Modules for WinAct Workshops

Transcription

1 Winning Immigrants as Active Members WinAct Modules for WinAct Workshops Prepared by Norbert Cyrus, Beatrix Bauer, Elisabeth Egeli, Jane Floor, Mary Gilmartin, Erika Roche, Caitriona Stewart Short, Dita Vogel July 2008 With the support of the GRUNDTVIG programme of the European Union

2 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This publication is a document prepared within the project WinAct - Winning Immigrants as Active Members - that is funded by the EU SOCRATES Grundtvig programme CP DE-GRUNDTVIG-G11 Responsible for the content of this publication: Norbert Cyrus, University Oldenburg. Contact: Norbert Cyrus Fakultät I, Projekt WinAct Carl von Ossietzky Universität Oldenburg D Oldenburg Norbert.cyrus@uni-oldenburg.de Website. Photo: Group photo of the WinAct team with participants of the pilot course (J.Floor) Photo front sleeve: Participant presents the results of small-group work during the test workshop in Stavanger, Norway all photos by N. Cyrus 2

3 Content Foreword 5 Introduction WinAct Module Participation Exercise 1.1: Topical self-introduction Exercise 1.2: Complete the sentence Immigrants participation is Exercise 1.3: Assessing participation rates at national level Exercise 1.4: Too less/much immigrants participation is Exercise 1.5: Three reasons Exercise 1.6: Political debate on a contested issue Exercise 1.7: Collecting advices WinAct Module Political Parties Exercise 2.1: Are we a political party? Exercise 2.2: Inventory of Immigrants Participation Exercise 2.3: Becoming involved in a Political Party Exercise 2.4: Role Plays Exercise 2.5: Obstacles to participation in political parties Exercise 2.6: Strategies for encouraging immigrant participation WinAct Country Module Political Party Exercise 3.1: Assessment of immigrant participation in Ireland Exercise 3.2: Representing political parties Exercise 3.3: Implications of low levels of immigrant involvement Exercise 3.4: Benefits of migrant involvement Exercise 3.5: Practices and actions to encourage participation Exercise 3.6: Political Parties current incorporation practices Exercise 3.7: Designing Publicity Posters WinAct module Trade Union Exercise 4.1: Approaches towards immigrants in the labour market Exercise 4.2: Immigrant workers as unskilled labour Exercise 4.3: Motivations for getting organized in trade unions Exercise 4.4: Reasons not to organize Exercise 4.5: Language exercise WinAct country module Trade Union Exercise 5.1: Where do immigrants get information about unions? Exercise 5.2: Be a member of a trade union because Exercise 5.3: What kind of trade unions services do members use? Exercise 5.4: Designing a Recruitment Campaign Exercise 5.5: Design a training program for your own organisation References WinAct - Involved Institutions

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5 Winning Immigrants as Active Members WinAct Foreword Populations of immigrant origin are growing in Europe. However, immigrants are underrepresented in many fields of civic activities. Therefore, raising immigrants civic participation is a crucial issue for democracy in the European Union and accordingly - an important task for adult education. The project WinAct - Winning Immigrants as Active Members aims to promote the civic and political integration of immigrants in practical terms by designing training courses for officials from trade unions and political parties. The courses - designed within the European life long learning programme Grundtvig - target adult educational professionals from all over Europe who are interested in promoting immigrant participation. Many of them are expected to be of immigrant origin. WinAct is an international applied sciences project funded by the European Unions SOCRATES program line GRUNDTVIG. It is closely related with the research project POLITIS Building Europe with new citizens? An inquiry into the civic participation of naturalized citizens and foreign residents in 25 countries. WinAct transfers the findings from POLITIS a project within the 6. European research framework program - into an European train the trainer programme. Building on the EU-funded POLITIS research, WinAct is innovative in strengthening the links not only within adult education, but by making recent research findings accessible without loss of time. As a truly European project WinAct brings together teams from seven institutions of higher education and adult education in five European countries. The coordinating institution is located in Germany at the University Oldenburg, while the other partners come from Ireland (University College Dublin and Dundrum College), Norway (University Stavanger and Sensa Advena), Romania (Forumul Cetatenesc Pentru Si Educatie Civica) and Portugal (Centro de Estudos das Migracoes e das Relacaoes Interculturais, Universidade Aberta, Lisbon). The transnational team developed and tested five workshop modules (participation, party specific, trade union specific, country specific political party (Ireland) and country specific trade union (Norway); tests and offers Grundtvig Training courses to introduce the workshop modules to adult educators and to encourage and enable them to adjust and complement the workshop modules for their own countries; runs a website in order to disseminate the project results and to encourage exchange and participation beyond the participants and beyond the project duration. The cooperation of these seven institutions from five different EU-countries is challenging and exciting and will hopefully not only promote the civic and political integration of immigrants but contribute to the development of a real European adult education. Prof. Dr. Dirk Lange (University Oldenburg) Dr. Norbert Cyrus (University Oldenburg) 5

6 Winning Immigrants as Active Members WinAct Introduction The WinAct Modules are designed for application in a one-day workshop with officials from mainstream political parties or trade unions who are interested to incorporate immigrants and support their activation. The Grundtvig project WinAct offers training courses for adult educators from all over Europe in order to make them familiar with the modules and to consider the implementation of the exercises into the special national context of the own country. This brochure presents the modules that will be taught and worked with in Grundtvig training courses. The five WinAct modules with altogether 30 exercises provide adult educators and officials in practical terms with a tool kit for training workshops for adult educators and professionals responsible for staff training. All exercises are designed for a workshop with about 15 participants. The calculation of time needed to perform the exercises has to be adjusted accordingly if there are fewer or more participants. develop five modules for training workshops with officials from trade unions and political parties. Within a truly European approach the WinAct project offers in close relation to the Grundtvig 3 program 2 courses for adult educators from all over Europe. The organisational framework As an applied science project WinAct is closely related with the European research project POLITIS Building Europe with new citizens? An inquiry into the civic participation of naturalized citizens and foreign residents in 25 countries. 1 WinAct aims to transfer the findings from the POLITIS research supported by the 6. European research framework programme into an European train the trainer programme. For that purpose, an international team of practitioners and scholars from Germany, Ireland, Norway, Romania and Portugal cooperated within the Grundtvig 1.1 programme in order to 1 For more information see Photo: Teaching WinAct modules in the pilot course in Valcea, Romania The Grundtvig training courses WinAct enable participants to design and conduct workshops for officials from trade unions and political parties in the country of their settlement. The first sessions of Grundtvig training courses take place July For more information on the Grundtvig and Socrates progammes see

7 in Coimbra (Portugal) and make participants familiar with the WinAct modules and teach how to transfer the modules to the special national situation. Subsequent training courses are projected by the course provider CEMRI (Centro de Estudos das Migracoes e das Relacaoes Interculturais, Universidade Aberta) in Lisbon, Portugal. If you are interested please visit the WinAct project website. order to give ideas how exercises were accepted by participating officials from political parties (in Dublin) and trade unions (in Stavanger) as well as by adult educators (in the pilot course in Valcea). The exercises presented here aim to initiate and support a collective learning process taking into account that participants from trade unions or political parties are experienced. They possess already considerable knowledge and expertise on the issue. They enjoy to make visible and share the expertise and to reflect on it. Photo: Group work during the pilot course in Valcea/Romania The overall approach WinAct is not only about participation of immigrants but follows and aims to implement a truly participative and learnercentred approach. Participants are expected to be active throughout the workshops and to contribute to the workshop with their own experiences and expertise. The modules introduced her are confined to deliver practical exercises only. 3 If possible and useful we added responses from the test workshops (see Bauer and Roche 2007; Egeli and Floor 2007) in 3 An important source of inspiration for the exercises is Gugel For a more theoretical consideration of adult education methods see Lange All five WinAct modules deal with aspects of the activation of immigrants from three different but complementary angles. Firstly, the participation module aims to sensitize workshop participants to become aware of the often taken for granted perceptions of participation and to realize the complexity of the situation of immigrants who want to become active. Secondly, issue specific modules accordingly deal with the circumstances and special aspects of participation in particular areas. For the purpose of the WinAct project we choose as examples the areas of civic engagement in trade unions and political parties. But we believe that the experiences from the WinAct training course can be transferred to other areas like civic activism in welfare associations, religious communities or immigrant organisations. Thirdly, the country specific modules shall raise the awareness that participation takes place in a particular framework of a national political culture and a special institutional and legal setting. The exercises from the country modules sensitize workshop

8 participants for the more particular features of participation and civic engagement in the country the workshop takes place. The WinAct project provides two country specific modules on Ireland and Norway as examples. These exercises from serve as examples how information on the special national setting can be introduced in exercises. Classification of exercises We classified the exercises of all five modules with respect to timing and distinguish between exercises appropriate for the introduction phase, the consolidation phase and the concluding phase. We give an indication of the use for each phase: Exercises for the introduction phase serve mainly the purpose to create an interactive and communicative learning situation; to make participants familiar with the applied learner centred approach; to introduce the participants to the basic subject of immigrants participation in the own association; and to raise awareness for the complexity of the issue of immigrants incorporation. The exercises for the consolidation phase aim to elaborate and deepen the understanding of immigrants participation starting from the knowledge and needs of the participating officials. Through interactive and reflexive exercises participants make their knowledge and opinions visible and generate a situation to consciously reflect on arguments; to come in collective processes of awareness and decision making; to produce ideas and approaches that may be used for concrete actions in order to win immigrants as active members. The exercises for the concluding phase should summarise experiences and learning progress. The concluding phase should strive for a transfer and implementation of learning progress into practical conclusions and action ideas. Accordingly, participants should be motivated to consider what can be realized within the area of the own organization in practical terms and to consider concrete actions in order to win immigrants as active members. Photo: Participants of the pilot course prepare the presentation of posters Tool-kit Since learner centred exercises are timedemanding only a few of the 30 introduced exercises can be applied during a one-day workshop. We consider this set of modules not as a plan to be followed but as a guide for the transfer of exercises in accordance with the special national and organisational situation. We suggest that trainers may assemble in their workshops the exercises from the relevant modules in accordance with the learning situation and special national or topical situation. Thus, we suggest that WinAct modules should be 8

9 taken as tool-kit for the designing and organisation of workshops in accordance to the special learning situation. How this may work was tried out in two test-workshops in September 2007 in Dublin/Ireland with officials from political parties and in Stavanger/Norway with officials from trade unions. The feed-back from evaluation of the two test workshops confirmed that this approach was appreciated by participants of both events. The experiences with practical application of modules were documented in the test workshop report. The test workshops showed that participants enjoyed the learner-centred approach although some asked for some more input of information. Photo: Presentation of campaign poster Utilizing WinAct modules We mainly want to encourage the reader to take this collection of exercises as a source of inspiration that has to be adapted to the special circumstances. We suggest that adult educators take the proposed exercises not as bound to the special area but as an example that may also work in the context of other areas. Thus, we consider that the exercises may also be an input and starting point for the development of a workshops plan for representatives from other areas like, for example, sport clubs, churches or immigrant associations. The wider societal context At European level, civic and political participation of immigrants is highly appreciated. The Council of Europe passed already in 1992 a Convention on the Participation of foreigners in public life at local level and recently published a brief handbook on local consultative bodies for foreign residents (Martiniello and Gsir 2004). The European Commission recommended in a communication on migration policy the introduction of local voting rights for foreign residents and the granting of a status of civic citizenship (Commission of the European Communities 2003). The Handbook on Integration - edited by the European Commission - therefore emphasizes among other things: Access to services is an important aspect of participation in society, but it is one of many. Immigrants and non-immigrants engage with each other and with society in voluntary associations, in religious groups or in the political arena. This is where active citizenship takes place and where participation in common endeavours contributes to integration. Whereas in service provision much attention should go to obstacles to inclusive service provision and how to remove them, a focus on active citizenship highlights skills and suggests ways of making the most of them for both immigrants and society as a whole. While organisations across all sectors face the task of maximising the potential of participation, there are ways of engaging citizens and immigrants that are specific to certain areas of society. 9

