A lively and dynamic discussion took place, and diverse answers. from different perspectives were given to the questions by the participants, There were same that said that they will recommend to the alien to live in an heterogonous community, this will give him the opportunity to know different cultures. Others said that in spite that they live in homogenous community, because is more harmonious, however they will recommend that the alien to live in a heterogeneous community; no noticing the contradiction that they were facing. Much discussion took place on defining what is an heterogeneous and homogenous community An interest and important conclusion was   that everybody, in general speaking, participates in different groups with diverse identities (religious, cultural, social  economical ideological, political, and others) Same groups are very homogenous for example the religious group, but others are very heterogeneous like the sport group etc. My personal reflection was related to the tensions that exist and dilemmas that unity and diversity are confronted, particularly related to the theme of this year's Congress being  "Embracing Diversity and Building Unity through Civic Education. I should point out that the theme is very close to my research, writing and teaching human right education; civic education; education for democracy, tolerance, no discrimination and esteem for cultural and social diversity, and above all education for human dignity I emphasis that from my own experience, to elaborate a discourse in favor of diversity is much more easy than to live in real life the experience of diversity. In this regard I told the participants that I remember being in Durban in 2001 in the World conference on racism, xenophobia and all kind of other intolerances, where I met the most great expression of multiple culture and social people with their different languages, dresses, songs, music’s, foods, smells, colors, faces.  I said that an Indian men look at me, he just look intently at me. I couldn’t understand the way he was looking at me. I almost wanted to tell him: don’t look at me like that way, however I contain myself.

