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What was the topic of the discussion and how was organised? |
| Topics of the discussion were presenting me and “OFE” programme to the pupils, giving them chance to ask about the programme. I answered to their questions regarding Kosovo’s participation and did we get along especially because of the football game between Albania and Serbia. After that we did a workshop about understanding process of conflict by making tree of conflict. They were divided in groups and they had to choose a conflict by themselves and to write causes, consequences and what we can learn from the chosen conflict using structure of a tree with roots, trunk, branches and fruits. They chose next conflicts: quarrel between pupils, conflict between two friends, conflict between supporters of the clubs in a football match and conflict in the football match between Albania and Serbia. |
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Explain the reaction of the participants on your speech. |
| At the beginning they were little confused how to do the “tree of conflict” but were eager to write it especially if we could learn something from the conflict. |
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Have you notice the impact of your lecture on the participants? Explain. |
| At the end we had a reflexion time where they said that know little more about conflict and how to resolve it or to avoid unnecessary conflicts especially in the class. |
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What were the questions posed by the participants and how did you react? |
| Questions were related to our relation with Kosovo’s participants such as did we watch the football game, how were our reactions and why is there only Kosovo and the Netherlands in the project. I answered on the questions I knew. |
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What was the topic of the discussion and how was organised? |
| Topics of the discussion were presenting me and “OFE” programme to the pupils, giving them chance to ask about the programme. After the presentation we did a workshop with a game of role play about discrimination and xenophobia. Participants were given another personalities (young prostitute, young Roma girl, immigrant, manual worker, asylum seekers etc.) and I was reading questions about daily life (can you go to school, do you feel safe when police stops you). They had to make a step forward when they didn’t feel unable to do that or to stay at place if they felt unable to do it. |
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Explain the reaction of the participants on your speech. |
| They were very interested in the game and roles were funny to them because they didn’t know how to react, how they can identify with the role given. In the end they tried their best to identify with the role because they wanted to know how those people feel so they could help them. |
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Have you notice the impact of your lecture on the participants? Explain. |
| The impact on them was present. We were talking how we can help others and how we can make institutions work better. They were giving the ideas. My role was to ask them how would they put their ideas into reality. |
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What were the questions posed by the participants and how did you react? |
| Questions were related to how they can identify with the roles and if I can help them. I made a little game of breathing in silence to relax and help them. |
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What was the topic of the discussion and how was organised? |
| Topics of the discussion were presenting me and “OFE” programme to the pupils, giving them chance to ask about the programme and later we were doing workshops regarding conflict transformation and discrimination. In conflict transformation we did a role play where two participants were in conflict and others were groups telling them how to increase intensity of the conflict and later how to decrease it.
Another workshop was about discrimination and how discrimination can cause conflict and how to prevent it. We did a role play. Participants were given another personalities (young prostitute, young Roma girl, immigrant, manual worker etc.) and I was reading questions about daily life (can you go to school, do you feel safe when police stops you). They had to make a step forward when they didn’t feel unable to do that or to stay at place if they felt unable to do it. |
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Explain the reaction of the participants on your speech. |
| Conflict transformation game: Participants were glad that they can actively participate in some activity and they can contribute to resolve something.
Discrimination role play game: Participants who were discriminated felt awful, ashamed. Participants who weren’t discriminated felt lucky for their position in a society, but not happy because of position of the discriminated participants. |
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Have you notice the impact of your lecture on the participants? Explain. |
| The impact I noticed was when they told me that now they know how to increase and decrease intensity of a conflict in daily life and that they will use knowledge about it to avoid and resolve conflicts with their families, friends, colleague in the future. |
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What were the questions posed by the participants and how did you react? |
| How would I resolve conflict in everyday life, what do I do?
I answer them honestly how I approach to conflict. |
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What was the topic of the discussion and how was organised? |
| Topics of the discussion were presenting me and “OFE” programme to the pupils, giving them chance to ask about the programme. After the presentation I intended to do workshop about minorities, tolerance and conflict but pupils were interested about Kosovo’s participation, what we were doing in Belgrade and in Ommen, how they felt in Belgrade, why Kosovo participate in the programme so I decided to talk about Kosovo and relations between Kosovo and Serbia, beside that they were interested, I wanted to create safe place where they can hear something new about Kosovo and where they can freely exchange their opinions. |
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Explain the reaction of the participants on your speech. |
| The reaction when I mentioned Kosovo for the first time were neutral to negative. |
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Have you notice the impact of your lecture on the participants? Explain. |
| The impact I noticed was when two pupils told me that they want to participate in the OFE programme and to visit Kosovo and see for themselves how both Serbs and Albanians live there. Those two pupils were shared very negative thoughts when I mentioned Kosovo at the beginning of the class. |
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What were the questions posed by the participants and how did you react? |
| What were we doing in Belgrade and in Ommen, how did they feel in Belgrade, why was Kosovo participating in the programme, Did we, participants from Serbia, have problems with them and did we watch football match between Serbia and Albania and how were our, Kosovo’s and Serbia’s participants, reaction. I felt need to create safe space so we can talk openly about everything because no one in that class had any contact with people from Kosovo and their only source of information about Kosovo is newspapers and its e-publications. |
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What was the topic of the discussion and how was organised? |
| Topics of the discussion were presenting me and “OFE” programme to the pupils, giving them chance to ask about the programme. After the presentation we did a workshop about minorities, tolerance and conflict and a game where participants were divided in to four groups and each group had minorities and they had to build their state. The purpose of the game was to show how it is difficult for minorities to represent its interests just because they are small in quantity and to show majorities how they can easily, unintentionally, discriminate minorities and how tolerance is the way for both groups to avoid necessary conflicts. |
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Explain the reaction of the participants on your speech. |
| They were very interested in the game and welcomed it. |
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Have you notice the impact of your lecture on the participants? Explain. |
| The impact was that even though the majorities wanted to impose their views on the minorities at the beginning they tried to avoid any unnecessary conflict with them and tried to negotiate and trade with interests. |
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What were the questions posed by the participants and how did you react? |
| There was one question about the programme. |