10 Correspondingly, organisations active in these areas can take particular steps to create opportunities for immigrant participation. In the area of religious participation, dialogue can be a way of engaging immigrants and non-immigrants across different faiths and denominations. Consultative bodies and electoral rights are steps on the way to full citizenship that comes with naturalisation. And facilitating immigrant volunteering is a good way of promoting civic participation in the social sphere (Niessen and Schibel 2004: 38). The WinAct team likes to express its gratitude to all the persons that have contributed with advice and support to the success of the project, in particular Prof. Dr. Dirk Lange, Prof. Dr. Dan D. Daatland, Dr. Dita Vogel and Ilka Ficken. We are particular grateful to the participants of the two test-workshops in Dublin and Stavanger and the pilot course in Valcea. This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Norbert Cyrus Photo: Teaching WinAct modules in the pilot course in Valcea, Romania Recent research indicates that immigrants are still underrepresented in mainstream associations (Aleksynska 2008, see also exercise 1.3). Accordingly, it may be argued that immigrants potential of civic activism is not yet realized (see Vogel 2008, Bauböck 2005). Obviously, there are still obstacles and difficulties that prevent the full utilization of civic and political potential of immigrant population in European polities. The European GRUNDTVIG 1.1 project WinAct hopes to contribute with its modules for train-the-trainers actions to promote the civic and political integration of immigrants. 10

11 1. WinAct Module Participation The WinAct Participation Module consists of seven exercises that introduce into the general issue of immigrants active participation and provide adult educators with exercise ideas for workshops with officials and members from mainstream associations like political parties or trade unions. Introduction phase 35 Exercise 1.1 Exercise 1.1: Topical selfintroduction or have problems to take word in groups. This exercise also may deliver some initial insights about the experiences and differences among participants from different organisations or different departments of a same organisation. The participants have the chance to compare experiences and expectations and to reflect on it. Method: Round-table presentation. The participants are invited to give one after the other a short personal and topical introduction. Each of the participants is asked to address four topics related to immigrants active participation (see handout box for possible aspects). Discussion: After the topical selfintroduction the group considers and compares the accounts. Questions that may help to structure the discussion: Was there anything surprising or new? Are there some commonalities? Are there some opposing statements? This exercise introduces not only the participants but gives also space for reflection on participants expectations and taken-for granted concepts about the issue and relevance of immigrants participation. Learning objective: The exercise is an interesting introduction of participants and their relation to the topic of immigrants participation. Each participant is required to take word an important aspect in a learning group that may be composed by persons who are not familiar to each other Photo: Round table presentation during the test workshop in Dublin Comment: Suitable for the introduction phase. It is possible to utilize here information prepared by the participants on demand and in advance of the workshop on activism of immigrants in the own organization. It is possible to present the questions documented in the box with a beamer or on a flip-chart or white board. 11

12 Responses from pilot course The exercise was only performed in the pilot course and introduced as first exercise with slightly different questions. Due to the diverse composition of participants with different professional backgrounds (adult educators, teachers) and national origins from six countries the responses were accordingly diverse. It turned out that all participants liked to present themselves. Those who could not recount on an organizational anecdote did adapt the question in a way that they could give some personal experiences. The self-presentation was an important introduction of the persons attending. It stimulated a first consideration of commonalities and differences of immigrants participation in the participants countries and/or organisations. Handout Box Topics for the self-introduction How did I personally get in touch with the issue of immigrants participation? (Personal story) Perhaps there is already a good or bad story about immigrants participation in my organisation? (Organisational anecdote) What is the dominant position in my association/among my office colleagues towards the issue? (Acceptance of immigrants involvement) How do I expect the future success of efforts to support the activation of immigrants in my association? (Projection) Topics that arose when considering the statements: It is important to have a sense of empathy for the cultural background of immigrants. This was perceived as a first step for the native people to help support integration processes. Immigration is an issue in the social life of every country presented in the pilot course The term migrant is difficult because there are thousands of different groups and categories of immigrants out there What is the difference between immigrants and transmigrants? Photo: Reception after test workshop in Dublin Against the background of this exchange, participants stated that the question of future treatment of immigrants is the main issue of the course 12

13 Introduction phase 15 Exercise 1.2 Exercise 1.2: Complete the sentence Immigrants participation is. Method: Round-table presentation. Participants are sitting in a circle. The trainer asks participants to consider and to complete the sentence (see handout box 1.2.1) and to write down spontaneously the answer (key-words) individually on a flipcard. Afterwards, all participants report one after the other without discussion in one move their ideas to the group (flashlight-round). Handout Box Complete the sentence Immigrants participation is Discussion: After the flashlight-round, the group reflects on the answers: What are the commonalities and differences? Did some issues receive special attention? Which areas of concern are mentioned (societal level, organisational level, private level)? What about positive and negative attribution to immigrants participation? Learning objective: Participants have the opportunity to express their main individual concerns and interests related to the issue of immigrants participation. The exercise should make the participants and the trainer aware of the different perspectives and interests which are present in the workshop-group. It shows existing standpoints and concerns and thus informs all participants about the group they are working with for the rest of the day. Comment: The information from this exercise may inform the trainer about the perspectives and interests of participants and guide the choice of the following exercises. The flip-cards may be fixed on the wall for the remainder of the workshop. Responses from test workshop Dublin Immigrants participation is voluntary integration - equal opportunity in the workplace the right to work, given equal benefits and regarded as equal before the law the key to positive integration about civic inclusiveness essential to inclusion and society as a whole an opportunity to bring new views and ideas to their host country. the right to be involved belonging having the opportunity to get involved in all sectors of Irish society having interaction socially with Irish people Responses from test workshop in Stavanger Immigrants participation is active participation in union meetings on all levels. achieved through giving immigrants responsibilities in the unions achieved through brainstorming activities for immigrants to find out what they want. achieved through socializing activities achieved through education/courses achieved by giving information to immigrants about unions and the importance of being organized achieved by getting them to become members of a trade union achieved by encouraging them to come to members meetings and keeping personal contact with them Subsequently, the question evolved, if the activation of members is a general problem relating to all union members or only to immigrants. What is specific for immigrants? 13

14 Introduction phase 15 Exercise 1.3 dependent on the immigrants behaviour and the political culture of the country of origin but also influenced by the situation in the receiving country and the behaviour of representatives of mainstream associations. Exercise 1.3: Assessing participation rates at national level Method: Pairing and round table. The trainer presents to participants a table (beamer or hand-out, see handout box 1.3.1) with selected results of an comparative analysis of the level of participation for native population and immigrants European countries. However, the figures for the present country remain initially omitted. The participants are invited to assess quickly in discussion with one of their neighbours (pairing) the own country against the background of the information given for other countries. It is helpful to give the figures of at least one or two adjacent countries. After the collection of estimates the trainer reveals the ranking of the respective country (see handout box 1.3.2). Discussion: Participants are invited to share their impression. Did they overestimate or underestimate? What may be the reason for this? What may be reasons for the differences in the participation rate among different countries? Learning objective: The aim of this exercise is to realize that the level of immigrants participation is not only Photo: Small group work Comment: According to the analysis, the participation of native population is at the lowest in Estonia (0.177) and at the highest in Sweden (0.841). With respect to the participation of immigrants, the analysis found in comparison to native population a slightly lower participation rate among immigrants ranging from the lowest figure of in Greece and highest in Sweden. In countries with a high overall level of civic participation is also the level of immigrants participation higher compared to other countries with a lower level of participation. As a matter of fact, there is hitherto no safe scholarly explanation for the differences in the level of participation. What seems to be a factor that influences the participation rate of immigrants is the political and civic culture of a receiving society. 14

15 Handout Box Table: Civic Participation Rates by Country of Destination Country Observations by Group Civic Participation Rates Nationals Immigrants Nationals Immigrants Austria Belgium Switzerland Czech Rep Germany Denmark Estonia Spain Finland France Great Britain Greece Hungary Ireland Luxembourg Netherlands Norway Poland Portugal Sweden Slovenia Slovakia Min Max Source: Aleksynska 2008:

16 Handout Box Table: Civic Participation Rates by Country of Destination Country Observations by Group Civic Participation Rates Nationals Immigrants Nationals Immigrants Austria Belgium Switzerland Czech Rep Germany Denmark Estonia Spain Finland France Great Britain Greece Hungary Ireland Luxembourg Netherlands Norway Poland Portugal Sweden Slovenia Slovakia Min Max Source: Aleksynska 2008:

17 Consolidation phase 20 Exercise 1.4 may also reveal some obstacles or scepticism in the own party against the idea to win immigrants as active members and may provide arguments to deal with this scepticism. Exercise 1.4: Too less/much immigrants participation is Method: Small group work. Participants divided in two groups. One group is instructed to discuss the impact too less immigrants participation (may) have for the own organisation. The other group is asked to discuss the risks too much immigrants participation (may) have. Afterwards the groups are invited to present their findings to the plenum. Discussion: A short group discussion on the results follows with a comparison of answers. What are the main topics raised by the participants? What are the commonalities and differences? Did some issues receive special attention? Learning objective: This exercise should provide input for a first consideration of the potential and risks of immigrants active participation in one s own organisation. It aims to make obvious that there are good reasons to recruit immigrant members, but that there may be also good reasons not do so, for example due to the consideration that established members do not always see the need to actively recruit immigrants and may feel unfairly treated when immigrants receive a preferred treatment. Photo: Small group work pilot course Comment: Suitable for the consolidation phase. The flip-charts may be fixed on the wall for the remainder of the workshop. This exercise does partly overlap with exercise 1.5 (three reasons) and the trainer should avoid conducting 1.4 and 1.5 in one workshop. Handout Box First question: Too less participation of immigrants is bad for my association because Second question: Too much participation of immigrants is bad for my association because Thus, the exercise aims to make visible different standpoints and ideas about the advantages and risks of actions in favour of promoting immigrants participation at the concrete organisational level. This exercise 17

18 Responses from Stavanger test workshop The exercise did not follow the instructions from this module completely. Instead, the exercise was introduced as a collection of reasons for and against immigrant participation. This shows that the exercises may be changed according to the special need and situation of trainers. In Stavanger the participants from Norwegian trade unions were asked to give three reasons why immigrant participation would be positive for their organisation. The answers were written on table-flip-charts and were recorded as this: Knowledge about immigrants, their culture, traditions and religion To increase understanding of immigrant behaviour and action Diversity is important as a resource for organizations and for society We can learn new ways of working Immigrants are an important resource in our society Participants were then asked to give three reasons why immigrants do not participate. Here, the question referred to the obstacles that prevent immigrants participation. The answers were recorded as this: Language barriers Lack of knowledge about labour organization. Negative experiences from home country Nobody ever asked them to participate Comments The comments from the organisations were almost the same. The exercise was very effective. 18