In spite that I had a discourse of supporting cultural diversity it was very difficult to experience it. In effect, to encounter with the diversity it is not easy. It is a learning process that is not achieved by one occurrence, particularly when we have been used to live in the homogeneity, when we do not have the sufficient flexibility and opening to accept different values, different customs, different habits, different looks, different tonalities. I felt, in Durban that the diversity was exceeding my capacity to deconstruct the explicit and implicit messages, of so many different groups, with so many different histories, and symbols. The multiplicity of identities overcomes my understanding. I felt that I didn’t possess the intellectual and affective competences to comprehend diversity. I stated that I could process intellectually the unknown and diverse entities, build a discourse of generalities in abstract terms, but untied from realities. The diversity in the concrete manifestations, in the daily thing, in his excessive materialization was squashing me, and was submitting me.  I then understood that the meeting with the diversity of identities is a pedagogic assignment, a learning process, a long learning process in the knowledge of Other one, as legitimate Other. An assignment of life; to posse the aptitude to penetrate with delivery in the identity of others; to learn to face my fears and prejudices, to decode languages and different faces, to understand the limits between the own and the different, to accept the differences in his particularities and in his universality. In this perspective, I pointed out, that Civic Education cannot be indifferent to the many dilemmas and tensions that unity and diversity is facing in our global and complex society, for two main reasons a) civic education is being influenced by the position that hold in regard to unity and diversity; b) civic education has, in my personal opinion, an ethical responsibility, in supporting cultural and social diversity as a mean of enhancing tolerance, non-discrimination, and to reinforce the human rights principal that “all human beings are born free and equal in dignity and rights…and  have the right to cultural and social diversity in order  to maintain and  increase their  personal and collective identity” I added that, unity and diversity in general are complementary, however there are two different and controversial concepts, which for the most part in the educational system enter into tensions and conflicts. Dilemmas and tensions can develop and conflicts can arise, when the open acceptance of diversity is perceived as a threat to the preservation of national unity and, when the school is not able of recognizing, accepting, respecting, and/or understanding   the social and cultural diversity that coexist in it. In other word, tensions happen when an educational ideology of homogenization prevail over a conception of heterogeneity in an educational setting that is multicultural. To unify, homogenize and uniform students, particularly in Latin America, has been for generation one of the main objective of education, and particularly of Civic Education. The arguments used to enforce such criterion has been to convert education in an instrument for generating national unity and equity and to impose an uniform set of ideals and values directly and indirectly on all the students, without considering social and cultural differentiation and diversity. Social and cultural diversity is embodied in the uniqueness and plurality of the identities of the students as a result of globalization and massive education and became an ethical imperative to the school, inseparable from respect for human dignity and a commitment to human rights. When schools are not willing or prepared to deal with this reality we are facing problems, dilemmas and tensions In regard to globalization, in which we are immersed, is impacting many aspects of our personal and collective life: in the economical, political, social and cultural feature. All these dimensions have an echo and influence on education, on the curriculum, and on Civic Education in which there are included citizen values, traditions, cultural artifacts and symbolic universes. All of them drive, in occasions, to reinforce individualistic patterns, the democratic policies, the economic rationality, the utilitarianism, the predominance of the media etc The process of globalization when related to school curriculum has become “isomorphic”, meaning a unify, uniform and homogeny curriculum. This curriculum has been spread in many educational system of the world .The curriculum has become very similar from one country to another. The isomorphic curriculum has its expression in the design and production of the school curriculum, the selection and organization of the knowledge, the pedagogical strategies and evaluation procedure. Only to give an example of the isomorphic pattern, it should be mention that the quality of education and the achievement of students are compared internationally through the implementation of worldwide tests like “Pisa”, “Timms” and others.  The questions that come up- that constitute a serious dilemma- are if it emerging a world unifies culture and an international identity? and if this is the case, which are the effects on the autonomy of the existing and the social and cultural diversity?; what are the effects on the local and national identities?;  are we facing a collapse of the traditional identities?; is education and the curriculum going to abandon its main objective: to develop a national and  civic democratic identity, or educate for “universal identity”?; could the “isomorphic curriculum” coexist with the “idiosyncratic curriculum” the one that represent  the cultural  and particular diversity,  and the national and  local identity?   Massive education has introduced in school s diversity that had different levels of expression: students present differences in their skills and potentials to face the school demands of learning; students are different in gender, socio-economic and cultural contexts and background, can have different capacities and aptitudes, ethnic, sexual orientations, physical and different psychological personality, attitudes and values etc. All this differences can affect the expectations and attitudes and pace to be taught, learn and act. The dilemma is that teachers have been prepared to deal with equableness, uniformity and homogeneity and not with diversity, which leads generally, to postpone, put off, marginalize, exclude, and finally expel students from school In same occasions, diversity can be see in school as something negative, as an obstacle that prevents the development of the students and as a way to elaborated stereotypes for example: the women are not good for the mathematics; the poor are not to have successful; the people of color are less intelligent; the persons who have physical or psychological impediments are minus valid etc. They are generally auto fulfilled prophecies, not for the fact of the diversity but because the diversity is defined and worked as something harmful. Today there is a worldwide tendency to grade and rank schools.  This is the case of Chile. The ranking supposes the homogenization; presume that all the students are equal (which is a false premise).  Additionally, the homogenization is based on the premise that subsist a perfect and an ideal prototype of a “good student” where the failings or differences must be corrected .The tension is that the acceptance of the diversity, as a reality that exist in schools, that is necessary as an humanistic and human rights platform, it implies rejecting the “normalization” and “homogenization” of the students. It is not logical to expect uniform results from a heterogeneous group of pupils under uniform tasks. One additional dilemma that the educational system is facing is the incapacity to develop an inclusive education where the acceptance and attention of diversity is to be expected, where schools accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. On the contrary, schools are becoming more and more cultural and socially segregate This is the case of Chile, but I am sure that it applies to other countries as well .The OECD has found that in Chile schools, in all levels of education, are highly segregate. In order to maintain religious, cultural and particularly socioeconomic unity and identity as well homogeneous learning achievement   students attend separate and uniform schools, where social and cultural diversity is very rare. Students from vulnerable and poor socioeconomic income converge in public state schools and student from the affluent class assist to well off and well-equipped private schools.  

The award is intended to help implemented or pilot programs get to the next level. Each EdTech Innovators Award includes a technology grant valued at approximately $40,000 and membership in an educators' social network that provides access to support, training, and other resources for sharing ideas and best practices.

