Peer-to-Peer Activity: Translating
Overview
Participants will identify ways to communicate the substance of Commitment V in child-friendly language or local dialect.
Competencies
- Participants will be able to explain why rights for women and girls are necessary for inclusive societies and sustainable development.
- Participants will be able to identify cultural particularities (behaviors, traditions, and beliefs) that overlap with religion.
- Participants will be able to articulate their responsibilities to enable women and girls to influence society.
Step-by-Step Instructions
Discussion Questions
Resources
Facilitator Tips
Faith Quotes
Step-by-Step Instructions
INTRODUCTION
- The facilitator will explain that the purpose of this exercise is to identify the most important elements and appropriate ways of simplifying the message, without losing its substance.
ACTIVITY
Invites the participants to read Commitment V (see Resources tab).
Invite the participants to “translate” this commitment into child-friendly language or into a local dialect.
CONCLUSION
Invites participants to share and discuss their translations of Commitment V with the group to express their method for translating the commitment (see Discussion Questions tab).
Discussion Questions
- What are the most important elements in Commitment V?
- How did you decide what elements to include or not include in your translation?
Resources
Facilitator Tips
- The #Faith4Rights modules are flexible and require adaptation by the facilitators before their use. Case studies related to peer-to-peer exercises in the 18 modules need to be selected by the facilitators from within the environment where the learning takes place. The #Faith4Rights toolkit is a prototype methodology that requires contextualization, based on the text of the 18 commitments, context and additional supporting documents.
- Not all issues raised need to be resolved. This would be an impossible and even a counterproductive target. The aim is rather to enhance critical thinking and communication skills, admitting that some questions could receive many answers, depending on numerous factors.
- Tensions may occur during discussions related to “faith” and “rights”. Most of these tensions are due to human interpretations. Learning sessions are spaces for constructive dialogue in a dynamic process where tensions can be reduced with the help of clear methodologies, including pre-emptive situation analysis and evidence of positive results in areas of intersectionality between faith and rights.
- When preparing the sessions, facilitators need to factor in the profile, age and backgrounds of participants. Focused attention on the learning objectives can transform tensions into constructive exploration of new ideas.
- Meaningful engagement requires democratically pre-established rules. Facilitators should dedicate time with participants to elaborate these rules together at the outset and acting all along the training as their custodians.
- The time frames suggested in this #Faith4Rights toolkit are merely indicative. Facilitators may adapt them freely to suit the needs of their group of participants. The key balance is between respecting the overall timeframe while not cutting short a positive exchange momentum.
- To ensure optimal and sustainable benefit, facilitators may create a “training notebook” for participants during their peer-to-peer learning sessions. It would contain a compilation of templates to help participants keep track of what they have learned throughout the programme and eventually use this notebook as their personalised follow-up tool.
- When technically feasible, facilitators are also advised to project the module under discussion on screen in order to alternate between discussions thereon and showing the audio-visual materials listed in each module or any other items selected by the facilitator themselves.
Faith Quotes
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