Welcoming the Stranger —ALWS Awareness Week 2015
Secondary School
Teaching Ideas and
Resources
When refugees settle in your land with you, you are not to
harm them. Refugees who live with you must be treated
just as if they were native-born like yourselves, and you
are to love them as you love yourselves.
Leviticus 19:33, 34a
For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Contents
3
ABC: Long Journey—Young Lives Website
3
Dadaab Stories
3
Discussion Starters
3
Photos and Questions
3
Photos and Questions
3
Refugee Stories
3
Before, During, After and the Future
4
A Refugee Camp
4
UNHCR—Lego Poster and Teachers Guide
4
Debate Topics
5
A Place To Call Home
5
Poster / Cartoon
5
Durable Solutions
5
What Does the Bible Say About How We Treat
Refugees?
5
Life in a Refugee Camp
6
Think, Pair, Share
6
Moving Home
6
Refugees in the Media
6
Poetry—Refugees and Asylum Seekers
6
Be an Investigative Reporter
6
Who are These People?
7
The Flight of Refugees
8
Why Do People Leave Their Homeland?
8
Where Do Asylum Seekers and Refugees Make
Their New Homes?
9
Novel Study
10
Definitions
10
A Fact-Finding Mission
11
Film Study
11
What is Happening Today?
11
Images
12
Welcome to Our Community Kit (Group Activity)
2
For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
ABC: Long Journey—Young Lives
Website
This is an interactive documentary website where
students can watch video footage of refugees aged
9-18 years retell their experiences and see Australian
students being interviewed about their understanding
and attitudes towards refugees. http://
www.abc.net.au/longjourney/intro_broadband.html
Dadaab Stories
This interactive website allows students to understand
life in the Dadaab Rufugee camp in Kenya.
http://www.dadaabstories.org/
Discussion Starters
This is a series of 20 quotes, articles and statements
about refugees for students to reflect on. These
discussion starters are appropriate for Secondary
students after they have some knowledge of refugee
issues. They can be downloaded from the Awareness
Week materials.
Photos and Questions
Download the photos and questions and allow the
students time to learn about refugees. They can be
downloaded from the Awareness Week materials.
Refugee Stories
Download a variety of real stories direct from the field. Challenge the students to walk in the shoes of people
who have very difficult lives. They can be downloaded from the Awareness Week materials.
Before, During, After and the Future
Have student draw 4 oval shapes with arrows linking on a A3 sheet of paper. At the top of each shape, they
are to write one of ‘Before’, ’During’, ’After’, Future’.
Before
After
During
Future
1. Have students write what life is like for a ‘typical’ South Sudanese young person before war comes to
their village.
2. Have students write about what life is like for that same young person when war comes and they have
to flee for their lives. What is the journey like to get to a refugee camp in Kenya?
3. What is life like for the young person in a refugee camp?
4. Write everything you hope for this young person in their future.
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For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
A Refugee Camp
Have groups of students imagine they are in charge of a refugee camp with about 100,000 people (a smaller
camp than the Kakuma Refugee Camp in Kenya). Fill in the table below using the given information
(minimum requirements to determine the resources and personnel needed to provide for the refugees).
Discuss life in a refugee camp.
(Source: http://www.sphereproject.org/ )
Needs
Minimum requirements in a
refugee camp
Water
15 litres per person per day
(one tap per 250 people)
Food
2100 calories per person per
day
Toilet
1 toilet for 20 people
Shelter
One sheet of plastic per family
Health
At least one healthcare
worker per 5000 people
Education
Often there is no school
What is needed to meet
the needs of 1000
refugees
What you have access to in
Australia
UNHCR—Lego Posters and Teachers
Guide
This is a great series of activities based on posters that
explore the issues of refugees. Good for an
introduction to the topic of refugees.
For the teacher guide go to: http://www.unhcr.org/help/
HELP/46a755202.html
Download the posters from: http://www.unhcr.org/cgi-bin/
texis/vtx/search?page=&comid=4a5489166&cid
=49aea93aa0&scid=49aea93a4f&title=lego%20poster
Debate
Teach students how to conduct themselves in a debate
and let them prepare, either positively or negatively, on
one of the following topics:
 Children are never adversely affected by war—it
simply strengthens character.
 War enables all people to learn new and productive
skills that will help communities for many years to
come.
 Refugees should be made to return home once
refugee camps are full.
 Australia should take higher numbers of refugees to
meet international obligations.
 Children should never be kept in detention centres.