The program is open to accredited private and public education institutions at any level of formal education (primary, secondary, tertiary) as well as nonprofit organizations that foster the use of technology in education. Applicant institutions and organizations must be located in one of the eligible countries for the 2010 program: Argentina, Australia, Austria, Belgium, Brazil, Canada, Chile, China, Colombia, Costa Rica, Czech Republic, Denmark, Ecuador, Egypt, Finland, France, Germany, Great Britain, Greece, Hong Kong, Hungary, India, Indonesia, Ireland, Israel, Italy, Japan, Kenya, Korea, Luxembourg, Malaysia, Mexico, Netherlands, New Zealand, Norway, Peru, Philippines, Poland, Portugal, Romania, Russian Federation, Singapore, Slovakia, South Africa, Spain, Sweden, Switzerland, Taiwan, Thailand, Turkey, United Arab Emirates (Dubai), United States, Venezuela, and Vietnam.

Proposals must be submitted at the HP EdTech Innovators Award Web site. Visit the site for complete program information and to participate in voting and commenting on submitted ideas.

For more information, please go to the HP EdTec Website

The Reagan-Fascell Democracy Fellows Program at the Washington, D.C.-based National Endowment for Democracy invites applications for fellowships in 2011-2012. The program enables democracy activists, practitioners, scholars, and journalists from around the world to deepen their understanding of democracy and enhance their ability to promote democratic change. Dedicated to international exchange, this five-month, residential program offers a collegial environment for fellows to reflect on their experiences and consider best practices; conduct research and writing; engage with colleagues and counterparts in the United States; and develop professional relationships within a global network of democracy advocates.   The program is intended primarily to support practitioners and scholars from developing and aspiring democracies; distinguished scholars from established democracies are also eligible to apply. A working knowledge of English is required. All fellows receive a monthly stipend, health insurance, travel assistance, and research support. The program does not fund professional training, fieldwork, or students working towards a degree. The program will host two five-month fellowship sessions in 2011 - 2012: October 1, 2011 - February 28, 2012 (Fall 2010) and March 1 - July 31, 2012 (Spring 2012).

Deadline: Monday, November 1, 2010.

For more information, visit http://www.ned.org/fellowships/reagan-fascell-democracy-fellows-program. Applications are accepted through our online application system beginning August 1, 2010 at http://fellowships.ned.org.

Source: http://www.thehimalayantimes.com/printNepaliNews.php?id=246730 KATHMANDU: The Supreme Court has directed the government to include human rights education in school and college syllabi to combat discrimination and violence against women. “Include core human rights issues in school and college syllabus and launch awareness programmes to combat violence and discrimination against women,” a division bench of justices Bala Ram KC and Bharat Raj Upreti said in a verdict today, responding to a Public Interest Litigation filed by advocate Jyoti Lamsal Poudel three years ago. Observing that laws and policies meant to eliminate violence against women had gone unimplemented, the bench argued that stress should be on the implementation of laws and policies. It said that collective efforts are a must for the protection of women's rights. The bench told authorities—the Prime Minister’s Office and the Cabinet, Ministry of Women, Children and Social Welfare, Ministry of Law and Justice and the Ministry of Home Affairs—to take initiatives for the protection of women's rights, stressing the use of media in the crusade for the protection of their rights. “Partnership with NGOs will go a long way in eliminating discrimination and violence against women,” the bench observed. Expressing dissatisfaction over the weak implementation of the Convention on Elimination All Forms of Discrimination Against Women (CEDAW) even two decades after its ratification, the apex court issued a five-point directive meant to fight violence against women. The apex court told the government to strictly implement the CEDAW by promulgating an Act criminalising discrimination and violence against women. Stating that social perception treating men as superior compared to women is a major problem, the bench called on the government to address this issue systematically. The apex court also emphasised the need to impart vocational training to women and provide them jobs for their development, adding that such measures will help eliminate violence and discrimination against women. The bench also told authorities concerned to do their bit to make sure that women do not abandon their studies.  

