In this activity, as participants share their personal heroes (living or dead), they grow to know each other better and get an insight into different cultures.

We all have respect and admiration for people who inspire us.
 

Issues addressed

• Heroes as elements and symbols of socialisation and culture
• Heroes as role models and inspiration
• The values we as human beings hold in common

Aims

• To make participants aware of the differences and similarities within the group
• To raise participants' curiosity about other people's heroes
• To motivate participants to take action against injustices

Preparation / Materials

• Flip chart and markers; paper and pencil for the participants

Instructions

1. If the group is large, divide the participants into groups of 5 to 6 people.
2. Ask participants to start by thinking individually about three people who are their personal heroes. They may be living or dead, and from any culture or country. Why do these three people have special meaning for you?
3. After about five minutes, invite the participants to share their choices and to say what they admire in those people. Allow sufficient time for a real exchange and questioning.
4. Ask each group to make four columns on the flip chart and to fill in the names of the heroes and their dates of birth, their nationality and gender, what they did that they admire, and what personal characteristics they had that they admire.
5. In plenary, ask each group to present the information on their flip chart to the others.

Debriefing and evaluation

• Did you enjoy this activity?
• Were there any surprises?
• How did participants define a hero? Is a hero the same as a celebrity?
• What makes someone a hero in your eyes? How did you choose them?
• Were there features that the heroes had in common? Which features? (living or dead, gender, acts performed, etc.)
• What moral qualities do the heroes have? Are these universal?
• How many of the heroes were recognised as heroes internationally, and how many were specific to a particular country or culture? Were any of them “unknown” heroes, such as a parent, sibling or other family member?
• Were the heroes you chose also “officially” recognised as heroes in your country / culture / locality?
• How are official heroes chosen? As a culture or country, do we need heroes? Why? Why not?
• How can stories about heroes be used to reinforce a group’s identity?
• Should heroes be recognised publicly? If so, how? Do social media and the Internet have a role to play?
• What counts as a heroic act? Do heroic acts have to be big?
• Are your heroes also role models for you? Is there a difference between a hero and a role model? If so what?
• Can we all be heroes in a way? How could you be a hero?

Tips for the facilitators

You may like to brief the participants beforehand so they can bring photos, records or other artefacts relating to their heroes.

This activity and the one called ‘National heroes’ both approach the concept of heroes; the difference is that this activity focuses on participants’ own ideals and integrity, and the understanding of the values we hold in common because we are all human beings.

Suggestions for follow-up

Take action: Identify heroes, either local, national or international who you think should be celebrated because they have shown great strength of character or achieved something special combating racism, intolerance and discrimination. Prepare an exhibition with their portraits and information about their achievements. You might like to make it a quiz and invite participants to name the heroes. You could consider doing this on 10 December to coincide with Human Rights Day.

Move on to another activity: People who have been heroic in the face of prejudice and discrimination have had to show great courage to say what they think. Have you got the courage to say what you think? What do you think about things? Do you have an opinion? Try the activity ‘Where do you stand?’.