 Australia has lost compassion in regard to treatment
of asylum seekers and refugees.
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For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
A Place to Call Home
Talk to the class … Home is a personal place. It is of central importance to all of us. It is the place where we
learn to love and care, where we learn to belong, where we are not alone, where we learn about
relationships, where we learn our values, where we laugh and celebrate. Ask:
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What is your understanding of home?
Why is home so important to people?
How would you feel if you were displaced from your home?
What would be the biggest challenges of having no home?
Consider the life of refugees living in refugee camps in another country. What is life like?
What would be the major challenges for these people?
What is the driving force for the people to return to their homelands when it is safe to do so?
Have students write a reflective piece on the importance of ‘home’ after the discussion.
Poster / Cartoon
Have students design a poster or cartoon using some or all of the facts below:
 Refugees are not queue jumpers (there simply are no queues for people to jump or join in many
countries).
 Asylum seekers are not illegal immigrants (it is absolutely legal to enter Australia without a visa if you
are seeking asylum).
 Most asylum seekers are refugees.
 We are not being ‘swamped’ by refugees (compare Australia’s intake with that of other countries).
Durable Solutions
The United Nations’ three recommended solutions for refugees are voluntary repatriation, local integration
and resettlement. Have students research the meaning of these and write three short paragraphs to explain
each solution.
In a table format, have them research and record the advantages and disadvantages of each of these
solutions.
What Does the Bible Say About How we Treat Refugees?
After the students have learned about
refugees, ask them what the Bible says about
how we treat refugees. Use Leviticus 19:33,
34a as a starting point.
How should the Bible shape someone’s view
on the issue?
Allow students time to watch the movie ‘Why
Do Christians Welcome Strangers’ or look at
the information sheet for further discussion.
Life in A Refugee Camp
Talk to students about life in a refugee camp
(use Awareness Week materials to help you).
Show photos and movies.
Ask students to prepare their own page
comparing a day in their life to a day in the life
of a refugee child.
5
For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
Think, Pair, Share
Conduct a think, pair, share activity, on one of the following topics:
1. It is not people’s fault that they are born into poverty.
2. No-one chooses to be a refugee.
3. Why don’t we just give poor people money?
4. How can education help people living in poverty?
5. Be thankful for your vegetables!
Moving Home
This activity works well in pairs. Ask students to write down as many reasons as you
can why people move from their homes. Now sort the reasons into two columns:
 Reasons people move voluntarily
 Reasons people move against their will
Discuss your lists with the whole group.
This activity will help students to understand the difference between a migrant and a refugee.
Refugees In The Media
After exploring and researching key definitions, students collect news items from television, newspaper or
radio sources which mention refugees.
In class, or in smaller groups, they can discuss what attitudes are evident towards refugees and asylum
seekers. Is the word ‘refugee’ always applied correctly? Why or why not?
How are refugees and asylum seekers portrayed in the mainstream media in Australia?
Poetry – Refugees and Asylum Seekers
Do an internet search using the key words: “Poems asylum seekers and refugees”.
Choose a poem on the theme.
Write a brief synopsis of the poem and your response to it.
Write your own poem about asylum seekers and refugees or a related topic, idea or theme that has sparked
your interest during this study e.g. the journey people make on boats, leaving my homeland, my new home,
belonging.
You might like to read some of the poems written by Peter Skrzynecki OAM about the migrant experience.
Be an Investigative Reporter
Imagine you are a reporter for a television network. State what program and network you are with. Create an
interview with an asylum seeker or refugee.
 Write an interview list of questions.
 Write a script providing background information about asylum seekers and refugees and include some
visual material.
 If you have the opportunity and permission (written), ask the questions in person and film the interview.
Who Are These People?
Do an internet search about writers, activists and prominent people involved in the issue of asylum seekers
and refugees, e.g.
Rosie Scott, Thomas Keneally, Ngareta Rossell, David Manne, Pamela Curr, Malcolm Fraser, Sr Aileen
Crowe, Mark Schwarzer, Dr Eileen Pittaway, Virginia Walker, Margot O’ Neill, Anh Do, Phil Glendenning,
Paul Power, Julian Burnside AO QC, Peter Skrzynecki OAM, Dr Graham Thom, Professor William Maley, Les
Murray, Dianne Hiles, Jessie Taylor, Geoffrey Robertson QC.
Type in their name with “asylum seekers and refugees”.
Write a report on one of them.
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For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
The Flight of Refugees
Experience Flight:
Students develop an awareness of the needs of refugees by imagining an
experience of being forced to leave home to seek safety.
