: AusAID Policy; Digital Story-telling
Relevant Experience: PNG, Solomon Islands, Philippines
2.2.4 Bob Boughton
Roles: popular education, theory and practice; literature review
Relevant Experience: Timor Leste, Mozambique, Australia
2.2.5 Greg Carroll
Roles: Peace building; Concept Mapping; Web site Management; Digital/Video Technology
Relevant Experience: Timor Leste
2.2.6 Deborah Durnan
Roles: popular education, theory and practice; peace building
Relevant Experience: Timor Leste, Australia
2.2.7 Glenda Kupczyk-Romanczuk
Roles: Concept Mapping; Word Web Mapping; Dictionaries in Plain English
Relevant Experience: Timor Leste, Papua New Guinea, Solomon Islands, Indonesia, Mekong region
2.3 Local organizations working with youth
2.3.1 Civil society
NGOs
Teachers
Community groups
Religious groups
Environmental groups
Youth groups
2.3.2 Government Departments
Ministry of Education
Formal
Non-formal
2.4 Interested Parties
2.4.1 AusAID
2.4.2 UNICEF
2.4.3 USAid
2.4.4 World Bank
3. (3) WHERE WE WILL BE WORKING
3.1 Regional Contexts
3.1.1 Australia
3.1.2 Timor Leste
Sahe Institute
Nuno Rodrigues Bebe
UNTL
Faculty of Social Science
Antero Benedeto da Silva
Faculty of Education
Miguel Maia
Baucau Teacher's College
Margie Beck
3.1.3 Philippines
MCW
3.1.4 Solomon Islands
CSP
3.1.5 PNG
Marcelline
BICWF
Helen Hakena
UPNG, Goroka, Faculty of Education
Gairo Onagi
James Yoko
3.1.6 Indonesia
3.2 Local contexts in each country
3.2.1 Youth & Community Services
Religious Groups
Youth Clubs
Community Groups
NGOs
3.2.2 Education
Non-formal
literacy campaigns
popular education
Formal
Primary
Secondary
Tertiary
Teacher Training
4. (4) HOW WE WILL BE WORKING
4.1 Phase 1 - A Researchers' & Policy Makers' Perspective: What is happening at the moment?
4.1.1 Literature review
4.1.2 Policy review
International agencies
UNICEF
World Bank
AusAid
Target countries in our regional focus
Australia
Timor Leste
Philippines
Solomon Islands
PNG
Indonesia
4.1.3 Contact & consultation with experts and activists working in relevant global contexts
South Africa
University of KwaZulu Natal
Geoff Harris
Astrid von Kotz
Mozambique
University of Eduardo Mondlane, Centre for Research in Non-formal Education
Debora Nandja
Agneta Lund
Dominguos Buque
Sri Lanka
Vishakha
Afghanistan
Colombia
Ave Chomsky
Nepal
4.1.4 In-country forums
Who is involved ?
Youth groups
Organizations working with youth
Where are they active?
Formal settings
Non-formal settings
What are they doing?
What threatens their activities?
How can activities be supported?
4.2 Phase 2 - Participatory Research: How Do We Engage with Youth and Support them?
4.2.1 Beginning a Dialogue
Verbal openings
Story-telling
Roles
Experiences
Slogans & sayings
Drama
Names
Visual openings
Painting
Drawing
Tattoos
Graffiti
Clothes
Films
Cartoons
Performing
Tactile openings
Carving
Jewelry
Weaving
Rituals
Auditory openings
Music
Listening
Performing
Songs
Physical openings
Martial arts
Capoiera
Hong Kong/ Indonesian cult films
Keep-fit/ self-defence classes a la PCYC
Sports
Dance
Food
Emotional openings
Heroes
Icons
Idols
Memorabilia
Aspirations
Concerns
4.2.2 Building Capacity
Communication skills
Telling stories
Listening
Interviewing
Collecting oral histories
Sharing understandings
Literacy
Using technology
Photography
Video recording
Creating DVDs and VCDs
Computing
4.2.3 Developing Insights
About
Roles played by youth in earlier conflicts
Members of resistance groups
Members of gangs
Community activists
Family members
Roles played by youth now
Family members
Community activists
Members of resistance groups
Members of gangs
By
Blogs
Vlogs
Podcasts
Photos
Oral histories
Story telling
Drama
Art
4.2.4 Creating informal learning networks
To systematize understandings of key issues and processes
To identify
Synergies & silences
Strengths & weaknesses
To provide mutual support
4.3 Phase 3 - A Youth Perspective: How Do Youth in Conflict Affected Areas Transform Themselves into Agents of Peace and Democracy?