• Citizens or permanent residents from any country (foreign nationals must be able to hold a valid passport and obtain a J1 Visa)
• Men and women with outstanding capabilities and experience from a wide variety of -backgrounds (including government, the corporate world, professions, and academia)
• Academic candidates holding a Ph.D. (Ph.D. must be received by the application deadline of October 1)
• Academic candidates demonstrating scholarly achievement by publications beyond their doctoral dissertations
• Practitioners or policymakers with an equivalent level of professional achievement
• English proficiency as the Center is designed to encourage the exchange of ideas among its fellows

Fellowships are awarded on a competitive basis. External interdisciplinary panels of distinguished scholars and practitioners assess the applications. The panels’ recommendations are presented to the Center’sFellowships Committee of the Board of Trustees, composed of public officials who serve ex officio, citizens appointed by the President of the United States, and citizens from the private sector. TheFellowships Committee of the Board of Trustees makes the final decisions on selection.

The basic criteria for selection are:

• a) significance of the proposed research, including the importance and originality of the project;
• b) quality of the proposal in definition, organization, clarity, and scope;
• c) capabilities and achievements of the applicant and the likelihood that the applicant will accomplish the proposed project;
• d) the relevance of the project to contemporary policy issues.

June 06, 2010

Hanover-Horton Middle School students have virtual meeting on traffic safety with Czech Republic high schoolers

By Linda Hass

For the Jackson Citizen Patriot

Students from the Czech Republic visited Jackson on Friday — even though their feet were firmly planted on Czech soil 4,400 miles away.

About 20 students from Hranice High School in the Czech Republic joined 18 eighth-graders from Hanover-Horton Middle School for a virtual meeting at the Jackson County Intermediate School District, thanks to ISD technology that linked the groups via satellite.

The students discussed solutions to mutual traffic-safety concerns.

"It's neat to think that kids around the world are working together to make a difference in their local communities," Kylee Ackley, 14, said.

Hanover-Horton students discussed improvements to a traffic light at the intersection of Moscow and Folk roads, while Czech students explored changes to a bike trail in their European city.

The virtual meeting, held at the ISD Education Service Center, 6700 Browns Lake Road, capped off a year of exchanges between the two classes — in person and via the Internet — through their participation in Project Citizen.

Project Citizen, a federal program designed to encourage students to be involved with public policy, is part of the Civitas International Program that introduces international educators to civic education programs in the United States and participating countries.

"This is a wonderful opportunity for our students to reach beyond their borders and see civics in action around the world," said Terri Mount, the Hanover-Horton eighth-grade social studies teacher who spearheaded the international connection and has visited the Czech Republic as part of the exchange.

"It's amazing to think we're talking to other kids halfway around the world in real time," said Logan Turner, 14, one of Mount's students.

Among those at the presentation were state Rep. Martin Griffin; Renell Weathers, senior district representative for the Office of U.S. Rep. Mark Schauer; Linda Brian, Hanover-Horton Schools superintendent; and David Oxley, superintendent of the ISD.

Mount's students also recently presented their proposal, which included adding another lane and adding a blinking light option at a stop light, to the Jackson County Road Commission.

"The commissioners said it was one of the best citizen presentations they had ever heard," said Denise Bergstrom, Hanover-Horton Middle School principal.

On 11 May 2010, the Ministers for Foreign Affairs and representatives of the 47 Council of Europe member states adopted Recommendation CM/Rec(2010)7 on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education at the 120th Session the Committee of Ministers.

The Charter, which was developed over a period of several years with wide consultations is non-binding and will be an important reference point for all of Europe; it will be used as a basis for the Council of Europe's future work in this field in the coming years.

For further information, please see the following link: http://www.coe.int/t/cm/WCD/Sessions_en.asp  

The Center for Civic Education, through a grant provided by the National Endowment for the Humanities, is pleased to announce a three-week NEH Summer Institute for educators from public and private high schools, middle schools, and upper elementary schools. The institute will provide twenty-five American and up to five international educators the opportunity to engage in serious study and seminar-style discussion of basic issues of political theory and the values and principles of American constitutional democracy.

Generous supplemental funding by the Klingenstein Foundation supports additional institute participants and the transportation of all participants to the institute.

Location: Loyola Marymount University 1 LMU Drive Los Angeles,CA 90045 United States

Contact: Erin Smith smith@civiced.org Attending: By Application or Invitation Only

WASHINGTON — Teachers from Florida, Nevada and Wisconsin are recipients of the 2010 American Civic Education Teacher Awards, recognizing their exemplary work preparing young people to become informed and engaged citizens

The ACETA winners are: Jackie Viana of Hialeah Gardens Middle School in Hialeah Gardens, Fla.; Milton Hyams of Incline High School in Incline Village, Nev.; and Tamara Johnson of Kettle Moraine High School in Wales, Wis.