19 Consolidation phase 25 Exercise 1.5 Exercise 1.5: Three reasons Method: Small Group work and poster presentation. Participants divided in small groups of three or four persons. They should be from different organizations or at least departments. They are asked to recall in a small group discussion three reasons to a set of questions (see handout box 1.5.1) and to write down the answers on flip-charts. After the presentation and discussion of reasons the trainer asks the participants to form small groups of the same party membership. Then, the trainer poses a further question (see handout box 1.5.2). The participants were given 3 minutes to come up with good reasons. The trainer would then choose a party to join. Discussion: The results of the group work exchange should be formulated by the group (We found out that ; we agree upon ; we compete ) and documented on a poster and presented to the group. The discussion in the plenum should look for the commonalities and the differences among the small group results. After the presentation of three reasons why immigrants do not sufficiently participate and why immigrants participation is good for the organization, the trainer asks which reasons would be used to convince him or her as an immigrant to join. The trainer presents his/her impression of the arguments brought forward and makes a choice (see handout box and feedback box from test workshop Dublin). Learning objective: This exercise allows for an intensive exchange of opinions in small groups which makes the discussion more intensive. This exercise aims at collecting the main reservations against the inclusion of immigrants existing in an association and the collecting of most important and weighty arguments in favour of immigrants inclusion towards other party members in order to overcome their scepticism. Comment: Suitable for the consolidation phase. To touch upon reservations and good reasons in combination may make the exercise more practicable for participants from organisations with up to now only a low level of immigrants participation. This exercise does partly overlap with exercise 1.4 (too less/much) and the trainer should avoid conducting 1.4 and 1.5 in one workshop. Handout Box Question: Give three reasons why immigrants do not participate (sufficiently) in your organization Question: Give three reasons why immigrants inclusion may be good for your own organisation Handout box Question of the trainer: Imagine, I am an immigrant and before I came to this country (name of the country the workshop takes place) I was very active in a political party/ trade union. I have been here now for seven years and have not been involved in any party/trade union. Give me three good reasons why I should join your organization. 19

20 Responses from Dublin test workshop Participants were to be asked to give three reasons for each of the following questions: Do immigrants sufficiently participate in my association? Is Immigrants participation good for my association? The outcomes were documented on a poster and presented to the group. The trainer went after the discussion into the circle and presented herself with a short introduction as follows: I am an immigrant and before I came to Ireland I was very active in a political party. I have been in Ireland now for 7 years and have not been involved in any party. Give me three good reasons why I should join your party Party D We are in power at the moment We encourage immigrant participation We are active across the country The trainer said, after listening to the parties: If I had to choose a party today I would choose the party C. Comments The statements from the parties revealed what to expect from each party. Three parties came from the point of view of what the immigrant could do for their party and what the party could do for the immigrants. One party came from the point of their party power and most party members in Ireland which the trainer found unappealing The participants were asked to form groups of their own party and were given three minutes to come up with three good reasons. The trainer would then choose a party to join. After three minutes the reasons were written on the white board as follows: Party A Our party has an international ethos We know immigrant needs We have right-based principles Party B We encourage participation from the bottom up We are a party with vision and equality We encourage community development Party C We are a European and an International party We are interested in saving the human race We are open and familiar and wellknown Photo: The Minister for Integration of Ireland, Mr. Conor Lenihan, giving a welcome speech at the WinAct test workshop in Ireland (for more information _immigrants.html) 20

21 Consolidation phase 45 Exercise 1.6 Exercise 1.6: Political debate on a contested issue Method: Pro-and-contra role play. First, participants are asked to openly vote for or against a contested issue. Which issue is raised depends on the specific situation of a country or an organisation. In some organisations it may be the case that the issue of immigrants involvement is for the first time ever on the agenda, while in other organisations it may be the case that due to existing awareness but lack of concrete effects the introduction of affirmative action is of primary concern. The contested issue may be accordingly the proposal for launching an (expensive) advertisement campaign in order to win immigrants as active members; or the proposal for an (expensive) consulting in order to improve the process of incorporation of immigrants in the party; or the introduction of affirmative action in favour of immigrants. As illustration for this module, the introduction of affirmative or positive actions in favour of immigrants will be used (see box background material). After the initial voting, the participants are arbitrarily divided in two groups (i.e. adherents of yes and no should be mixed!). They are instructed to represent each one of the sides in a discussion. One group should exclusively argue in favour of the introduction of such affirmative action while the other group should strongly argue against. Each member of the camp should select one argument s/he will present in a one-two minute contribution in the debate in front of the plenary. In the subsequent presentation (if possible with a speakers board in order to underline the competitive situation) every of the members of each camp presents in turn of pro and contra one argument. All participants have to give a speech. Discussion: The task is to develop arguments that substantiate the own position and to anticipate what arguments the other camp may pose and then to create in advance counter-arguments. The arguments can be as strong as is common in political debate. The trainer subsequently asks again for a vote on the question. The result is compared with the earlier voting and any changes are discussed. It may be asked which arguments turned out to be particularly weak or strong. Handout Box The question for initial voting In your association is the introduction of affirmative actions, like the reservation of board positions for immigrants, considered. Would you support (yes) or reject (no) the idea? Please give your vote now Learning objective: In this exercise, the development and presentation of arguments is part of the exercise. Since every single participant is required to present one argument, all participants must speak. The competition between the two camps ensures that participants consider not only the arguments that substantiate their own position but also the arguments that may be presented by the other side. This exercise creates intensive communication and cooperation within each camp and creates competition between two camps that may stimulate the 21

22 debate. Participants become aware that the controversial issue of launching positive action involves many aspects that may not be aware at first sight. It may also prepare participants for internal discussions in their own associations about launching initiatives for the inclusion of active immigrants. Comment: Suitable for the consolidation phase. The exercise is entertaining and stimulating but takes some time. This exercise may be conducted with a different controversial issue, like introducing a special forum for immigrants in their own organisation or spending money for the launching of a PR campaign targeting immigrants. The involvement in the debate and the role play may be strengthened when the debate is said to take place in the communal or regional parliament debating on a law amendment introducing positive action. This exercise was actually not conducted. However, from informal talks during the pilot workshop and feedback it turned out that at least in some countries the question of the introduction of affirmative actions would be at stake. In other countries or organisations, the question would be rather: Should we take any initiative (like special advertisements, foreign language leaflets etc.) in order to approach and attract immigrants as members? Or: In your association is the introduction of affirmative actions like the reservation of board positions for immigrants considered? What is your opinion? Do you vote yes or no? Photo: The test workshop in Stavanger opens 22

23 Background Material The term affirmative action describes policies aimed at a historically socio-politically nondominant group (typically, minority men or women of all racial groups) intended to promote access to education or employment. Motivation for affirmative action is a desire to redress the effects of past and current discrimination that is regarded as unfair. It also serves to encourage public institutions such as universities, hospitals and police forces to be more representative of the population. This is commonly achieved through targeted recruitment programs aimed at applicants from socio-politically disadvantaged groups. In some cases affirmative action involves giving preferential treatment to these groups. Proponents of affirmative action generally advocate it either as a means to address past discrimination or to enhance racial, ethnic, gender, or other diversity of some minority groups. They may argue that the end result a more diversified and representative student body, police force or other group justifies the means, despite the text of the Equal Protection Clause, and regardless of the adverse discrimination against European Americans or Asian Americans. Proponents of affirmative action may believe that genuine residual social and economic injustices continue to affect particular groups; and that these injustices should be righted if indeed possible. Beyond the moral arguments for righting injustices, some proponents claim that immediate reparatory action - rather than delayed action or no action can prevent the social and economic issues from reaching a stage where they become impossible (or greatly more difficult) to repair. Opponents of affirmative action policies argue that they are based on collectivism and merely another equal form of discrimination because they can result in qualified applicants being denied entry to higher education or employment because they belong to a particular social group (usually the historically socio-politically dominant group; typically majority races and men, regardless of social standing or financial need.). They also argue that preferential treatment should be based upon current social and economical standing, not that of one's ancestors. Some opponents say affirmative action devalues the accomplishments of people who are chosen because of the social group they belong to rather than their qualifications. Some opponents of affirmative action call it reverse discrimination because affirmative action requires the very discrimination it is seeking to eliminate in order to work. According to these opponents, this contradiction makes affirmative action counterproductive because it promotes prejudice by increasing resentment toward those who are the beneficiaries of affirmative action from those who have been adversely affected by the policy. Other opponents say affirmative action causes unprepared applicants to be accepted in highly demanding educational institutions or jobs which result in eventual failure. Other opponents say that by lowering the bar, affirmative action denies those who strive for excellence on their own merit the sense of real achievement. Some argue that affirmative action itself has some merit when it is targeted to true cause of social deprivation such as poverty while race, ethnicity or gender based affirmative action is misguided. Much of the controversy surrounding affirmative action s effectiveness is based on the idea of class inequality. Opponents of racial affirmative action argue that the program actually benefits middle and upper class minorities at the expense of lower class whites. This argument supports the idea of solely class based affirmative action. America s poor is disproportionately made up of minorities, so class based affirmative action would disproportionately help minorities. This would eliminate the need for race based affirmative action as well as reducing any disproportionate benefits for middle and upper class minorities. Source: adapted excerpt from 23

24 Concluding phase 25 Exercise 1.7 Exercise 1.7: Collecting advices Method: Moderated round table discussion with the aim to collect, summarize and structure the insights of the day and to formulate conclusions and practical advices. The trainer initiates a structured discussion by presenting a thematic grid on the board (or by using four separate flipchart posters) (see handout box 1.7.1) that allows recalling workshop results. The trainer makes visible the contributions with flipcharts or boards. Discussion: The discussion should concentrate on the collection and documentation of insights, practical arguments and approaches for the activation of immigrants. It is important to collect and show evidence of the workshop discussion and to prioritise the ideas later. The discussion should also evaluate advices with respect to feasibility. To the end of the debate, the trainer should ask the participants what they will take from the workshop in practical terms and what they perceive as a feasible step in the context of their association (self-commitment). Finally, networking of the participants should be encouraged. Learning objective: The target of this exercise is the final collection and documentation of the results produced by the participants. The participants contributions will be documented. This exercise is at the core of the workshop in order to provide the participants with concrete and feasible ideas and projects that offer a motivation and orientation for action in order to launch initiatives for the inclusion of immigrants as active members. Comment: Suitable for the conclusion phase. The test workshops revealed that participants referred to the questions not one after the other but jumped back and forth because a statement in one area triggered ideas for another one. The evidence displayed from the four flipcharts was therefore a crucial teaching strategy. The trainer should be aware that the discussion may develop in a circle and collect the advices in a flexible manner. During the consideration of obstacles for example an argument may arise that should be kept as reason for inclusion. Accordingly, moderation requires some patience and attention. Handout Box The four leading questions for the table or flipchart were Reasons and arguments for the inclusion of immigrants Obstacles to the inclusion of immigrants Approaches and actions for the inclusion of immigrants What next: probable self-commitment and networking 24

