Introduction: Training Against Far-Right Ideologies

On February 6, 2024, the European Trade Union Institute (ETUI) offered me the opportunity to participate as a Eurotrainer in the annual meeting of the network "Combating the Far-right – Trade union actions for a Democratic Europe." The training took place in a hybrid format on March 13, 14, and 15, 2024, at the Hotel Marivoux, Brussels.

This network is part of the political mandate of the European Trade Union Confederation (ETUC), which has created an ad-hoc working group against the far-right. Within this group, the ETUC has included a "training offensive" directed at European workers, organized in collaboration with the ETUI, with three main pillars: networks and exchange of training practices, communication, and political education.

As participants complete training courses or events related to combating the far-right, they are integrated into a virtual network for the exchange of experiences. This network uses the Howspace platform, a cloud-based collaborative tool. Despite having been involved in this network for several months, I was unaware of Howspace's potential as a training tool. I discovered that it not only allows for sharing ideas and collaborating online but also organizes virtual meetings, structures projects, manages tasks, and fosters interaction without requiring technological expertise. In retrospect, I consider it a very effective tool for adult learning.

The Planning Process

The ETUI had organized this meeting on two previous occasions, but this time they decided to involve CCOO and CGIL, given our track record in the trade union struggle against the far-right. Valerica Dumitrescu, with extensive experience in training, was in charge of leading the process and also invited Stiofán O'Nualláin (Stevie) from Trademark, an organization from Northern Ireland with a strong focus on social justice, unionism, and education on labor rights. This team of trainers, with diverse experience and backgrounds, provided us with a solid foundation to build the training.

Brainstorming and Teamwork

We began the process with a collective reflection, brainstorming what we wanted to achieve. However, the dynamic seemed somewhat disorganized to me, although not necessarily in a negative way; each person has their own way of working. Fortunately, we had Valerica's experience, who had organized this training on two previous occasions, which allowed us to take advantage of an existing structure.

Identifying Objectives and Selecting Topics

• Consolidate the trade union network to combat the far-right.
• Evaluate trade union actions taken so far against the far-right and replicate those that may be useful in other countries.
• Identify common actions to support a fairer and more democratic Europe.
• Design trade union actions to bring the ETUC manifesto to the national context.

Not all topics required the presence of external experts, so we divided the work by themes. In my case, I was in charge of coordinating specific sessions.

General Objectives of the E-Portfolio

• Analyze personal and social prejudices through emotional and collaborative activities.
• Create a safe learning environment where participants can evaluate and question their emotions and perceptions.
• Apply critical analysis to understand the impact of emotions on the formation of prejudices and the legitimization of extremist discourses.

Specific Objectives of the Activities

• Identify personal prejudices through the short film "Snack Attack" and reflect on misunderstandings.
• Actively participate in blended activities, using digital tools such as Wooclap to express opinions.
• Engage in group discussions to evaluate how hate speech can be combated and reflect on their own beliefs.
• Reduce initial emotional tension through warm-up activities that promote understanding and analysis.

March 14: Reflection and Expression

The first hour of the morning is often a challenging time for concentration and active participation. Therefore, I sought an activity that could activate the participants without overwhelming them, much like a first coffee of the day helps to wake up slowly. With this intention, I also wanted the activity to emotionally engage the participants, as I consider emotions to be a key tool in constructing meaningful knowledge.

Collective Discussion and Reflection

After viewing the short film, I proposed an open plenary discussion. It was interesting to see how reflections emerged around the importance of trust and mutual understanding, as well as how easily fear can be instrumentalized by certain political discourses.

Activity "The Wall of the Voices"

After the discussion about the short film, we developed a joint activity using the Wooclap application, in an exercise I called "The Wall of the Voices." The objective was for each participant to express how they felt during the previous activity or how they believed hate speech could be fought.

March 15: Day of Synthesis and Action

The final day of the sessions, March 15, was divided into three parts and culminated in a meaningful activity I called "The Inventors of Change." I wanted this day to be a space where participants could apply everything they had learned during the sessions in a creative and transformative way.

Conclusion of March 15: Presentation of Proposals and Commitment

The activity concluded with a plenary session where each team shared their proposals, and together we discussed the challenges and opportunities that each saw in implementing their ideas. In this sense, "The Inventors of Change" served as a perfect closure for the sessions, integrating reflection, creativity, and action into a collaborative and meaningful learning experience. I am convinced that this approach helped participants leave not only with knowledge but also with a renewed commitment to act in their communities and be agents of positive change.