Before you start
Print out the identity cards, you will need at least three, depending on your group size. At the start of the session, lay out flipchart paper and pens in separate places across the room, in at least three groups. Print out the conflict situations for the simulation. Identity cards and conflicts should not be shown to groups until the simulation starts, keep them separate from the flipchart paper.
Materials
- Flipchart paper and marker pens
- Copies of the identity cards
- A copy of the conflict situations
- A timer or stopwatch
What to do
Explain that you are going to think about the differences between children, young people and adults. Divide the participants into groups of around 5 and give each one a sheet of flipchart paper and marker pens.
Set a timer of 5 minutes – the groups should use this time to to write down as many different ideas they have of the differences between children, young people and adults as they can.
When the time is up, come back together as a big group and see if there are any similarities or differences between the groups’ ideas. Discuss the following questions:
- Why is there a difference between children, young people and adults?
- Are these differences advantages or disadvantages for young people?
Next, explain that you are going to play a simulation game. Split the participants into three small subgroups and explain that these subgroups are friendship groups with particular identities and ways of acting.
Give each group a different identity card (appendix 1) that they should read through and discuss together for a couple of minutes so that they each understand what it means. The groups should not share their identity cards with the other groups.
When the groups are ready, read out some of the situations in turn. Give the groups a chance to discuss among themselves how they will act according to the identity card they have been given. Then the groups can come back together and explain how they would choose to react.
Debrief
- How did the groups decide to act? How did their actions differ from one another? Can you try and guess what the identities of the other groups were?
- Is there a group whose actions matched how you personally would have responded?
- Do you think the groups reflect the way people respond to conflict situations in reality?
- We saw some examples of actions that go against the status quo. Do you think it is easy for children and young people to act against authority and create alternative solutions to conflict?
- In some of these situations it was easy for you to decide what to do and to know the correct way to respond?
- But what happens when the situations become more complicated? Or if there are many different sides to a situation and you cannot get an objective understanding of what is actually happening?
- How does adult society affect the way we make choices?
- Did you ever find yourself not supporting peace actions? Why?
- Let’s talk about the solidarity group. Was it easy for you to show solidarity with the other groups in the situation? What methods did you think of to show solidarity?
- What is the meaning of solidarity? How can it affect a conflict situation?
- Is solidarity always a good thing or can it sometimes have a negative effect on the conflict situation?
At this point you should explain that solidarity can come in many different forms. Sometimes we can act in solidarity with groups of people or organisations because we think their situation deserves solidarity. But sometimes we are not able to hear the full story, sometimes we choose to be blind towards their actions or use our stance of solidarity to further our own political agenda. Solidarity should always be a peaceful action, not fuelling the conflict but promoting meaningful dialogue and change, and it should never be something to help our own agenda.
Tips for facilitators
- You can think of different conflict situations that fit your group and the age range.
- The activity ‘The bunny and the rabbit’ on page 72 would be a good way of introducing the topic of how youth can play a role in overcoming prejudices and conflicts that exist in adult society.
- Malala Yousafzai is a famous young human rights activists who could serve as an example of youth engagement for your group. You can use the infobox on Malala to start further research into her work and discuss how she promotes actions for peace.
- This workshop is an opportunity to inspire young members and help them to become active citizens. The question of young people’s role in changing society or taking actions for peace is not an easy issue; it is often rare to see and find examples in society today. Giving participants space to discuss the difficulties or obstacles we face is just as important as encouraging the tools for choosing peace, taking actions or standing in solidarity.