25 Responses from test workshop Dublin This exercise was taken from the morning session and it was decided it would be more effective at the end of the workshop. The trainer gave a short summary as follows to activate discussion: Getting people interested in politics is easy but keeping people s interest is the most important and difficult part of membership. Emigration from Ireland is part of history but immigration into Ireland is a new experience bringing fear to the country and its citizens. It is our job to reduce this fear and to help integrate immigrants. Participants were then asked to discuss and suggest considerations and arguments for four issues: Reasons for inclusion To reduce social exclusion and division in society To prevent ghettoism To use the right to have a say New communities bring new blood To overcome closed shop attitudes Bring a new perspective to parties Approaches for inclusion Affirmative action Overcome stereotypes Lead by example Show an anti racist ethos/policy Education policies to promote inclusion (e.g. Educate Together) Community based schools Mentoring Anti racism training What next? Difficult to say at this stage Networking Form a committee (already done by some parties) Equality officers to be encouraged to raise awareness All parties must work together It should be open and transparent A common concern Obstacles to inclusion Political party dynasty (Ireland) Selection procedures Stereotypes Vocabulary used Institutionalised racism used by the state to describe ethnic groups The media Comments by some party leaders Photo: Flip charts collecting advices 25

26 2. WinAct Module Political Parties The Political Party Module consists of six exercises that aim to sensitize officials from political parties for the general issue of immigrants active participation Introduction phase 25 Exercise 2.1 Comment: Suitable for the introduction phase. The exercise directs attention to the fact that political parties may have a different meaning for immigrants. Exercise 2.1: Are we a political party? Method: Flash-light round. The trainer asks each participant to complete the sentence A political party is. All participants write down and present their answer in the flash-light round. Discussion: Afterwards, the trainer introduces some definitions in order to intensify the topic (beamer or overhead) (see handout box and box background material). The trainer asks what participants would add to these definitions, based on their own understanding of a political party. What do all these definitions say about the relationship between people, political parties and political systems? The trainer may use a flipchart and draw a diagram that illustrates this relationship. In a second step, the trainer asks about the relevance of the findings for immigrants. Handout Box For the test workshop the following definitions were introduced Political parties are the primary institutions of representative democracy (Dalton, R. J. 1988: 127). A political party is the main agency through which people can influence government (Blacksell, 2006: 107) A political party is defined as an organized group of people with similar political aims and opinions, that seeks to influence public policy by getting its candidates elected to public office (Electoral knowledge network Learning objective: This exercise encourages considering the relationship between people, political parties and political systems with a special reference to immigrants. This exercise raises the awareness for the necessity to include immigrants in political parties. 26

27 Background Material In political science several definitions of political parties exists. The first historical definitions of political parties concentrated on the institutional nature of parties (organized assembly) and on their functions (working for the national interest) and partisanship. In Thoughts on the Cause of the Present Discontent, published in 1770, Edmund Burke formulated the following definition of a political party: an organized assembly of men, united for working together for the national interest, according to the particular principle they agreed upon. In 1816, Benjamin Constant formulated the ideological definition of parties, which since that time remained accurate only for those parties that belonged to the grand ideological families, but not for opportunist or pragmatic parties, concerned with access to power, regardless of the political doctrine or ideology. For him, a political party is "a reunion of men professing the same political doctrine." Marxists used a definition related with the central axiom of their doctrine (politics as class struggle): a political party is the organization of the most conscious elements of a social class. Max Weber kept the function formulated by Burke (realization of a political ideal, but also enlarged the definition, in order to include parties animated by material interests. According to him, a party is an associative relation, an affiliation based on free recruitment. Its goal is to ensure the power for its leaders within an institutionalized group, having as aim the realization of an ideal or obtaining material advantages for its militants. For Anthony Downs, a political party is a team of men seeking to control the governing apparatus by gaining offices in a duly constituted election. Crotty defines political parties as: A political party is a formally organized group that performs the functions of educating the public to acceptance of the system as well as the more immediate implications of policy concerns, that recruits and promotes individuals for public office, and that provides a comprehensive linkage function between the public and governmental decisionmakers. Coleman, defines a political party as: an association that competes with other similar associations in periodic elections in order to participate in formal government institutions and thereby influence and control the personnel and policy of government. Neuman utilizes a broader definition, that political parties are "the articulate organization of society's active political agents, those who are concerned with the control of governmental power and who compete for popular support with another group or groups holding divergent views. Suryadinata notes that in non-western societies, standard Western definitions of political parties have limited usage. He urges that the functions of an organization should be the essential aspect and that an organization might have the functions of a political party without formally identifying itself as a political party. Source: //en.wikipedia.org/wiki/political_party 27

28 Consolidation phase 25 Exercise 2.2 Exercise 2.2: Inventory of Immigrants Participation Method: Small groups. The participants are asked to give an inventory of the current situation of immigrants participation in their own organisations and to present the results on a poster. Discussion: The trainer asks the groups to present their accounts and discuss whether the participants from the same party or other parties share their assessments and experiences Handout Box The groups will discuss the following questions: Is immigrants participation an issue in my organisation? How many immigrants are members at all? How are immigrants represented in leading positions? Is there any debate about the recruitment of immigrants for leading positions? Is there any good example of a successful immigrant in my organisation? (also for display on Power Point) Learning objective: The exercise aims to distribute and share the information on immigrants participation and membership in the present organisations for all participants. Participants may become aware of good examples but also of existing shortcomings in their own associations. Comment: Suitable for the introduction or early consolidation phase. This exercise gives the trainer information about the current situation of immigrants participation in their associations and thus lays the ground for the tailor-made choice of subsequent exercises. We recommend to ask participants to prepare in advance for the question in the information letter. Photo: Comparative inventory of immigrants participation 28

29 Responses from Dublin test workshop During the test workshop in Dublin the exercise was conducted in pairs of representatives from different political parties. Output How many immigrants are members of your organisation? Party A: No data collection but circa 5-10% of total membership Party B: No data collection but 15 of 80 members in one constituency are non-irish. Party C: No data collection but there are many from English speaking countries. Members of ethnic origin not quantified - so difficult to compile. Party D: No data collection. Members of any ethnic origin not quantified Do you have a successful example of active immigrants in your organisation? Party A: One Iranian constituency equality officer was very active in election campaign. Also had a TD elected in 97. Nigerian active in one city. Party B: Members of Chinese community; French male is branch secretary; Brazilian male involved in canvassing and participated in meetings during general election Party C: Not as obvious as other parties. Some staff and activists are immigrants, Two immigrant representatives Party D: Active membership of immigrants in one city Is the issue of incorporation of immigrants an issue in your organisation? Party A: Yes, it is being addressed. Don t see it as a problem but as an opportunity Party B: Not an issue Nothing positive or negative about it Party C: Yes, part of their policy A growing issue up for debate Party D: Yes, an issue at a local level. Hoping local activists will increase activity of immigrants Is there any effort undertaken to enhance immigrant participation in your organisation? Party A: An equality sub group has been set up Equality officers, seminars, events, diversity groups and advisory groups. Literature in other languages Party B: Equality sub group and policy is forthcoming Party C: Many activists forcing meetings with representatives; Initiatives on equality issue; Resources available Party D: Membership drive; Part of development of party growth What is the overall mood in my association towards the issue? Party A: An international perspective is being welcomed; Positive views and a key part of Party A Party B: Positive attitude; Party B are an international party so it is easy to identify with. Party C: Needs to be addressed; Minority raise concern about issue; Misconceptions need to be weeded out at a grassroots level; Leadership very much in favour Party D: Seen as positive; Broadens our outlook, experience and understanding How do I assess the success of efforts to support the activation of immigrants in my association? Party A: Too early to say how; There is work to be done but progress has been made; There needs to be a major debate on the issue; Party B: How many non-irish are in various positions in the party; Are there any strategies in place to encourage non-irish to run for party positions. Party C: National coordination; Focus members to live up to principles Party D: Ministers need to be active; Members need to be seen to be active and interested in the issue 29

30 Consolidation phase 35 Exercise 2.3 Exercise 2.3: Becoming involved in a Political Party Method: Flashlight round. The trainer asks the participants to consider how they personally became involved in a political party. Each participant is asked to record their experiences on a flip chart. The trainer collects all answers and document on a whiteboard or flipchart. Discussion: The trainer asks the participants to consider if there are any other ways in which people become involved in political parties. Participants are then invited to discuss which are the three most important ways in which people become involved in political parties. The trainer asks the participants to consider how likely immigrants are to become involved in political parties by any of these means - if not, why not? Learning objective: To highlight the ways in which people in general become involved in political parties and whether these means of involvement are appropriate or adequate for immigrants. The exercise directs attention to the fact that some recruitment paths like family or peer-group recruitment may be not practicable in the case of activists who immigrated as adults. Comment: Suitable for the consolidation phase. This exercise is attractive because recall of personal experience is combined with the consideration of immigrants situation. Each question is discussed before the next question is posed. Handout Box First question: Please, consider how you personally became involved in a political party Second question after flashlight round: Are there any other ways in which people become involved in political parties? Third question: What are the most important ways in which people become involved in political parties? Fourth question: How likely is it that immigrants become involved in political parties by any of these means? Why is it so? Feed back from test workshop Dublin The reasons were recorded and summarised as follows: Interest in politics Family history of political involvement Experiences of racism Under-representation of women The desire and motivation to change something University groups / Joined youth section of party Involved with travelling community Studied politics at university Growing up in USA and interested in Northern Irish politics Part of a campaign The moderator then asked participants to reflect how likely immigrants would become involved by these means. Participants suggested that the most likely ways would be: Through university groups By participating in a campaign Through self initiative/motivation 30

31 Consolidation phase 25 Exercise 2.4 Exercise 2.4: Role Plays Method: Role-play. The role-plays concern different situations, among the first contact with immigrants. Participants will be given specific roles and instructions. The remainder of the group will act as observers and provide feedback afterwards. The following role-plays are examples how issues could be transferred into role plays. Role-play 1: First Contact. A scene in a party office. One person is an immigrant who is interested in membership and enters the office; the second is an official. The official is instructed to be neutral, not friendly, and inform the immigrant that s/he he has to attend a training day that will take place shortly. The immigrant tries hard to explain his motivation for membership. Photo: Role play first contact 31 Role-play 2: At the training. One person is an immigrant who turns up at a training day. He/she wants to get in contact with party members. S/he has been politically active in the home country and shows an interest in party affairs and for opportunities to participate. Two people play established members of the political party. The party members talk about party issues in jargon, using abbreviations and special terms and make no efforts to include the newcomer in the talk. The immigrant tries to get involved. Role-play 3: The Approach. In this role play two players are involved. The first actor is a party official who contacts an prominent immigrant and wants to win him to come to a party meeting. The second actor is the prominent immigrants. He is not without interest but reluctant and poses some questions in order to get more information. Role Play 4: Event Planing: Two party officials and one immigrant new partisan are at a work meeting in order to organize a party event. The officials are friendly but do not really listening to the immigrant. Role play 5: At a Meeting. One person is an immigrant who is participating in the training day. Three people play established members of the political party. They perform different roles of host, speaker and listener. They welcome the immigrant but then proceed to use local language, jargon and abbreviations. Finally, the immigrant member complains. Discussion: After each role play the actors and the group should discuss the experiences and impressions before the next role play is performed. The discussion may start with the assessment whether the performance was realistic or not. The subsequent exchange may start with the immigrants observations: How did s/he feel in the situation? How did s/he, as a newcomer, perceive the behaviour and