Ask students to:
Reflect on a time when you packed up to leave (e.g. going on a holiday, moving
house). What did you take?
How long did it take to get ready to leave?
Imagine you have to leave home in a hurry in fear, the roads are blocked and you
cannot use your phone or electricity. What will you take? (Remember: you have a
short time to pack, you will have to carry your bag and there may be few other
resources to help you until you reach safety.) Where will you go? How will you travel?
Use current news reports from a conflict area to expand your ideas.
Develop four mind maps showing how being forced to leave home in a hurry would affect your: health, safety,
family, future.
List the support you might need. Where would you get that support and how easy would it be to obtain?
Discuss how likely you might be to receive the required support if you lived in a different country or belonged
to a minority group.
Write a diary, collect some photos or make drawings with short statements describing the experience of
leaving home in fear to escape conflict and travelling to a place of safety.
Write a reflection on the experience and list three ways you might change your behaviour when you hear of
refugee stories in the media in the future.
Protecting The Rights Of Refugees
Students examine the definition of refugees and research current events that highlight refugee issues.
 Brainstorm words associated with 'refugees'.
 Compare your lists in a small group and write a definition of the word ‘refugee’.
 Contrast your definition of refugee with the UN Refugee Convention definition.
 Examine the definitions of asylum seekers, internally displaced people and other ‘people of concern’ to
the United Nations.
 Collect television, newspaper or radio news items which mention refugees and asylum seekers.
Discuss in small groups:
Is the word refugee always accurately applied? Why or why not?
How is the protection of refugees presented?
How are the rights of refugees being protected?
Survey ten people from varying backgrounds about their attitudes to the care offered to refugees in Australia,
and the care offered to Australians who have been forced to leave their homes because of natural disasters.
Present your findings and suggest reasons for differences of opinion.
Life In A Refugee Camp
Students analyse life in a refugee camp as a way of addressing the needs of refugees. Gain an insight into
life in a refugee camp using Awareness Week resources.
Outline the needs of refugees and how they are addressed.
Develop a 'life in a day of a refugee child' timeline with descriptions or drawings.
Imagine you are in charge of a refugee camp with about 1,000 people.
7
For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
Use the following as minimum requirements to determine
the resources and personnel needed to provide for the
refugees (Source: Sphere Project):
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15 litres of water (per person per day)
2,100 calories of food (per person per day)
1 toilet for 20 people
a maximum walking distance of 50 minutes from
shelter
 1 tent or plastic sheeting for a family of 5
 immunisation against measles
 education.
Outline how goods will be transported to your camp 90
kilometres from the nearest town, accessed on a dirt road
through hostile territory.
Discuss in small groups, with people in each group taking on the following roles – local government officials,
water specialists, food specialists, healthcare specialists and community leaders:
 where to locate the refugee camp
 how to distribute resources if there is a shortage
 how to cope with the sudden influx or departure of people
 how to make sure those most vulnerable (women, children, the disabled, aged) are safe
 how to help people take control of their own lives as much as possible so they do not become
dependent (e.g. grow own food, earn an income, continue education).
Compare your conclusions with other groups.
Why Do People Leave Their Homeland?
Why do people leave their homeland in order to seek asylum? List 3 reasons.
Where Do The Asylum Seekers and Refugees Come From?
Research the original homeland of asylum seekers and refugees that make their way to Australia, look at
these countries using Google Earth, then complete the following tasks.
On a map of the world:
 label and shade these countries;
 mark in their capital cities;
 label and shade two countries that border each country or are its nearest neighbours;
 determine which hemisphere the countries are in (Northern or Southern) and write the letters “NH” or
“SH” in the country;
 note in which continent the country is situated;
 choose one country and mark the route people would take to get from there to Australia;
 list the countries they pass through on their journey;
 which of the countries through which they pass have signed the UN Convention on Refugees?
Where Do Asylum Seekers and Refugees Make Their New Homes?
List 3 suburbs (or towns) in your local area or capital city where asylum seekers and refugees have made
their homes.
On a map, label and shade these suburbs or towns.
What does this indicate?
If you were a refugee in a foreign land, what would you look for in the area you make your home in?
What would you hope for?
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For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
Novel Study
Look in the Young Adult book section of your school library for novels relating to asylum seekers and
refugees. Choose 3 books, read the blurbs and write a paragraph on each, outlining the story.
As a class group, share and discuss the books you have found.