The awards are given annually to elementary and secondary teachers of civics, government and related subjects who have demonstrated exceptional expertise, dynamism and creativity in motivating students to learn about the Constitution, Congress and public policy. ACETA is sponsored by the Center for Civic Education, the Center on Congress at Indiana University and the National Education Association.

Charles N. Quigley, Executive Director of the Center for Civic Education, praised Viana, Hyams and Johnson for their dedication to teaching young people the responsibilities of citizenship in our democracy. “It is an honor to recognize teachers who are so enthusiastic about imparting the fundamental values and principles of our constitutional system of government,” he said. Lee Hamilton, Director of the Center on Congress, lauded the awardees for “helping students develop the knowledge and skills they need to work within the political system to make their communities and their nation better.” In presenting the awards, Hamilton said, “We call public attention to the fact that many teachers across the nation are doing an excellent job molding the civic character of America’s youth.” Dennis Van Roekel, President of the National Education Association, said, "The awardees should be commended for their commitment to improving student learning and for leading by example to enhance the professionalism of civic education, which is essential to the preservation and improvement of a representative democracy.”

The ACETA winners receive an all-expenses-paid trip to Washington, D.C., in July to participate in an educational program that includes observing floor sessions and committee hearings in Congress, meeting members of Congress and other key officials, and visiting sites such as the National Archives and the U.S. Supreme Court.

The three awardees share a passion for explaining the work of government in an engaging way, and helping young people see that what goes on in Washington is relevant to their lives. In her self-portrait essay, Jackie Viana wrote, “By the time students leave high school, they should be equipped with the tools to become active citizens of their community and country. Living in a democracy is a true blessing. I try to help my students appreciate that, not take it for granted. Nearly all my students are children of immigrants, or immigrants themselves, who came to this country in pursuit of freedom. I want to make young people aware that they have a patriotic duty to understand and sustain our democracy.”

Milton Hyams wrote, “My teaching of twelfth grade civics is a journey for students to understand the significance of their role in the fabric of American citizenship and the complex relationship between rights and responsibilities. I view my classroom as a learning community where ideas are shared, respected, and built upon; where knowledge, experience and learning are valued...As a civic educator, I recognize that it is my duty to promote civility of discourse, open-mindedness, the disposition to compromise, and compassion....My goal is that students learn their role as active, thoughtful, informed, empowered citizens, participants in the dialogue of who we are as a people.” Tamara Johnson wrote, “One of the most important factors in a high-functioning democracy is an educated populace. I have dedicated my career to this principle, and it is more like a mission than a job for me....I provide my students with the means to critically think through complex problems and to develop their own political philosophies.” She takes pride that her students“have gone on to become legislative aides, civil servants, attorneys, officers in the military, candidates for public office...and active and productive citizens of all stripes, who understand the structure of our government, are politically literate and critically think through problems, in small part because of taking my class.” Each year the ACETA program selects and showcases three teachers whose students represent the diversity of the American public and private school systems. Applicants must be full-time classroom teachers of grades K–12. There is no fee to apply. In addition to a two-page self-portrait essay, applicants must submit three letters of recommendation — two from teaching peers and one from their school principal. Applications and materials for the 2011 awards will be available online in January.

With the recognition this year of Viana, Hyams and Johnson, the ACETA program has now honored 15 teachers since the awards were first given in 2006.

For photographs, videos and more information visit: http://www.civiced.org/nationalfinals

View the full video here: http://www.youtube.com/watch?v=ZfCevXSHq6E

“Even the best civics curriculum and textbooks lie dead without the right teachers and the right teaching methods,” remarked Annette Boyd Pitts, Executive Director of the Florida Law Related Education Association, Inc. Pitts was addressing Romanian civics teachers as part of a program sponsored by the United States Embassy. “It is clear to me that Romania definitely has the right civics teachers.” Pitts applauded the efforts of Romanian civics teachers who participated in two multi-day institutes focusing on innovative civic education teaching methodologies targeting middle and high school classrooms. Pitts worked with Romanian trainers Cecilia Deme and Ileana Iepure to share best practices in civic education and introduce Project Citizen, a civics project-based initiative. Teachers from throughout the country participated in the workshops which were held in Sinaia.