32 language of the established members? What would s/he prefer when attending such a meeting? Is the experience only confined to immigrant members or a general feature of new members? What can be done to better incorporate and socialise new members? Handout Box General remark: The players receive information on the situation. But the role instructions for the role plays are only given to the particular character. Therefore, the background of each role is only known to the player him/herself. Role play 1: First contact Characters and situation. One party official, sitting in the party office, and one immigrant, entering the office and expressing an interest to become a member. Photo: Role play at the training Learning objective: Findings from the POLITIS research project indicate that the first practical contact with an organisation is a crucial moment in the process of becoming a member. This exercise raises sensitivity to this issue and also stimulates to consider more structured reception. Comment: Suitable for the consolidation phase. It depends on the special situation of each country if and how these exercises can be transferred into a module for Adult Educators and Political Activists. It is only possible to perform one to three role plays according to time and inclination of participants. Role instruction for party official: You are a political party member, and you have to spend two hours at the local office to fill in for a party official who is playing golf. You have been called into the office at short notice. You are sitting at the recruitment desk, and you have to deal with potential new members. All potential members must attend a training day before they can officially join, but the party official has not given you any details of the next training day. You try not to be rude to the people coming into the office, but you are a shy person and find it difficult to be friendly. Role instruction for the immigrant: You are an immigrant interested in becoming involved in a political party. You were an active member of a similar party in your home country. You find out the address of the political party s headquarters in your neighbourhood, and go there to express your interest and to join up. You are very excited to have found out about the party, and very eager to become involved. You try to explain in broken English the person you met why you want to become a member and if your worldview matches with the party. You are not sure if you have understood correctly the information you receive from the official and ask for more details. 32

33 Role Play 2: At the Training Characters and situation: Two party officials and one immigrant new member during an internal party training. Role instructions for the two party officials: You are a long-standing member of a political party, and have been persuaded to attend its training day for new members. You did not realise that an old party friend of yours, who you haven t seen for ten years, has also been persuaded to attend. You have a lot to talk about including past campaigns, common friends, and what has happened in the last ten years. You use the free time to catch up with your old friend, and are so engrossed in conversation that you don t really notice any of the new members. You talk to each other at the training centre in your own language/slang with abbreviations and special terms and do not pay attention to the third person. You make no efforts talk or answering the third person s question. When the immigrant introduces him/herself you friendly welcome and then after a very short small talk you proceed with your talk in jargon. You proceed with this when the immigrants try to get involved in the talk. Role instruction for the immigrant: You are an immigrant, and you turn up at a mandatory training day for new members of a political party. You are very excited to have found out about the party, and very eager to become involved. You make lots of efforts to talk to and become friendly with the more established party members, convinced that you have at last met local people who will become good friends. Role Play 3: The Approach Characters and situation. One party official and one immigrant. Will talk to a prominent immigrant and ask her/him to come to a meeting at the party. Instructions for the party official: You are friendly because it will bring up the quotes but insecure how to approach the immigrant. Instructions for the immigrant: As a prominent immigrant you are invited by a party official. You are very friendly, secure and knowing what you want. You will ask: Why the party is interested in me? What will be may role in the party event? How will it work at all? Role Play 4 - Event Planning Characters and situation: Two party officials and one immigrant at a work meeting in order to organize a party event (for example a rally with a prominent politician). Role instructions for two party officials: You will talk to each other in there accent and language. Talk about the things to plan, date, time, venue and who s invited. You are friendly but not really listing to the immigrant. Role instruction for the immigrant: You are happy to be there and want to help, but you don t understand what the established party members talking about. You try to interfere and ask for explanation, but you don t get an appropriate reaction from the party officials. After some attempts you complain fiercely. Role Play 5: At a Meeting Party official as host and moderator: You are an established member of a political party, and you are attending a training day for new members. You welcome the new members and then give the word to the colleague who is giving the introductory lecture. You quickly become involved in a conversation with other established members, using jargon and abbreviations that are difficult to follow. When the new member points this out, you feel guilty. Party official as speaker: You are an established member of a political party, and you are attending a training day for new members. You welcome the new members, and then give them a short talk on the national political system, using jargon and abbreviations. After a short while the other attending established members start to pose questions and make comments in the jargon using special terms and abbreviations. When a new member points this out, you react defensively. 33

34 Party official as interested audience posing intricate questions: You are an established member of a political party, and you are attending a training day for new members. You welcome the new members, and then listen to a talk about the political party system of your country. After a short while you interrupt the lecture and poses questions or makes comments in jargon, using abbreviations and special terms. When the new member points this out, you feel guilty. Role instructions for immigrant new member: You are an immigrant who is participating in a training day for new members of a political party. At the meeting, established members of the party talk using jargon and abbreviations. You try to follow their conversation, but find it impossible. After a while, you interrupt, saying you do not know what they are talking about and that you will leave the event and the party if things will not change. The following account of an politically active immigrant is a case from the European research project POLITIS. The case highlights how important the proper reception of new members for successful incorporation is. We are grateful to the POLITIS project for the opportunity to use material and findings. More information and central findings from the POLITS project are published in Feed back from Dublin Test Workshop During the test workshop two role plays were performed. Since the players gave a good and passionate performance the exercise was a welcomed change of modes of attention. Participants recalled that the scenes performed are probably realistic. The comments on role play were recorded as follows: The immigrant felt intimidated It was not very welcoming for the immigrant Very off putting Suspicion of Why an immigrant wants to be involved? View that immigrant wouldn t fit in the party box nationality, beliefs, language. Vogel, Dita (ed.) 2008: Highly Active Immigrants. A resource for European civil societies, Frankfurt am Main: Peter Lang. 34

35 Background material: Account of an politically active immigrant This account is an original excerpt from an interview with an politically active immigrant that was conducted for the POLITIS research project. The information from this interview inspired some of the role play outlines. The country of origin and the receiving country is deleted. Therefore, reading this story the questions may evolve in which country this took place but also whether this story could have happened in my own country? Why or why not? When I got my residence permit after my studies, I started to work as a teacher and the school s director was surprised how fast I have learned the language. In 1990, a racist man attacked some of the foreigners. One of the persons that have been attacked by this man was the father of some of my students at school. I tried to help his wife somehow. I was at his place when journalists of two national newspapers were there too. They asked to answer some questions and I still remember that when the interviews were finished, the camera man came to me and asked are you politician? I said no! I was not working in politics at that time. After a period of time, some of my native friends were visiting me at home. We used to meet and have a dinner every time at somebody s house. We were talking generally when one woman asked me: why don t you start a political life? After these two incidents I start to think about it seriously. I told myself: It could happen, why not? I contacted all the political parties in the parliament and asked for their programmes. After reading the policy programmes of all the political parties, I chose the Social Democrat Party. I got a formal invitation from the party in my region. Their reception was very good. I have been sitting with them for a long time, the majority were old Swedish people. Old persons usually have their own language, they use abbreviations. At the beginning, I could not understand them and I was wondering if that was because of a limit in my language? One time I got very upset and told them that you are using these special abbreviations that I could not understand; could you please explain them to me? You are asking all the time why immigrants do not participate in the party activities? This is why! Foreigners usually come to meet you one or two times, they understand nothing so they quit and if you are going to continue in this way I am going to quit too. They took my critics into consideration and they organized lectures to explain to us three immigrants the entire thing that we did not understand about the party, its stages and institutions. We met three hours every week. From 1991 to 1994 I met some of the political leadership at the party either at the municipality or members of parliament. One of them asked me to be with him in the new vote round. We won! In the same year I became the leader of the party in the municipality and later was elected as the Mayor of the municipality. I was not a representative of [name of origin] group. Instead I was representing myself; I came into the party as an individual. After this, I got to know more and more people around. It is sure that [members of the origin group] come to me if they need any kind of help but my contact is with all communities in the region. I am neutral but of course very proud of being [name of origin group] and supporting [name of origin group] activists. One has to combine the good ideas and traditions from both societies. Taken from Vogel, Dita: (forthcoming), Learning from active immigrants (working title). 35

36 Consolidation phase 25 Exercise 2.5 Comment: Suitable for the consolidation phase. This exercise helps also to identify dimensions important for the promotion of immigrants participation and is thus a preparation or the subsequent exercise 2.6. Exercise 2.5: Obstacles to participation in political parties Method: Participants form groups of about four to five persons. The one group is instructed to consider the following situation: Imagine you belong to a small group of established members of a political party that is quietly trying to promote immigrants from getting into positions of power in the party. What can you do to promote immigrant members getting into these positions in your party? The other group is dealing with the opposite task: Imagine you belong to a small group of established members of a political party that is quietly trying to prevent immigrants from getting into positions of power in the party. What can you do to prevent immigrant members getting into these positions in your party? Each group presents its strategies to the workshop. Discussion: The discussion should consider the following issues: How realistic are these strategies? Can it be that these strategies and to what extend are these strategies already deployed? And how can these strategies be challenged and opposed? Learning objective: The main objective is to make officials sensitive to hidden resistance, to suggest strategies for dealing with hidden resistance, and to be aware of behaviour that immigrants may experience as hostile and exclusionary. Photo: Small group work Handout Box Question for the first group: Imagine you belong to a small group of established members of a political party that is trying to promote immigrants from getting into positions of power in the party. What can you do to promote immigrant members getting into these positions in your party? Question for the second group: Imagine you belong to a small group of established members of a political party that is quietly trying to prevent immigrants from getting into positions of power in the party. What can you do to prevent immigrant members getting into these positions in your party? 36

37 Consolidation phase 25 Exercise 2.6 Exercise 2.6: Strategies for encouraging immigrant participation Method: Small Groups. The trainer first introduces findings from research in Ireland on how Political Parties try to recruit immigrants (see handout box 2.6.1). The trainer asks participants in groups to consider the range of these current strategies being used by Political Parties and to discuss the strengths and weaknesses of each strategy. Discussion: What are the strengths and weaknesses of the existing strategies? What are the strengths and weaknesses of the proposed strategies? Which of these strategies could easily be implemented? Each group writes the strengths and weaknesses a flipchart. Learning objective: This exercise draws on research in Ireland on political party initiatives (Fanning et al 2007). It highlights the range of current strategies, their strengths and weaknesses and offers suggestions to consider any additional strategies that could be used. Comment: Suitable for the conclusion phase. During the test work shop the participants showed interest in the evaluation of the strategies and asked if this could also work in their own organization. Handout Box Strategies currently applied in Irish politics to recruit immigrants as members: Translating party membership material Translating party documents Advertisements targeted at immigrants Outreach groups Strong ties with immigrant and ethnic organizations Forum for new immigrant members Workshop on immigrant participation Source: Fanning et al. (2007) Feed back from Dublin test workshop After discussion took place the moderator wrote the strengths and weaknesses on the flip chart as follows: Strengths Outreach groups are easily accessible Leaflets are good but only if not translated Website information is better and cheaper to update Mentoring is a good idea/suggestion Forums for immigrants another good strategy Weaknesses Document translation is not as effective as the meaning can easily get lost. (Nationalism can be +/- in different countries) Advertisements targeted at immigrants is questionable (wouldn t target gay/lesbian community) 37

