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01 AFR - The African continent (425p)
02 BIG - Big Issues of our Time (325p)
03 HIS - History of the World (225p)
04 CEU Contemporary Europe (325p)
05 FEU The Future of Europe (325p)
06 FWP - Fighting with the Poor (400p)
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08 LAN Mastering Languages - English (375p)
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11 EPI Epistemology (125p)
12 PED The Pedagogy of OWU and DNS (250p)
13 DMM The Science of the Doctrine of the Modern Method (100p)
14 HOR Horticulture. Good cooking (175p)
15 LSS Lifestyle Sustainability (125p)
16 WP The World of Politics (150p)
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18 OF Open Future (100p)
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BIP 1S BIP Period 1
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BIP 3S The Public
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The task is to make an action or event, which will include Poor from a European Town and respond to the relevant issues experienced by the identified group of the Poor.
Time:
hours
Introduction:
There are Poor in Europe and many live in the suburbs. With low-wage jobs, the<br /> Poor are more likely to ‘choose’ more affordable housing on the outskirts of the<br /> town. And the homeless.<br /> <br /> This is an economical poverty.<br /> <br /> But there are other reasons behind poverty in those areas.<br /> <br /> When a girl receives a low-quality education.<br /> <br /> When a boy has less opportunities for after-class activities to pursue his interests.<br /> <br /> When not many cultural institutions and events are funded in the area.<br /> <br /> When few of the neighbours speak the national tongue, so essential for having an<br /> access to and an impact on virtually everything: news, politics, public and private<br /> services, culture, education, and jobs.<br /> <br /> When the policemen and policewomen don’t live here, and the educators alike.<br /> When many cannot vote, and are not represented in the town hall neither<br /> parliament, and don’t really matter in the political life.<br /> <br /> Some Poor are poor because they are the ‘not-from-here’, immigrants or their<br /> descendants. Their poverty is not exactly rooted in where they or their parents<br /> come from but where they are now. Things work differently in a European<br /> Town. What appears to be a value and a skill in the Middle East might lose its<br /> worth in a European setting. And the driving license worth no more than the<br /> paper it is printed on.<br /> <br /> Those Poor are the ‘Other’.<br /> <br /> All of those are some forms of and reasons behind poverty in a European Town<br /> and they are often present in the suburbs and because of the suburbs: areas with<br /> relatively little to do, little to say, little jobs, little investment, little services, and<br /> that are little integrated with the rest of the town.<br /> <br /> As it is easy to identify the homeless as the Poor, it is difficult to grasp the<br /> poverty of those who have roof over their heads, dinner on their tables, and<br /> children in the school.<br /> <br /> Some try to describe this complex situation as a symbolic violence, where<br /> something is wrong but no perpetrators on the horizon: We have the same rights,<br /> the same freedom, the same laws and the same curricula but yet we succeed less.<br /> Who is to blame?<br /> <br /> Mohammed has slightly less chance to get a job as the others with Arabic names,<br /> whose fault is it?<br /> <br /> Bjarne’s life expectancy is significantly shorter than average as all the others<br /> living in the suburbs, whose fault is it?<br /> <br /> Justina is a bit less likely to be admitted to a university as all her friends from the<br /> suburbs, whose fault is it?<br /> <br /> All the small inequalities cumulate to a feeling of violent oppression, having less<br /> opportunities to succeed and enjoy a good life. And sometimes, it erupts in a riot<br /> or an uprising, you name it.<br /> <br /> DNS students are not indifferent towards these issues of a European Town.<br /> <br /> They identify the Poor.<br /> <br /> They meet the Poor.<br /> <br /> They listen to the Poor.<br /> <br /> They ask themselves why the Poor are poor, a question impossible to answer but<br /> worth trying.<br /> <br /> They act, and contribute, even if it is a little tiny bit, to the lives of the Poor.
Directive:
1. Using your experience in a European Town, identify a group of the Poor.<br /> Why do you think they are Poor? [1 point]<br /> <br /> 2. Plan an action or an event to involve the above mentioned group of the Poor.<br /> Take into a consideration:<br /> <div style="margin-left: 40px;">-Opinions, and needs of the Poor.<br /> -The goal of the action.<br /> -Involvement of the Poor in the action.<br /> -Methods, and means of reaching out to the Poor.<br /> -All the practical preparations.<br /> -Evaluation of the impact.<br /> </div> Discuss, and qualify your plan. [4 points]<br /> <br /> 3. Make all the preparations including inviting the participants. [4 points]<br /> <br /> 4. Carry out the action. If possible, get a feedback from the participants. [6<br /> points]<br /> <br /> 5. Write a minimum-one-page conclusion on the action. You can use the<br /> following questions:<br /> <div style="margin-left: 40px;">-How have you managed to involve the participants?<br /> -What was the participants’ response to the action, and their feedback?<br /> -What benefits it could have provided for the group of the Poor?<br /> -Have you correctly identified relevant needs, and issues of the Poor?<br /> -Have you identified some new needs, and issues you hadn’t been aware about<br /> before? [2 points]</div> <br /> 6. Send your considerations about the Poor (1.), your plans (2.), and conclusions<br /> (5.) to your tutor for evaluation. You can also attach pictures, posters, videos,<br /> notes, and other relevant materials used for the action.
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