Download - TRAMP - Arbeit und Leben DGB/VHS

Recommendations

Info

Manual work as a Means of Education in International Exchanges Learning Travelling, experiencing, exchanging, comparing and returning are common features of all the peoples of the world. Migration periods have always been a cultural element. There are differences, however. Most historical events happen under pressure, in times of need: wars, natural catastrophes, socio-economical changes. At that time, it was a question of surviving in a foreign country and people had to learn about adjusting to new situations, staying discreet, working hard, very often with the secret hope of returning back home one day. However, there was one exception to this, a certain kind of wanderer. In 18th century Europe one could meet them: the sons of noble British families travelled through Europe in order to learn in a universal sense. They were to gain experience, meet people (aristocracy, artists, writers, poets, scientists...) and refine their education as (noble) human beings. They made their “Grand Tour” into different European countries and they were called “tourists”. This term had a great future. Since societies, economies, working conditions and paid holidays developed, tourism spread and it has become a significant economical factor in all countries. This democratisation of travelling, of going abroad, of exotica, however, has not reached all social classes. Except for financial barriers, language plays an important role for mobility: What will I do in a country where I cannot communicate? What do I have on offer? What is the point of all this? With a seize of 550.000 square kilometres, a country like France has a wide variety of landscapes, every fifth Frenchman lives in a congested urban area (Paris ranks first) and almost everyone has relatives in a French “Province”. This is the reason for internal migration in the summertime or during other vacations. Only 50% of the French go abroad. 50% of senior citizens spend their holidays in France (mostly in the south). Another problem is language: our educational system plays a significant role, if you want to explain the fact that the French are so bad at foreign languages. This is not surprising if foreign languages are taught in the same way as Latin or History. The European Project „Tramp“ considered these aspects and stated in its programme that manual work might be a useful means in international exchanges. The participants are senior citizens, former or active manual workmen 89
TRAMP – Transnational Mobility of Older People in Europe 90 Part II with no command of foreign languages at all. The children and adolescents might have basic knowledge of foreign languages and they are practically inexperienced in international exchanges. The experience we gained during the TRAMP Project has lead to the following conclusions: • Mobility in a foreign country is no problem, as long as one’s mental mobility has been trained so well that physical mobility can follow. • As a strategy for the exchange, language barriers can be overcome by nonverbal communication. • This includes manual work, special skills, know how, the “savoir-faire“. Real-life activities and manual work are more effective than talking about things. • The participants’ individual skills are the source of knowledge, they can put their knowledge into perspective by confronting others with it, by comparing and discussing the specific methods without any competitive notion. • The presence and active participation of children/adolescents stimulates the seniors and vice versa. The absence of parents creates a new dimension, children/adolescents and “grandparents”, who get used to each other. • The combination of international participants stimulates discussions on Europe, makes the participants aware of cultural differences and intercultural work. • Language mediators should accompany the projects in order to support inevitable, extensive discussions. • After these encounters many participants talk about the extraordinary experience, which should be broadened to all older people, “Europe doesn’t belong to young people alone”, one should “do more intergenerational work” in order to abolish the artificial isolation of generations. Young people should learn from older people, and yet let them participate in their special skills, as for example concerning new technology or their views on social changes. After all, they are the generation which will rule and govern the world in the future. It is particularly pleasing that a European pilot project from the EU accepted the bet to bring different generations together in order to achieve goals far beyond the alleged problems.
Page 2 and 3:
Arbeit und Leben DGB/VHS NW (ed.) T
Page 4 and 5:
Acknowledgement The text of this pu
Page 6 and 7:
Part II Set of Methods Chapter 1 De
Page 8 and 9:
Foreword At a workshop in Prague, a
Page 10 and 11:
Working with Older Volunteers in Ma
Page 12 and 13:
Products and results • • •
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
The objective of the evaluation was
Page 24 and 25:
Four exchanges were conducted withi
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
• Working with Older Volunteers i
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
4. Intercultural Learning Working w
Page 40 and 41: Working with Older Volunteers in Ma
Page 46 and 47: Homepage of the TRAMP database Work
Page 54 and 55: • • Working with Older Voluntee
Page 70 and 71: Preface - About this guideline Topi
Page 78 and 79: • Working with Older Volunteers i
Page 82 and 83: Topic language and culture 1. Langu
Page 88 and 89: 7. Domestic Situation Working with
Page 100 and 101: Language / Communication Working wi
Page 102 and 103: Intercultural Learning Working with
Page 106 and 107: Preface “Methods” There are man
Page 110 and 111: Methods of Planning Process Plannin
Page 122 and 123: General Conditions • • • •
Page 124 and 125: » » » » » » » » » Working
Page 126 and 127: • • • Working with Older Volu
Page 128 and 129: • • • Working with Older Volu
Page 130 and 131: Organisation of Exchange Week Imple
Page 134 and 135: Visualisation Working with Older Vo
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
• • • • • • • • •
Page 178 and 179:
European exchanges by and for older
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
show all

Download - TRAMP - Arbeit und Leben DGB/VHS

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?