38 3. WinAct Country Module Political Party The WinAct country module consists of six exercises. Ireland is outstanding in European comparison because it has granted since 2004 all ordinarily residents active and passive voting rights in local elections. Also foreign nationals without a secure residence status like refugees are entitled to participate. One outcome of this far reaching enfranchisement of residents is an increased interest of political parties in immigrant votes (see Ugba 2005). Some of the country specific exercises make use of special information that is bounded to the Irish situation and cannot be simply transferred to another national context. These exercises thus shall mainly deliver an impulse how to design exercises that direct attention to the special national context. Introduction phase 15 Exercise 3.1 posed what might explain the differences between these figures, both in terms of activities and in terms of communities? Participants may use and compare their assessments to consider differences between communities and activities. Exercise 3.1: Assessment of immigrant participation in Ireland Method: Pairing or round table discussion. The trainer shows participants a covered table of collected facts from new research which assessed the rate of involvement of the four migrant communities of Chinese, Indian, Lithuanian and Nigerian in (a) religious activities (b) trade unions (c) political parties. Covered table means that the figures are not visible. Only the national groups and the areas of activism are indicated. Small groups are asked to guess the percentages for the indicated areas. Discussion: The trainer should first collect the assessments of the pairs or individuals. The trainer then reveals the table with the findings (see handout box 3.1.1) and compares assessments with the research findings. Are given expectations met or disapproved? Afterwards, the question is Photo: Explaining the inventory 38

39 Learning objective: Drawing on new research, this exercise highlights the reality of immigrant involvement in political parties in Ireland, and questions why immigrant participation in political parties is low in comparison to other activities. Moreover, it makes visible allows to compare the expectations and taken-forgranted perception of immigrant groups. Comment: Suitable for the introduction phase or early consolidation phase. In order to perform this exercise, adult educators may look if there is similar information available for the own country. It is also possible to use the material from Ireland in order to illustrate the main message that there are differences in the rate of participation with respect to different immigrant nationalities and different areas of concern. See also exercise 1.3 with a similar content. Feed back from Dublin test workshop The outcome of the discussion was as follows: Accessibility to church is easy whereas access to political parties is not so easy. Culture in the immigrants origin country is an important factor China has a one party system and no trade union, religion was forbidden. Nigerian parties have history of corruption, trade union and church were only help. Different ethnic groups (casts) in India with no access to parties Lithuanians have been political in their own country and their church didn t play a big role in public life. Unfair to compare as only 3% of a country s population is involved in political parties so therefore 1% of involvement of one group of immigrants isn t actually that bad. Reason for low level political involvement is the lack of awareness of the right to vote The Irish population is divided : one group says immigrants should vote and the other says why should immigrants vote. Photo: Explaining the party inventory 39

40 Handout Box New research in University College Dublin (UCD) has assessed the rate of involvement of four migrant communities in political parties, trade unions and religious communities. The figures base on the self-declaration of surveyed immigrants. Table 3.1.1: Assessment of rates of involvement of four migrant communities in different areas Chinese Lithuanian Indian Nigerian Source: Feldman et al. 2008: 81 Religious activity Trade Unions Political Parties Handout Box Table 3.1.2: Rate of involvement of four migrant communities in different areas Religious activity Trade Unions Political Parties Chinese 5% 1% 1% Lithuanian 29% 8% 2% Indian 79% 7% 1% Nigerian 82% 25% 1% Source: Feldman et al. 2008: 81 40

41 Consolidation phase 25 discussion causes the panellists to hit the nail squarely on the head. Exercise 3.2 Exercise 3.2: Representing political parties Method: Role Play of a prime time debate in front of a studio audience. The trainer takes the role of the Prime Time presenter, and there are four panellists: the researcher, a representative of an immigrant-led NGO, one politically-active (independent) immigrant and one member of a political party (see handout box 3.2.1). The topic of the debate is national political parties and incorporation of immigrants. The researcher receives beforehand input from recent research (see handout box 3.2.2) and is invited to open the discussion with reference to this finding. Afterwards, the other panellists are invited to react and to represent their position in a positive light. Discussion: Following the debate, the workshop group discusses the different positions that the panellists took as representatives of a special category of discussant. Why did they take these positions? What are the implications of taking these positions? How might a politically-interested immigrant feel when watching this debate? Learning objective: This exercise considers the ways in which organisations publicly present their positions, and the implications of this for implementing change. Comment: Suitable for the consolidation phase. The special situation of TV-panel Photo: Round table discussion Handout Box Instructions for the role-players This exercise benefits from the interpretation of roles by the actors. Accordingly, there should be only little instructions for the players. It is sufficient to ask the participants to show the roles of academic, immigrant NGO representative, independent active immigrant and the representative of a political party. Handout Box A recent research study suggests that in most cases Irish political parties still seem disinterested in reaching out to immigrant and ethnic minority communities, leaving the matter, in some cases, to initiatives of individual party members or constituencies. (Fanning et al,

42 Consolidation phase 25 Consolidation phase 25 Exercise 3.3 Exercise 3.4 Exercise 3.3: Implications of low levels of immigrant involvement Method: Participants are asked to divide into two groups. The participants shall brainstorm in their group on the implications of low levels of immigrant involvement. One group focuses on the local level; the other group focuses on the national level. Each group brainstorms, and then presents their findings to the workshop. The trainer collects the findings and documents it on white board or flipchart. Discussion: The workshop discusses the links between the two sets of findings. What are the implications for Ireland of continued low levels of immigrant involvement in political parties? Learning objective: By focusing on both local and national levels, this exercise highlights the need to consider strategies for immigrant involvement at different levels and provides reasons for this activity. Comment: Suitable for the consolidation phase. It can be combined with exercise 3.4 by dividing the learning group in small groups and pose the question of 3.3 (benefit of immigrants participation) to one group and 3.4 (implications of low levels of immigrants participation) to the other group. It also highlights the possible differences as a result of different voting rights at local and national level. Exercise 3.4: Benefits of migrant involvement Method: Participants are divided into the same two groups as in exercise 3.3. Again, one group focuses on the local level, the other on the national level - but the groups change focus. Each group has now to consider the question: How might national political parties at national level and at local level benefit from a greater level of migrant involvement? and then presents their findings to the workshop. The trainer collects the findings and documents it on white board or flip-chart. Discussion: What are the probable benefits for receiving countries of improved levels of immigrant involvement in political parties? The workshop participants discuss the links between the two sets of findings. Learning objective: By focusing on both local and national levels, and by shifting emphasis, participants have to consider the implications of involvement at a variety of scales. Comment: Suitable for the consolidation phase. It can be combined with exercise 3.3 by dividing the learning group in small groups and pose the question of 3.3 (benefit of immigrants participation) to one group and 3.4 (implications of low levels of immigrants participation) to the other group. 42

43 Consolidation phase 25 Consolidation phase 25 Exercise 3.5 Exercise 3.6 Exercise 3.5: Practices and actions to encourage participation Method: Small Groups. Each Group reports back using a flip chart. The trainer presents the table below (handout box 3.5.1) that summarises existing good practices by Irish political parties and sets out proposals for building upon these so as to foster greater participation of immigrant and ethnic minority communities within Irish political life. Discussion: The experiences of other counties and indeed of Northern Ireland suggest that it is crucial to build trust in the political system. Where there is low political participation there is a greater potential risk of confrontational forms of activism by minority communities. Nonparticipation may foster alienation that in turn perpetuates non-participation. The presentation of the instruments and approaches used in Ireland evoke the question about the situation in other countries and whether the approaches can be transferred. Learning Objectives: Participants will be instigated to make a comparative analysis of current practices in their own parties and identify any strategies for future action which may facilitate participation. Exercise 3.6: Political Parties current incorporation practices Method: Round Table Discussion. The trainer introduces the data below (handout box 3.6.1). It is new research in Ireland and summarises the responses of the six Political Parties in Ireland for the recruitment and the integration of migrants. Discussion: The information shows the approaches of the different parties to immigrant and ethnic minority recruitment range from laissez faire (immigrants can join if they want to but they will not be encouraged), to informal (encouragement of immigrants left to party activists on the ground), to having formal structures and policies aimed at promoting inclusion. As a matter of fact, in a transnational learning situation the approaches will raise special interest, for example the instrument of an anti-racism protocol signed by all parties is an outstanding instrument that may be an interesting approach for other countries. The question may arise why such a protocol is not launched and implemented by parties in other EU member states. Learning Objective: Drawing on this new research from UCD Ireland, this exercise will focus participants on becoming aware of current activities of the main Political Parties in their own countries. 43

44 Handout Box 3.5.1: Irish Political Parties, Immigration and Integration in 2007 Current Positive Practices Anti-racism protocol ratified by all Irish political parties. Ad-hoc and bottom up initiatives in some constituencies by some parties Some parties have begun to establish equality structures and posts Advertisements aimed at immigrants. Translation of political party material (to aid grassroots mobilization and participation) Some internal discussions and some engagement with immigrant community organizations Voter registration campaigns (to aid grassroots mobilization and participation) Recommendations for further action to facilitate participation Extend protocol to introduce new commitments to political integration Top-down commitments and leadership is crucial. Parties should develop a strategic approach to the recruitment of members from immigrant communities and ethnic minority groups. Parties can learn from and strategically support local initiatives. Develop appropriate data collection systems to monitor the effectiveness of measures aimed at promoting inclusion. Develop comprehensive structures to support and mentor immigrants and members of ethnic minority groups within parties. Promote immigrant voter registration. Build comprehensive engagement with immigrant and ethnic minority communities. Extend links with ethnic minority organizations and undertake further out-reach initiatives at grassroots level. Source: Fanning et al. 2007: 9. 44

45 Handout Box Irish Political Parties, Immigration and Integration in 2007 Fianna Fáil Progressive Democrats Labour Party Fine Gael Specific current measures aimed at encouraging members of immigrants communities/ethnic minority groups to become party members in 2007 Party in the process of preparing all party membership material for translation into Chinese, Polish and French languages. None Advertisements targeted at immigrants. A forum within the party for new immigrant members has been established A workshop on immigrant participation held at Party Conference. Training for Constituency Equality Officers. Party documents translated into in several different languages according to the prevalence of ethic minorities in a particular electoral area. Stated aim of encouraging ethnically non-irish people to join the party so as to reflect the demographic diversity of Ireland. Source: Fanning et al. 2007: 5. Extent to which these have been successful? Not quantified Not applicable Not quantified. Some anecdotal examples Not quantified. Green Party Some initiatives by individual party members Not quantified. Some anecdotal examples. Sinn Fein An outreach group established in Dublin. Party has developed strong ties with ethnic minority and immigrant groups and their representative organisations Not quantified. Some anecdotal examples. 45

46 Concluding phase 25 Exercise 3.7 Exercise 3.7: Designing Publicity Posters Method: Small Groups. Design Publicity Posters for political parties to win immigrants as active members. Each group should concentrate on effective awareness raising and recruitment strategies. Publicity materials should be presented in Poster format. Discussion: The discussion should consider if these ideas are already being used and if they are being used generally or specifically for immigrants. Identify cultural barriers, i.e. language acquisition of the host country and literacy competencies as obstacles to immigrants in the host languages. Photo: The party starts now Handout Box Task: Design a poster that raises the interests of immigrants to join your party Learning objective: This exercise aims to encourage the participants to consider proactive ideas on strategies to attract the attention of immigrants and how to approach them. Comment: Suitable for the conclusion phase. It is also possible to change the content by stressing other aspects of the recruitment process. For example, in countries with an already high level of immigrants participation the exercise may rather focus on the improvement of delegation of responsibilities. Photo: Ireland is your country too 46