Pitts was impressed with every detail of the program. “Everything about these trainings was first rate,” Pitts remarked. “From the planning to the on-site accommodations and logistics to the selection of participating civics teachers, this was one of the best organized and implemented training programs I have ever participated in – in any country,” Pitts noted. Approximately fifty civics teachers participated in the multi-day training. A variety of civic education methods were demonstrated during the sessions including case studies, simulations, debates, cooperative groups, lyrical interpretations, role plays, moot court, carousel activities, jigsaws, and project-based learning, among others. “The civics teachers I worked with in Romania were of the highest quality,” Pitts remarked. “They were eager to explore new methods and to practice them throughout the week. They were articulate, creative, resourceful, and committed to each and every exercise that was presented. I know these teachers can bring civics to life in Romanian classrooms throughout the country.”

The program began with an overview of research in the United States on best practices in civic education. Pitts provided background information on the status of civic education in the USA and Florida specifically. Florida and Romania share many similarities in their requirements for civics in middle school. Legislation was passed in Florida in 2006 requiring middle school students to take a course in civics prior to advancing to high school. Romania requires civic education and civic culture in middle school as well. Following a brief theoretical foundation, an overview of the types of citizens and levels of civic engagement was also introduced. Using a civic engagement sharing strategy, teachers introduced themselves to each other and discussed their personal levels of civic engagement. In one group, every element of civic engagement had been experienced within the group. For example, several teachers in each group reported having participated in a protest, volunteering with an NGO, donating money to charity, or boycotting a product, among other indicators. “This was a very active group of civics teachers”, Pitts remarked.

As part of the workshop, teachers researched problems that could be resolved by public policy in their communities and prepared a portfolio in small groups to display their work. To begin the process of identifying problems and determining the appropriate level of government to address the problems, Pitts provided the lyrics and music video of a song by the Black-Eyed Peas. Teachers reviewed and analyzed the types of problems presented in the video and classified the problems by level of government. Problems identified ranged from graffiti to war to violent video games. This activity introduced teachers to a creative, interdisciplinary approach to engaging students in the identification of problems in their communities. A carousel activity was initiated to have teachers classify these and other problems by the appropriate level of government to address these problems. Then teachers worked in small groups to select a problem, identify public policy alternatives to resolve the problem, choose the best public policy resolution, and develop an action plan to implement the suggested policy. Each group presented an oral presentation highlighting each step of the project. Pitts introduced Project Citizen, a Center for Civic Education program adapted for use in over 80 countries and implemented in Romania by the Intercultural Institute of Timisoara, based on an agreement with the Ministry of Education. FLREA and IIT have a new online version of the initiative, www.thepeopleunite.com which teachers were encouraged to utilize.

Teachers also were introduced to the case study method and the application of constitutional concepts through legal scenarios. Using freedom of speech and expression issues, Pitts provided sample cases and demonstrated the jigsaw method to allow every student to learn about at least five constitutional cases in one class period. The exercise also demonstrated the use of cooperative group work in the jigsaw which provided the opportunity for every student to present a case they had learned about to another group. This information was utilized to apply as precedent in a culminating case study activity. Teachers served as attorneys in the mock court simulation to defend their positions on whether or not a school had violated a students’ freedom of speech rights when a principal suspended the student for a sign about drug use. “The teachers’ arguments were constitutionally sound and well reasoned during the moot court simulation,” Pitts reported. Pitts showed the teachers how to use cases from the European Court of Human Rights website to present case studies in their classrooms.