Choose one book and read it.
The following are examples of books you might like to read:
Mahtab’s Story
Refuge
Boy Overboard
Girl Underground
*Finnikin of the Rock
*Froi of the Exiles
*Ferragost
*Quintana of Charyn
The Arrival
The Rugmaker of Mazar-e-Sharif
No Gun for Asmir
Escape from Sarajevo
Asmir in Vienna
Parvana
Parvana’s Journey
Parvana’s Promise
Shauzia
The Happiest Refugee
Onion Tears
Soraya the Storyteller
Shahana: Through My Eyes
Australians All
From Kinglake to Kabul
No Safe Place
On Two Feet and Wings
The Ink Bridge
Libby Gleeson
Libby Gleeson
Morris Gleitzman
Morris Gleitzman
Melina Marchetta
Melina Marchetta
Melina Marchetta
Melina Marchetta
*(Fantasy, Ages 15+ Years 10, 11, 12)
Shaun Tan (All Pictures No Text)
Najaf Mazari and Robert Hillman (Senior Students)
Christobel Mattingley
Christobel Mattingley
Christobel Mattingley
Deborah Ellis
Deborah Ellis
Deborah Ellis
Deborah Ellis
Anh Do
Diana Kidd
Rosanne Hawke illustrated by Neil Curtis
Rosanne Hawke
Nadia Wheatley illustrated by Ken Searle
Edited by Neil Grant and David Williams
Deborah Ellis
Abbas Kazerooni
Neil Grant
Credit for book list: Edmund Rice Centre, 2013
Create your own response to the book you have read in and report back to your class.
You might like to comment on the following: the themes, issues, values, ideals, and style. How did you feel
reading the story?
Develop some questions you would like to ask the main
character(s) and author.
Present this information in an A3 poster using artwork
and colour.
OR
Create a book trailer for the book you have read.
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For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
Definitions
Search the websites listed below to find the definitions of the following
terms.
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An Asylum Seeker
A Refugee
Mandatory Detention (Immigration Detention)
Internally Displaced Persons
Visa Overstayer
An Unauthorised Entrant
Community Detention
Offshore Detention
A Rejected Asylum Seeker
Read the definitions.
List the key points for each one.
Websites to search:
UNHCR
Refugee Council of Australia
Department of Immigration and Citizenship (Australian Government)
A Fact-Finding Mission
Go to the Department of Immigration and Citizenship website.
Examine the Immigration Detention Statistics Summary and then
complete the following:
1. The latest figure for the total number of persons in immigration detention facilities and alternative places
of detention in Australia is …
2. The number of people in immigration detention who arrived unlawfully by air or boat to seek asylum is…
3. What is the percentage of the total immigration detention population?
4. The current number of people who had arrived in Australia lawfully and were then taken into
immigration detention for either overstaying their visa or breaching their visa conditions, resulting in visa
cancellations is …
5. What is the percentage?
6. The current number of people in immigration detention who had
arrived by boat (irregular maritime arrivals) to seek asylum is …
7. The current number of people in immigration detention who had
arrived by air (unauthorised air arrivals) to seek asylum is …
8. The countries that asylum seekers and refugees leave in order to
come to Australia are …
9. The latest figure for the total number of children currently in
immigration detention facilities and alternative places of
detention is …
10. The average period of detention for an asylum seeker in
Australia is …
11. After examining these tables I conclude …
Web search:
Australian Government, Immigration Detention Statistics Summary, for
2014 data. Data is updated monthly.
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For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
Film Study
Watch the film A Well Founded Fear (November Films, 2008) (Suitable for Ages 15+, Year 9 upwards).
Answer the following questions:
1. What will you remember about this film?
2. How did you feel watching this film?
3. What have you learnt by watching this film?
4. Which people’s stories spoke to you?
5. Was there anything about the film that shocked or surprised you?
6. How would you describe this film?
7. Would you recommend that all Australians watch this film? Why/Why not?
8. What questions would you ask Phil Glendenning or any of the people in the film?
Talk about the term advocacy and what it means. Write a letter of advocacy to the Prime Minister and the
Minister for Immigration about the issues raised in the film.
As a class, discuss petitions. Include all the key elements involved in preparing and presenting a petition to
Parliament. Formulate a petition that you would like to present to the Prime Minister and Minister for
Immigration. To ensure you word your petition correctly, do an internet search using the key words: “Federal
Parliament of Australia Petitions”. You will find guidelines there.
What Is Happening Today?