47 Feed back from Dublin test workshop The posters were designed as follows: Poster 1: Idea of campaign: It s a party and it s free to join and it can be fun to join a party. The poster had the title The party starts now Take part! and was illustrated with balloons, confetti and streamers. Poster 2: Idea of campaign: To inform migrant workers of their rights. The poster had the title Know your rights! 8.65 is the minimum wage and was illustrated by a professional worker, a female nurse and an immigrant builder showing that all workers are equal. The idea was to translate the poster to target different communities moderator then provided a summary. The designing of campaigns shows how far we can go to visualise ideas and concerns. Our guest from Oldenburg was asked to choose a winning poster and poster 1 was chosen. Discussion of the merits of the other posters took place and it was decided that a campaign could use all three poster as a series. It was also considered to change poster 3 to read This is your country too Photo: Campaigning poster Know your rights 47

48 4. WinAct module Trade Union The WinAct module Trade Union consists of five exercises. The exercises utilize findings from research on Norwegian trade unionism. Accordingly, exercises serve rather as examples and have to be adapted to another national context. Introduction phase 25 Exercise 4.1 Exercise 4.1: Approaches towards immigrants in the labour market Method: Round table discussion. The trainer introduces different approaches presented in a survey about trade unions by John Wrench (see handout box 4.1.1). Participants are asked to work in groups of four to five persons and discuss if it is possible to choose one approach that best describes their organisation. Discussion: In this exercise the participants are asked to discuss and choose one approach that best describes their own organization. The trainer may ask about practical implementation of the approach. Are there other more conventional approaches? Learning target: Participants become aware of how their organization approaches immigrants and that there exist different ideas how to approach immigrants. By considering four different approaches participants become aware of the approach their organization currently follows and can consciously reflect on the strengths and weaknesses of the current approach Photo. Testworkshop in Stavanger 48

49 Handout box Feed-back from Pilot course A Colour-blind approach Equal opportunities are reached through equal treatment where no groups special demands or needs will be taken into consideration B Second approach certain obstacles like racism and discrimination in working life must be removed to secure everyone a fair chance to participate. C Equal opportunity approach accept that cultural differences that cause vulnerability must be taken into consideration and special demands established, to secure that everyone is given equal opportunities to participate in the same community D Equal outcome approach more radical measures, like radical quotation and positive discrimination are necessary to gain equal representation in the short term. Source: John Wrench 2004 The trainer presented the four different approaches (handout box 4.1.1). The participants were asked to work in two groups and choose one approach that best described their organisation. The results were written on flip-charts. In the beginning the participants defined the colour-blind approach as an ideal situation. Both groups of the test workshop in Stavanger finally came after a discussion to the conclusion that C, the equal opportunity approach, described their organisations. A very good exercise to become aware of attitudes in their own organisations. Responses from Pilot Course The answers from the pilot course in Romania were more diverse: Portugal: B+C Norway: C+D Germany: A+B+C Swiss participant suggested an approach E, the difference sensitive approach (with reference to the difference of legal status) because the other approaches did not fit the Swiss situation. The participants in the pilot course in Romania said that this exercise was good for transfer to all the partner countries. 49

50 Consolidation phase 25 Exercise 4.2 Exercise 4.2: Immigrant workers as unskilled labour Method: Participants are asked to form two groups. The trainer presents information on the precarious labour conditions of migrant workers (handout box 4.2.1). Discussion: The small groups present their findings. Afterwards, the results are compared, commonalities and differences are raised. The trainer asks if there are further approaches hitherto not mentioned. Finally, the trainer may raise the question whether the features of poor jobs are exclusively a characteristic related to immigrants. Learning objective: The target for this exercise is to raise awareness about immigrants work situation and what trade unions can do to change this. Comment: Suitable for the introduction phase. Feed back from test workshop Participants were organized in two groups. Results were presented in plenum on the whiteboard. The groups were asked, what trade unions can do do to change the situation of a high risk of precarious employment among migrant workers. The answers were recorded as such: Get them as members in trade unions Give information about how to apply for work Work toward better language education related to different occupations Better socializing in relation to work situation Information about how to get recognition of education from home country Motivate them for courses/education Handout box Many immigrants have unskilled jobs and continue many years in these jobs regardless of their education and work experience in their home country: These jobs are often exposed to economic changes in the labour market They are stressful and often result in injuries and burnout There are few possibilities for further courses and qualifying education Low wages and bad work conditions 50

51 Consolidation phase 25 Handout Box Exercise 4.3 Exercise 4.3: Motivations for getting organized in trade unions Method: Round table discussion. The trainer presents information from a FAFO report by Friberg and Lund about what motivates immigrants to become members of trade unions (handout box 4.3.1). Photo: Small group work Discussion: The participants are asked to consider what kind of strategies for organizing immigrants they will recommend their organization to use against the background of varying motivations for organising. Learning objective: To become aware of the varying motivations for organising and what trade unions can do to recruit immigrants. Comment: Suitable for the consolidation phase. In 2002, 37% of non-western immigrants were members of a trade union, while 57% were members in the rest of the population. A FAFO report the same year showed that a stable attachment to the work place increased the degree of organization among employees both for Norwegians and immigrants. Friberg and Lund (2004) have described three different motives for getting organized in trade unions: Traditional motives: a combination of solidarity/self-interest. Ideological commitment, strengthened job security, better wages and work conditions and increased codetermination Instrumental motives associated with individual advantages that trade unions offer their members. Typical examples are insurance and favourable loans Pragmatic motives are associated with practical reasons. That most of your colleagues are members and that there is a trade union representative, club or union at the work place Source: Lund and Friberg

52 Consolidation phase 25 Exercise 4.4 Exercise 4.4: Reasons not to organize Method: Discussion in small groups. The Trainer presents information from a FAFO report organized in trade unions on immigrant s motivation for not being members (handout box 4.4.1) and invite participants to discuss in small groups of three to five persons if these reasons are relevant. Discussion: Do you recognize reasons from the Norwegian survey in your own country? Can this information be used to discuss the situation for not organizing in your own country? Are there other surveys that are more relevant? In this exercise participants will discuss strategies they can use to prevent that immigrants don t want to organize. The trainer may asks if the findings are valid for all immigrant groups or if some reasons relate more to some national groups and less to others. The discussion in the group concentrates on the exchange of ideas how to cope with the reasons that turn out to be an obstacle against organising. Handout Box Investigations have shown that while motivations for trade unions organizing between ethnic Norwegians and ethnic minorities often are identical, there exist special motives for not to organize. Factors like the economic situation, experiences with trade union membership at home, social status and lack of knowledge of Norwegian unionization can influence the situation. Many immigrants are sending money to family and are therefore unwilling to pay union fees Many immigrant groups have different and also negative experiences with trade unions in their home country. Social status in home country can play a part. In the mentioned Fafo report (2004) it is stated that lack of information about trade unions are the most important reason for not organizing. Many immigrants state that trade union work demands too much of their free time, time which they would rather spend with their families Source: Lund and Friberg Learning target: Participants become aware that immigrants may have serious reasons for not to organize and what they can do to cope with this situation in a more conscious approach. 52

53 Feed back from test workshop The answers from the test workshop in Norway were recorded as Information in several languages about their rights, salaries and work conditions, member benefits and social benefits. Information about democracy in Norway. Feedback about immigrants being wanted and regarded as a resource. Motivate immigrants to participate in all kinds of organizations and activities. Free first year membership Organize free babysitters Active contact with immigrants at workplace Use interpreter when contacting immigrants with poor Norwegian Organize according to immigrants different needs Activities in the daytime The exercise was very motivating for the participators in the Norwegian test workshop. Comments from the pilot course in Romania. The exercise is adequate and can be used in other countries with some more instructions. Photo: Discussion during the test workshop in Stavanger 53

54 Consolidation phase 25 Handout box Exercise 4.5 Exercise 4.5: Language exercise Method: The trainer read to the participants a text from the homepage of a trade union. Some words in the text have been translated to another language. In our example the text is in English with some Norwegian words (handout box 4.5.1). Discussion: The trainer asks the participants in plenum to tell her/him what the text was about. Learning objective: The purpose of this exercise is to become aware of how difficult a new language can be. Even if there is a basic level of communication reached the use of special terms or jargon may prevent understanding. Comment: Suitable for the consolidation phase. The exercise may be a good start after lunch break. Så what can Lo tilby the unions som blir med i the confederation og deres members? For mange individual members, the viktigste is forsikring in forskjellige forms, tilgang til cheeper goods, støtte- også economic support, i tilfelle streik. Størrelsen of the prosentbaserte system varierer.. Den store tyske union IG Metal samler one procent of the workers månedlige lønn in union dues. I noen land a worker has to være a fagforeningsmedlem to be member av the arbeidsledighets benefit system. Mengden som a metalworker in Denmark pays for å være medlem of the Danish Metal arbeideres fagforening, also guarantee ham or henne arbeidsledighetstrygd if nødvendig. The Metal workers union samler that share of the dues og videresender it til regjeringen. Source of the original text in Norwegian language: Homepage of the Norwegian confederation of Trade Unions, LO Responses from Stavanger Test Workshop The exercise was conducted in Stavanger with a Norwegian Spanish hybrid text. The exercise was amusing and the participants get very much aware of how difficult a new language can be in practical terms and that the illusion that somebody understands because of a basic level of language competence can be misleading and cause serious communication problems. The participants in Stavanger enjoyed the very short exercise after the lunch break as a waking-up signal and evaluated the exercise quite positively. Photo: Small group work 54

55 5. WinAct country module Trade Union The WinAct country module Trade Union consists of five exercises. Some of the exercises make use of special information that is bounded to the Norwegian situation and cannot be simply transferred to another national context. These exercises thus shall mainly deliver an impulse how to design exercises that direct attention to the special national context. Introduction phase 25 Exercise 5.1 Exercise 5.1: Where do immigrants get information about unions? Method: Round table discussion. The trainer presents a figure about Polish trade union members in Norway and how they get information about trade unions (handout box 5.1.1). Discussion: With respect to these figures participants were asked for possible explanations why so few Polish members get information from the union representative at the workplace. Learning objective: Participants should become aware that migrant workers do not get information from the union representative at the workplace and some more efforts are necessary to approach migrant workers. Moreover, since it is indicated that information is spread via colleagues it shall be considered to instruct members about immigrant issues. Comment: Suitable for the consolidation phase Handout Box 5.1.1: Where immigrants get information about trade unions? From colleagues/work mates 80 % From family/friends 9 % From information leaflets 3 % From employers 3 % From union/employee representatives at workplace Made contact with trade unions themselves From Norwegian United Federation of Trade Unions/carpenter- and builder union/oslo building Source: Eldring % 1 % 1 % Feed back from test workshop Recorded answers were: Some employers don t want their workers to get information about trade unions. There are many one-man firms who resent trade unions Lack of general information from employers The research figure was clarifying and stimulated discussion. 55

