In this activity, participants work in small groups, drawing, painting or with collage to create a vision board.

One characteristic that we, as human beings, all share is the ability to dream and imagine a fairer future.

Issues addressed

• Equality in dignity and rights
• Discrimination
• Empowerment to make the changes you want to see

Aims

• To generate solidarity and empathy and create a positive atmosphere in the group
• To encourage co-operation in taking action
• To encourage hope and enthusiasm for a fairer world

Preparation / Materials

• 2 sheets of flip chart paper and a marker pen – one set per working group
• Additional materials depending on the method of working, for instance glue, scissors, old magazines (see tips for facilitators)

Instructions

1. There are three steps in this activity. Firstly, participants share their dreams. Secondly, they identify the hurdles or barriers to making those dreams come true. Thirdly, they find solutions and plan to take action.
2. Ask people to get into small groups of 5 or 6.
3. Tell participants to spend the first five minutes reflecting individually on how they would like the future to be – in terms of family, education, job, hobbies, housing, personal development, their civil rights, and so on. Then ask them to share their dreams and aspirations, giving reasons and noting them on one of the sheets of flip chart.
4. Now, working together in their small groups, they should take the second piece of flip chart paper and make a vision board (like a poster) using pens, paints or collage to illustrate their common dreams.
5. Ask each group to present their work to the whole group.
6. Now ask participants to return to their small groups to identify three concrete things that prevent them from pursuing their aspirations. Add these to the notes on the first piece of flip chart.
7. Now agree on three concrete actions that they as a group (or an organisation) could do together to get a bit nearer to seeing their dreams come true. Add these to the notes on the flip chart and add them as illustrations to the vision board.
8. Return to the plenary to share the ideas.

Debriefing and evaluation

Start by asking participants to share the feelings they experienced while doing this activity, and then to say if they enjoyed the exercise and why. Follow with other questions, such as these:

• Was there anything that surprised you?
• Why dream? Does it matter if dreams seem fantastic?
• Can you think of any examples of dreams people have had that were only fulfilled after their lifetime?
• Do you think that everybody should have the right to pursue their dreams and aspirations?
• Do you think and talk about “hurdles”, “obstacles” or “barriers”? What difference does it make what you call them?
• In your society, do some people have more chances to fulfil their dreams than others? Who are these people? Why do you think it is? Is it fair? Which (groups of) people have fewer chances? Who? Why? Is it fair?
• Were the groups’ dreams concrete or aspirational? Personal or for society?
• Were they achievable – for the group? For others? For at some time in the future?
• How can you support each other in practical ways to overcome some of the hurdles, and make your dreams come true?

Tips for the facilitators

This activity can be a good stimulus for the group and for individuals, providing they manage to be specific about their dreams and to identify practical things which they can do together. It is important to stress the collective approach in order to overcome individual shortcomings, for example, “I do not know how to do this or that”, or “I don’t have the tools to ...”.

The activity works better if the visions are put together in a creative way rather than through a simple brainstorming session. If the group has difficulties in drawing, you can make use of collage techniques with old colour magazines, scissors and glue. Alternatively, you can invite participants to present their vision as a short drama sketch. Any method which facilitates creative and spontaneous expression is preferable to using only written or verbal communication.

Examples of hurdles might be: a lack of self-confidence, lack of information, the expectations or attitudes of others towards them, their age, position in society, time, money, family responsibilities, discrimination because of gender and sexual orientation.

It is easier to make the links with discrimination due to racism, xenophobia and intolerance if the group is multicultural. Otherwise, the question, “Do you think everybody has the right to pursue their dreams?” should help lead the discussion and reflection in this direction.

Note that this is intended as a level 2 activity and the outcome should be to come up with simple, practical ways of helping each other begin to work on overcoming personal hurdles. Big hurdles that are a result of, for instance, inequities, discrimination and racism are overcome by taking small steps at a time. This activity is about taking small, first steps and helping people gain confidence in their ability to take action and effect the changes they wish to see. Dreaming can make the future more possible.

In the U.S., the term ‘dreamers’ refers to the Development, Relief and Education for Alien Minors (DREAM) Act, and the young people impacted by the Act are often referred to as ‘Dreamers’. The term has also been used in Europe to describe the millions of young people who live in undocumented limbo, in fear of deportation from the countries they grew up in because of hostile migration policies. The Guardian published a series of articles telling the stories of some who dream of a future and want to speak out. You may like to share the stories.
 

Suggestions for follow-up

Take action: Work on one or more of the concrete ideas for practical action that people thought of during the activity, or plan another session to do so.

Move on to another activity: Try the activity ‘Balloons’ to provide a good immediate follow-up to generate positive feelings in the group.