What are the latest developments in Australia with regard to issues pertaining to asylum seekers and
refugees? List these.
Are any of these changes offering improvement for asylum seekers and refugees coming to Australia?
What thoughts do you have about some of these developments?
Images
Create a bold and colourful poster or web page to highlight a quote relating to human rights. Choose one of
the quotes from your research or one or more of the following:
I was a stranger and you welcomed me.
Matthew 25:35
A little bit of mercy makes the world less cold and more just.
Pope Francis
Aspire not to have more, but to be more.
Archbishop Oscar Romero
You must be the change you want to see in the world.
Gandhi
While every refugee’s story is different and their anguish personal, they all
share a common thread of uncommon courage - the courage not only to
survive, but to persevere and rebuild their shattered lives.
Antonio Guterres UN High Commissioner for Refugees
Education is the most powerful weapon which you can use to change the world.
Nelson Mandela
It is very difficult to achieve peace and harmony through competition and
hatred, so the practice of kindness is very, very important, and very, very valuable in human society.
The Dalai Lama
I speak, not for myself, but for all girls and boys. I raise up my voice, not so that I can shout, but so that those
without a voice can be heard.
Malala Yousafzai Speech to the UN Youth Assembly, 12 July 2013
11
For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World
Welcoming the Stranger —ALWS Awareness Week 2015
Secondary Teaching Ideas and Resources
Welcome To Our Community Kit (Group Activity)
Prepare a Welcome To Our Community Kit for a family of newly arrived asylum seekers or refugees. Each kit
is to include in detail any 10 of the following:
 List and provide contact details for the community organisations in the local area that provide services
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for asylum seekers and refugees e.g. Settlement Services International, Migrant Resource Centre, St
Vincent de Paul Society, Salvation Army, Lutheran Community Care.
List relevant information about the Australian Government Department of Human Services e.g.
Centrelink and Medicare.
List the hospitals, medical centres, doctors (general practitioners) in your area, including after hours
emergency services. Which of these places offer bulk-billing and/or drop-in services?
Provide instructions on how to catch public transport (bus, train, ferry). Include how to read timetables
and where and how to buy the correct pre-paid tickets.
Local council services and community activities e.g. library and free internet in the area.
Where to find a Justice of the Peace in your local area and available times to access this service.
How to use phone books.
How to connect to the phone and internet in your home.
How to make telephone calls - international, national and local calls.
How to rent accommodation - real estate agents.
List local service providers for connection of gas, electricity and water.
How to use household appliances.
Keeping receipts for exchange, refund and the warranty.
List local dentists.
Where to go shopping for food etc. identifying different foods e.g. milk, bread, vegetables, tea, coffee,
meat, fish, eggs, rice, herbs, flour, frozen foods and how to pay for them.
Explain Australian money, the notes, coins and their value.
Banks and ATMs in your area. The services they provide. How to apply for a loan or a credit card etc.
How to apply for a driver’s licence, rules about driving without a licence and upgrading a licence e.g.
from red P plates to green P plates, then to your full licence.
Buying a car, registering a car, servicing a car.
Insurance for car, health, home etc.
Places of worship e.g. churches, mosques, temples.
Information about all the primary and secondary schools in your local area. Explain the school system
levels – general age groups for infants, primary and secondary school etc. Are they, public, private,
religious or other schools?
Classes in the local area that teach English.
Compile a list of social groups and activities in your local area.
Applying for a job and looking for job vacancies on the internet and in newspapers.
Explain common signs and what they mean e.g. stop signs and toilet signs.
Explain keeping to the left on ramps, escalators, stairs, footpaths etc.
Information about educational courses e.g. TAFE, university and community colleges.
Emergency contact number 000 for police, ambulance and fire brigade, as well as the local direct
numbers for the closest police, fire and hospital services.
Explain an appointment and how to make one. Give examples of services where you need to make an
appointment.
Explain services that must be paid for regularly or renewed e.g. paying rent, electricity bill, water bill,
phone bill, licence renewal, car registration, insurance.
Access to legal services e.g. Legal Aid.
Family and Community Services e.g. State housing organisations
List any other services or information that you think the family would need to know about.
Make your kit attractive and easy to follow by including colourful pictures, diagrams, brochures and maps.
Present it in a folder.
12
For further information contact
Email: [email protected]
Ph: 1300 763 407
Web: www.alws.org.au
Australian Lutheran World Service
Awareness Week 2015
Welcoming the Stranger
With a focus on Refugees
Dare to Dream a
Different World