56 Consilidation phase 15 Exercise 5.2 Exercise 5.2: Be a member of a trade union because Method: Small group work of three to four persons. The trainer uses the webpage information from a trade union confederation (handout box 5.2.1) and presents the Union s arguments for becoming a member. The trainer also introduces a figure about Polish trade union members reasons for organizing (Handout Box 5.2.2). Discussion: The participants are asked to discuss what should be in focus when recruiting immigrants. The consideration of the focal points followed by trade unions on the one hand and immigrants on the other is an important tool to reflect on the own approaches and the ideas about immigrants needs and reasons to organize. Learning target: To show that it can be motivating to use trade unions own materials in activating immigrants. The participants are asked to discuss what should be in focus when recruiting immigrants. The use of the material from own organization raises awareness about trade unions own policy for recruitment. The exercise may support to take into account the perspectives and needs of immigrant workers who shall be invited to become a member Handout Box Here are 14 good reasons to become a member of LO: 1. You are employed, full time or part time 2. You do not want to stand alone 3. You think everything is OK until there are problems 4. You are enthusiastic, young, curious and think that working life is complicated and difficult 5. You want safety in work and a safe income 6. You want protection against arbitrary discharge 7. You want help and support from educated union representatives at the work place 8. You want representation and possibilities to influence the situation at the work place 9. You want to protect the rights trade unions have gained 10. You want better work hours, unsocial hours allowance/payment and a fifth holiday week 11. You want opportunities for training courses and conferences 12. You want to have influence nationally and internationally 13. You want to take advantage of LO Favør * 14. You want the possibility to apply for educational scholarship in the future * LO Favør is a set of beneficial insurances for union members 56

57 Handout box 5.2.2: Table: Reasons for organizing To get support if problems arise at work To get the same treatment as Norwegian employees 72 % 33 % Feed back from Stavanger test workshop Recorded answers Group 1 chose these reasons from the LO list: 2, 3, 6, 5, 9, 10, 13 Group 2 chose these reasons from the LO list: 1, 2, 5, 6, 9, 12, 13, 14 To get help with wages and contracts To get help with housing situations, insurance etc You should be unionized if you work in Norway To get help with work permit and tax questions Source: Eldring % 20 % 18 % 1 % Comments The Lo members were challenged by the outcomes of the list from their own confederation. This exercise shows that it is important to use materials from trade unions web-pages etc. Photo: Small group work 57

58 Consolidation phase 10 Exercise 5.3 Exercise 5.3: What kind of trade unions services do members use? Method: Round-table discussion. The trainer show a figure from a survey on how Polish immigrants use their trade unions (Handout box 5.3.1) and asks the participants to discuss if this information is relevant to use in an exercise in their own country. The participants are invited to suggest other research material or other exercises. Discussion: In a moderated discussion the moderator asks the participants about the importance of this knowledge for recruiting immigrants. Learning objective: To become aware of what is important for immigrants and stimulating a consideration how trade unions can utilize this information for recruitment efforts. Comment: Exercise for the consolidation phase. Handout Box 5.3.1: Polish members recorded need for help from trade unions Did not have any need for help 67 % Wages 16 % Work hours/overtime 16 % Housing situations 12 % Other 9% Insurance 7 % Health issues/sick leave 7% Contracts 5 % Journey home 4 % Health/environment/security at workplace Source: Eldring % Feed back from test workshop Answers recorded: Trade unions need: to give information in several languages to give oral information on CD to give information via cartoons (makes understanding easier) to invite immigrants to the national congress to use trade union representatives when immigrants are employed to use trade union representatives when immigrants are discharged from work. Comments This exercise confirmed the importance of using research as a motivating factor for discussion. 58

59 Concluding phase 25 Exercise 5.4 Exercise 5.4: Designing a Recruitment Campaign Method: Group work of four to five persons with poster preparation and presentation. Participants are asked to design a campaign to recruit immigrants to trade unions. The campaign is afterwards presented to the group. Discussion: What will be the best strategies to recruit immigrants to trade unions? How realistic is the implementation of such a campaign? Learning objective: To find good strategies for recruiting immigrants to trade unions and to find a good way to put the ideas on the market. Comment: Suitable for the concluding phase. This exercise focuses in more general terms on the outline of a campaign and is not dealing with details of a particular step. Feed back from Stavanger test workshop Participants were asked to design a campaign to recruit immigrants to trade unions. The whole group worked together without the trainers or guests. The result of the group work was: A campaign Target group: immigrants Participants: Union representatives and immigrant members Instruments: Interpreters, web-pages, leave of absence with pay Activities A - Stands: - materials in many languages - Articles to profile the union - Coffee and waffles B - Contact with immigrants at workplace C - Social activities D - Family day (with activities for children) E - Lunch meetings F - Brainstorming. What do you want from LO etc Slogan: All together in a colourful union Photo: Presenting the campaign idea Comments The participants were enthusiastic about their results and really meant to put their ideas into practice. It was a good idea to let the attending different trade union organizations work together. A very good and motivating exercise at the end of the workshop. Participants in the pilot course in Romania too said that this was the most motivating exercise. 59

60 Concluding phase 25 Exercise 5.5 Exercise 5.5: Design a training program for your own organisation Method: Small group work. Participants are asked to design a training programme for their own trade union in their own country. They are asked to discuss if the exercises presented were adequate for this purpose and which other exercises may be necessary to add. Peer work and presentation on flipcharts. Discussion: Which exercises from the WinAct modules can be used in a training program for trade unions in your own country? Which exercises cannot be used and why? Will you add new exercises to you workshop programme? Learning target: To learn how to design a training programme for trade unions and be aware of cultural (national and organisational) particularities in teaching methods and materials being used. Photo: Plan for a WinAct workshop trade union 60

61 6. References Aleksynska, M.: 2008, Quantitative Assessment of Immigrants Civic Activities Exploring the European Social Survey, in: Dita Vogel (ed.), Highly Active Immigrants. A resource for European civil societies, Frankfurt am Main: Peter Lang Verlag, Bauböck, R. (ed.) 2005: Migration and Citizenship. Legal Status, Rights and Political Participation. IMISCOE Reports, Amsterdam: Amsterdam University Press. Blacksell, M.: 2006, Political Geography, London: Routledge. Bauer, B., Roche, E.: 2007, Documentation and summary of the WinAct test workshop with officials from Irish political parties, Unpubl. Ms., Dublin: Dundrum College. Council of Europe: 1992, Convention on the Participation of Foreigners in Public Life, 5.II.1992, ETS 144, Strasbourg: Council of Europe. Council of Europe: 2008: The state of democracy in Europe. Specific challenges facing European democracies: the case of diversity and migration, Doc , of 6 June 2008, Dalton, R. J.: 1988, Citizen Politics in Western Democracies: Public Opinion and Political Parties in the United States, Great Britain, West Germany and France, New Jersey: Chatham House. Egeli, E.; Floor, J.: 2007, Documentation and summary of the WinAct test workshop with officials from Norwegian trade unions, unpubl. Ms., Stavanger: Stavanger Universitiy Eldring, L.: Fagorganisering og arbeidsinnvandrere: Resultater fra survey i Oslo-området. Oslo: FAFO European Commission: 2003, Communication on Immigration, integration and employment. COM(2003)336 final, Brussels: European Commission. Fanning; B.; Shaw, J.; O Connell, J.; Williams, M.: 2007, Irish Political Parties, Immigration and Integration in 2007, Dublin: UCD. Feldman, Alice; Gilmartin, Mary; Loyal, Steven; Migge, Bettina: 2008, Getting On: From Migration to Integration. Chinese, Indian, Lithuanian, and Nigerian Migrants Experiences in Ireland, Dublin: Immigrant Council of Ireland. Gugel, G.:2006, Methoden Manual Neue Lernen. Tausend Vorschläge für die Schulpraxis, Weinheim und Basel: Beltz. Lange, Dirk (ed.): 2007, Methoden für die politische Bildung. Handbuch für den sozialwissenschaftlichen Unterricht, Hohengehren: Schneider. Lund, M.; Friberg, J. H.: 2004, En inkluderende fagbevegelse? Innvandrere, arbeidsmiljø og fagorganisering i renhold og hotell og restaurant. Oslo: FAFO 2004 Martiniello, M.; Gsir, S.: 2004, Local consultative bodies for foreign residents - a handbook. Congress of Local and Regional Authorities of the Council of Europe. Strasbourg: Council of Europe. Niessen, J., Schibel, Y.: 2004, Handbook on integration for policy-makers and practitioners. Brussels, Directorate-General Justice, Freedom and Security. Niessen, J.; Schibel, Y.: 2007, Handbook on integration for policy-makers and practitioners. Second edition, Brussels,Directorate-General Justice, Freedom and Security. Triandafyllidou, A.; Gropas, R. (eds.): 2007, European Immigration. A Sourcebook, Aldershot: Ashgate. Ugba, A.: 2005, Active civic participation of immigrants in Ireland. POLITIS country report, Oldenburg: University Oldenburg.. Vogel, D. (ed.): 2008, Highly Active Immigrants. A Resource for European Civil Societies, Frankfurt am Main: Peter Lang Verlag. Wrench, J.: 2004, Breakthroughs and blind spots. Trade union responses to immigrants and ethnic minorities in Denmark and UK. Oslo: Fafo. 61

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63 7. WinAct - Involved Institutions WinAct project partners Partner 1 and project coordinator - University Oldenburg Prof. Dirk Lange, Dr.Norbert Cyrus, Eva Buckstegge, Julia Rehbein, Ilka Ficken Carl von Ossietzky Universität Oldenburg Fak. I, Institut für Sozialwissenschaften Ammerländer Heerstraße D Oldenburg norbert.cyrus@uni-oldenburg.de Website: Partner 2 - University College Dublin Prof. Dr. Mary Gilmartin, Caitriona Stewart Short Mary.Gilmartin@nuim.ie Website: Partner 6 - FCASEC Forumul Cetatenesc Pentru Sociala Si Educatie Civica /FCASEC) Catalin Soare, Luciana Zgripcea ftasec2003@yahoo.com Website: Partner 7 - CEMRI Universida Aberta, Centro de Estudos das Migracoes e das Relacoes Intercultrais Isabel Rasoilo, Joao Caetano jrc@univ-ab.pt Website: Partner 3 - Dundrum College Dublin Erika Roche, Beatrix Bauer trixibauer@hotmail.com; Website: Partner 4 - University Stavanger Prof. Dr. Dan D. Daatland, Elisabeth Egeli elisabeth.egeli@uis.no Website: Partner 5 - Sensa Advena Stavanger Jane Floor Jane.floor@hero.no Website: European Grundtvig Agency EACEA -Education, Audiovisual & Culture Executive Agency Avenue du Bourget 1 BOUR BE-1140 Brussels EACEA eacea-info@ec.europa.eu Website: http//eacea.ec.europa.eu The Education, Audiovisual and Culture Agency Executive Agency (EACEA) is responsible for the management of certain parts of the EU's programmes in the fields of education, culture and audiovisual. 63

64 Winning Immigrants as Active Members WinAct Populations of immigrant origin are growing in Europe. However, immigrants are underrepresented in many fields of civic activities. Therefore, raising immigrants civic participation is a crucial issue for democracy in the European Union. The enhancing of immigrants participation is an important task for adult education. The project WinAct aims at encouraging and enabling adult educational professionals to conduct workshops with the aim of raising civic participation of immigrants in trade unions and political parties. The course targets adult educational professionals all over Europe who are interested in promoting immigrant participation. We would like to use the workshop in our trade unions and are interested in further cooperation (Participant s response to the test workshop) Photo: Pair working during the test workshop in Dublin This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 64