Teachers shared with Pitts a variety of challenges in implementing the new civics requirements in middle school. Of particular concern were the outdated materials and textbooks available in Romania. One teacher brought the approved civics textbook which was published in 1996-97. Pitts indicated an interest in helping the teachers develop a resource notebook with new lessons or a new textbook to provide more current materials for classroom use. In lieu of a new textbook for the moment, however, Pitts suggested that utilizing primary documents along with interactive, engaging teaching methods would provide a critical beginning until such materials could be developed. Activities such as a scavenger hunt using their Constitution or the Universal Declaration of Human Rights would provide students with the opportunity to concretely explore the documents and see how they are organized while realistically applying the content of the documents to their lives.

Written evaluations of the workshops were excellent. Many teachers stood to express their appreciation for the experience. Some went beyond the obvious civic education methods training and indicated broader lessons learned. One male participant remarked that he had a newfound respect for his female teacher counterparts. He indicated he had never been in training with such strong, intelligent women and it had opened his eyes to realizing the contributions they make to this country’s education system. He felt the women participants were superior in many ways to their male counterparts in the workshops. Plans call for a follow up training in the summer with select teachers assisting in the development of a new civics text or classroom materials. Additionally, a presentation to inspectors of curriculum throughout the country will be organized to provide an update on the status of civic education professional development opportunities and the need for more updated materials.

The trainings were held from January 31 – February 6, 2010 in Sinaia at the Hotel Andra. The event was funded through a grant from the US Embassy. Organizers of the event included Cornelia Vlaicu of the US Embassy and trainers Cecilia Deme and Ileana Iepure. Each session was designed to allow participants to experience and practice the methods rather than just learn about them through lectures. Constitutional issues, human rights, and civic engagement were introduced through a variety of teaching methods. In addition to the workshops held in Sinaia, an awareness session was held in Bucharest for local civics teachers. Calin Rus, Director of the Intercultural Institute of Timisoara assisted with the Bucharest meetings. IIT is partnered with the Florida Law Related Education Association, Inc. as part of the Civitas International Program. As part of the partnership, an online civic education initiative has been jointly developed based on the Project Citizen model.

For additional details on the training or civic education efforts in Romania, contact Annette Boyd Pitts, Executive Director, The Florida Law Related Education Association, Inc. at abpflreaed@aol.com or write to Pitts at 2874 Remington Green Circle, Suite A, Tallahassee, Florida 32308; phone 850-322-8223.  

In 2005, the Open Society Institute Documentary Photography Project (DPP) created the Distribution Grant—now called the Audience Engagement Grant—to support photographers who would like to take existing documentation of issues they care about and use that work as catalysts for social change. Created in the context of diminishing print media outlets, the grant promotes alternative models for presenting and disseminating documentary photography to the public. Moreover, we hope to stimulate innovation in designing projects that create meaningful interactions with photographic content.

Starting with the 2010 grant cycle, the Distribution Grant has been renamed the Audience Engagement Grant to more accurately reflect the goals of the grant. That is, we aim to support photography-based projects that actively engage audiences on human rights and social justice issues.

The grant funds projects that go beyond inspiring audiences visually. We are looking for projects that combine existing bodies of work with programming or tools that give viewers a deeper, more nuanced understanding of issues and/or empower them to participate in the process of improving their own or others' realities. Projects should include a partnership between individuals and organizations that combines expertise in documentary photography with experience working on the topic or community the project addresses.

Since 2005, the program has supported over thirty projects that range in format and purpose. To view a list of previously-funded projects, please consult the Grantee List.

What We Provide

The Audience Engagement Grant program provides 5-8 grants ranging from $5,000-$30,000 to support projects that use existing bodies of work. Please note that grant funds cannot be used to shoot new imagery. When selected projects closely align with the work of other Open Society Institute (OSI) programs or previously-funded projects, DPP will facilitate contact with relevant OSI program staff and former grantees.

What We're Looking For

The Applicants The Audience Engagement Grant supports partnerships between individuals and organizations who are working on collaborative projects. Projects must involve:

1. Photography Partner whose expertise is in documentary photography; and
2. Audience Engagement Partner whose expertise is in the topic or community the project addresses.

A third Distribution Partner, whose expertise is in the dissemination or presentation method, may also be included, but is not required.

Each project partner should contribute resources to the project. These contributions may take the form of: content, expertise, services, administrative/logistical support, staff, organizational infrastructure, access, contacts/connections, equipment, space, or funding. Based on the experience of past grantees, we've found that the most successful projects engage all project partners equally. Partners should think of themselves as working collaboratively, while also committing a unique skill set to the project. 