4.3.1 Identifying goals & visions for the future
Aspirations
Needs
Concerns
4.3.2 Identifying strategies groups & individuals are using now
To resist violence
For dealing with the effects of violence
To reduce alienation
To re-create community relationships
To lessen inter-communal tensions
4.3.3 Using lessons learned from other generations
How to unlearn patterns of violence
How to transform oneself
Which skills, learned in conflicts, can equip leaders
4.3.4 Becoming agents for change
Making connections
Sharing understandings
Creating networks
Multi-country symposium
5. (5) WHAT WE WILL PRODUCE
5.1 Phase 1 - A Researchers' & Policy Makers' Perspective: What is happening at the moment?
5.1.1 A profiling map for each target country
Agencies & organisations involved with youth
Youth groups who are active in peace building
Activities currently being undertaken
Successes achieved
Perceived threats to activities
Ways of improving engagement with youth
5.1.2 A glossary in Plain English of terminology/jargon used by agencies working in peace-building
AusAID
UN
UNICEF
UNHCR
World Bank
5.2 Phase 2 - Participatory Research: How Do We Engage with Youth and Support Them?
5.2.1 web site
Generating shared understandings of key concepts and processes
Peace
Conflict
Peace building
Conflict resolution
Democracy
Creating a learning network
Insights
Mutual support
Directions
Contacts
5.2.2 An expanding overview map of activities in the target countries
Synergies & silences
Key understandings
Workable strategies
International contacts
Available resources
5.2.3 Training manuals
Strategies for engagement
Methodologies for peace building
5.2.4 CD Rom Dictionary in Plain English for activists and educators working in peace building
5.3 Phase 3 - A Youth Perspective: How Do Youth in Conflict Affected Areas Transform Themselves into Agents of Peace and Democracy?
5.3.1 Materials produced by youth groups for dissemination on the website / CDRom
Sound bites
Video bites
Art work
5.3.2 Case studies
Youth groups
Current youth leaders
Former youth activists
5.3.3 Policy papers
6. (6) WHEN THE WORK WILL BE DONE
6.1 Year 1
6.1.1 Literature Review
6.1.2 Policy Reviews
6.1.3 Glossary
6.1.4 Country Profiles from forums
Australia
Timor Leste
Solomon Islands
6.2 Year 2
6.2.1 Country Profiles from forums
Philippines
PNG
Indonesia
6.2.2 Policy Reviews
6.2.3 Case Studies
6.2.4 Web site
6.2.5 Training Manuals
6.3 Year 3
6.3.1 Overview Profiling Map
6.3.2 Expanded Web site
6.3.3 Youth Generated Materials
6.3.4 Policy Papers
6.3.5 Multi-country forum
7. (7) HOW MUCH WE WILL NEED TO SPEND
7.1 For each country
7.1.1 Travel
Fares
Per Diem & Accommodation
Car hire
7.1.2 Forum costs
7.1.3 Hardware
computers
Mac x4
mini DVD video cameras
tripod
MP3 recorders
cameras
7.1.4 Software
MindManager for Macs
Office 2007 for Macs
7.1.5 Personnel
youth researchers
translators
transcribers
7.2 Project manager
7.3 Admin assistant - half time
7.4 2 Technical assistants
7.5 For researchers
7.5.1 payment as facilitators
7.5.2 LCD projector
7.5.3 Portable printer
7.5.4 PC/Tablet X2 or 3
7.5.5 Training module software
Captivate
7.5.6 Qualitative software
NVIVO
Transanna
7.6 Conference Costs for multi-country symposium
7.6.1 2 people each from Timor Leste, Solomon Islands, Philippines, Indigenous Australia in Year 1
Fares
Accommodation & per diem
7.6.2 Research team
7.6.3 2 people each from Timor Leste, Solomon Islands, Philippines, Indigenous Australia, PNG, Indonesia, Fiji, South Africa, ???? in Year 2
Fares
Accommodation & per diem
About
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Engaging with Youth to Build Peace in Conflict Affected Areas
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