(1) WHY ENGAGING WITH YOUTH IS IMPORTANT IN PEACE-BUILDING '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) Democracy Regional stability Security Independence Nation building Social stability Impacts on individuals Physical Emotional Impacts on communities Marginalization Alienation Discrimination Involvement of youth in conflicts As agents As victims Sustainability Economic Political Socio-cultural Environmental Continuing violence Experienced Perpetrated Stereotyping Vulnerability Trauma Lack of capacity (2) WHO WILL BE INVOLVED Target Groups Youth Groups Youth Leaders Young Peace Activists Youth Gangs Former Child Soldiers Youth in school Researchers Rebecca Spence Roles: project leader; peace building; policy and literature review Relevant Experience: Timor Leste, South Africa, Solomon Islands, Bougainville Jack Beetson Roles: Aboriginal elder and activist Relevant Experience: Australia Kimberley Berglind Roles: AusAID Policy; Digital Story-telling Relevant Experience: PNG, Solomon Islands, Philippines Bob Boughton Roles: popular education, theory and practice; literature review Relevant Experience: Timor Leste, Mozambique, Australia Greg Carroll Roles: Peace building; Concept Mapping; Web site Management; Digital/Video Technology Relevant Experience: Timor Leste Deborah Durnan Roles: popular education, theory and practice; peace building Relevant Experience: Timor Leste, Australia 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 Local organizations working with youth Civil society NGOs Teachers Community groups Religious groups Environmental groups Youth groups Government Departments Ministry of Education Formal Non-formal Interested Parties AusAID UNICEF USAid World Bank (3) WHERE WE WILL BE WORKING Regional Contexts Australia 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 Philippines MCW Solomon Islands CSP PNG Marcelline BICWF Helen Hakena UPNG, Goroka, Faculty of Education Gairo Onagi James Yoko Indonesia Local contexts in each country Youth & Community Services Religious Groups Youth Clubs Community Groups NGOs Education Non-formal literacy campaigns popular education Formal Primary Secondary Tertiary Teacher Training (4) HOW WE WILL BE WORKING Phase 1 - A Researchers' & Policy Makers' Perspective: What is happening at the moment? Literature review Policy review International agencies UNICEF World Bank AusAid Target countries in our regional focus Australia Timor Leste Philippines Solomon Islands PNG Indonesia 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 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? Phase 2 - Participatory Research: How Do We Engage with Youth and Support them? 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 Building Capacity Communication skills Telling stories Listening Interviewing Collecting oral histories Sharing understandings Literacy Using technology Photography Video recording Creating DVDs and VCDs Computing 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 Creating informal learning networks To systematize understandings of key issues and processes To identify Synergies & silences Strengths & weaknesses To provide mutual support Phase 3 - A Youth Perspective: How Do Youth in Conflict Affected Areas Transform Themselves into Agents of Peace and Democracy? Identifying goals & visions for the future Aspirations Needs Concerns 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 Using lessons learned from other generations How to unlearn patterns of violence How to transform oneself Which skills, learned in conflicts, can equip leaders Becoming agents for change Making connections Sharing understandings Creating networks Multi-country symposium (5) WHAT WE WILL PRODUCE Phase 1 - A Researchers' & Policy Makers' Perspective: What is happening at the moment? 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 A glossary in Plain English of terminology/jargon used by agencies working in peace-building AusAID UN UNICEF UNHCR World Bank Phase 2 - Participatory Research: How Do We Engage with Youth and Support Them? 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 An expanding overview map of activities in the target countries Synergies & silences Key understandings Workable strategies International contacts Available resources Training manuals Strategies for engagement Methodologies for peace building CD Rom Dictionary in Plain English for activists and educators working in peace building Phase 3 - A Youth Perspective: How Do Youth in Conflict Affected Areas Transform Themselves into Agents of Peace and Democracy? Materials produced by youth groups for dissemination on the website / CDRom Sound bites Video bites Art work Case studies Youth groups Current youth leaders Former youth activists Policy papers (6) WHEN THE WORK WILL BE DONE Year 1 Literature Review Policy Reviews Glossary Country Profiles from forums Australia Timor Leste Solomon Islands Year 2 Country Profiles from forums Philippines PNG Indonesia Policy Reviews Case Studies Web site Training Manuals Year 3 Overview Profiling Map Expanded Web site Youth Generated Materials Policy Papers Multi-country forum (7) HOW MUCH WE WILL NEED TO SPEND For each country Travel Fares Per Diem & Accommodation Car hire Forum costs Hardware computers Mac x4 mini DVD video cameras tripod MP3 recorders cameras Software MindManager for Macs Office 2007 for Macs Personnel youth researchers translators transcribers Project manager Admin assistant - half time 2 Technical assistants For researchers payment as facilitators LCD projector Portable printer PC/Tablet X2 or 3 Training module software Captivate Qualitative software NVIVO Transanna Conference Costs for multi-country symposium 2 people each from Timor Leste, Solomon Islands, Philippines, Indigenous Australia in Year 1 Fares Accommodation & per diem Research team 2 people each from Timor Leste, Solomon Islands, Philippines, Indigenous Australia, PNG, Indonesia, Fiji, South Africa, ???? in Year 2 Fares Accommodation & per diem