For examples of possible partners, please view our list of Frequently Asked Questions (available for download below as part of the Application Packet).

The Project We welcome projects that use an existing body of photographs to advance human rights and social justice issues. We are looking for strong images that are circulated in a way that could spark a change in how viewers think about or support a particular issue or community.

Possible examples include, among others: exhibitions; photography in the public sphere; community-informed, locally-based exhibitions; slideshows & presentations; discussions & workshops; educational tools; visual resources; archives; and new media. For more guidance on what we're looking for in these categories, please consult the Frequently Asked Questions document (available for download below as part of the Application Packet). Examples of previously funded projects can be found in the Grantee List.

We'd like this grant to stimulate new distribution ideas, so we encourage you to be imaginative when designing your project. To trigger your thinking, we've created a list of Questions to Think About (available for download below as part of the Application Packet).  This document is NOT part of the grant application, but is meant to spark new ideas and fine-tune your thinking.

Preference will be given, but not limited, to projects that address issues and geographical areas that concern OSI. Please consult our website, www.soros.org, to familiarize yourself with the foundation's activities.

What makes a strong project proposal? The most effective projects respond to the unique needs and interests of the community they address. They combine compelling documentary photography with creative approaches and thoughtful strategies for presenting the images to that audience. Projects often get more mileage when they include or are timed to coincide with related efforts and programs, such as discussions, events, workshops, activities, or larger advocacy, organizing, or educational campaigns. We are also interested in interactive elements that allow the audience to engage directly with the material. Ideally, projects will be connected to an organization that can sustain interest in the project beyond the timeline of the grant.

The following projects are not eligible for funding:

• Requests to shoot new work
• Dated material, unless the purpose is to collect and preserve untold, alternative, or historically significant narratives about a particular community or historical event
• Projects whose only goal is to fundraise and/or raise awareness in a general way
• Projects that are geared toward "the general public," and do not identify a primary targeted audience
• Exhibitions that serve only the interests of the photographer or the gallery
• Book production
• Documentary film or video
• Lobbying activities

Note: OSI does not discriminate based on any characteristics that may be protected by applicable law.

Application & Selection Process

Prescreening / Letter of Intent (optional) Beginning with the 2010 grant cycle, we are offering applicants the opportunity to have their project ideas pre-screened and approved before going through the process of writing the full grant proposal. Although it is not required, we strongly encourage applicants to submit a brief Letter of Intent before applying to the grant. Selecting this option will save you the time and effort of pulling together a full application in the event that your project idea is not suitable for the grant. The optional Letter of Intent should be submitted using our using our Online Application System (OAS) and is due on Friday, May 28, 2010, by 5:00pm (Eastern Standard Time). Whether you are applying as an individual or an organization, please register and create a profile on OAS by selecting "Individual Grants" and "Audience Engagement - Intent." DPP staff will review your Letter of Intent and notify you by email by June 11 whether your project idea was approved. Once approved, you should begin preparing the full Online Application.

Online Application (required) Applications must be submitted using our Online Application System (OAS). Completed Online Applications are due on Friday, July 23, 2010, by 5:00 pm (Eastern Standard Time). Whether you are applying as an individual or an organization, please register and create a profile on OAS by selecting "Individual Grants" and "Audience Engagement Program - Full Application."

For more information visit: http://www.soros.org/initiatives/photography/focus_areas/engagement/guidelines#about.

The projects the youths are working on should demonstrate positive impact over the communities. These projects can be related to Education, Environment, Gender Issues, Health issues, Human Rights, Peace Building, Technology, Youth Employment, among others.

The objectives of the award are:

• Recognize youth that are engaged in exemplary activities related to active citizenship
• Promote the concept of innovation and social entrepreneurship leading to positive change in communities
• Acknowledge youth that demonstrate exceptional leadership attributes
• Encourage youth through grant awards, capacity building and recognition to continue their efforts in being active citizens in the region
• Enhance the culture of research and generate best practices in community led development
• Encourage cross-border cooperation and dialogue