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I Love You When You Bow in Your Mosque, Kneel in Your Temple, Pray

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I Love You When You Bow in Your Mosque, Kneel in Your Temple, Pray REM RIGHTS, DUTIES AND SOLIDARITY: EUROPEAN CONSTITUTIONS AND MUSLIM IMMIGRATION Agreement number: 2016 – 3604 / 001 - 001 Project number: 580205-EPP-1-2016-1-IT-EPPKA3-IPI-SOC-IN “The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi ble for any use which may be made of the information contained therein.” TABLE OF CONTENTS PART 1 REM - FOLLOW UP OF THE DOZZA EXPERIMENT · · · · · · · · · · · · · 1 Rights, Duties and Solidarity: European Constitutions and Muslim Immigration · · · · · · · · 2 PART 2 REM’S CONTEXT, HISTORY AND PHASES · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7 CHAPTER 1 - ITALY CEIS Formazione Training Course · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 11 CPIA Training Course · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 17 CHAPTER 2 - SPAIN ÀMBIT Training Course · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 27 CHAPTER 3 - GERMANY Volkshochschule im Landkreis Cham e.V. · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 34 CHAPTER 4 - ROMANIA Fundatia Professional Training Course · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 39 Centrul pentru Promovarea Invatarii Permanente Timisoara CPIP Training Course · · · · · · · · 49 PART 3 GOOD PRACTICE AND LESSON PLANNING · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 55 Italy - Course: Rights, Duties and Solidarity: for an intercultural dialogue CEIS Lesson plans in English · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 56 Italy - Course: Rights, Duties and Solidarity: per un dialogo interculturale CEIS Lesson plans in Italian · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 67 Italy - Rights, Duties and Solidarity: An Ethical Approach to Difference CPIA Lesson plans in English · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 85 Italy - Rights, Duties and Solidarity: Un approccio etico alla differenza CPIA Lesson plans in Italian · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 93 Spain - Course: Prevention of extreme violence and violent radicalisms Àmbit Lesson plans in English · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 101 Spain - Curso: Prevención de violencia extrema y radicalismos violentos Àmbit Lesson plans in Spanish · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 114 Germany - Course: Rights, Duties, Solidarity VHS Cham Lesson plans in English · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 134 Germany - Course: Rights, Duties, Solidarity VHS Cham Lesson plans in German · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 143 Romania - Course: Rights, Duties And Solidarity ProF Lesson plans in English · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 166 Romania - Curs: Drepturi, Indatoriri si Solidaritate ProF Lesson plans in Romanian · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 188 Romania - Course: Rights, Responsibilities and a Co-produced Learning Environment CPIP Lesson plans in English · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 212 Romania - Curs: Drepturi, Responsabilitati si un spatiu comun de invatare CPIP Lesson plans in Romanian · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 214 Part 1 REM - FOLLOW UP OF THE DOZZA EXPERIMENT 1 Rights, Duties and Solidarity: European Constitutions and Muslim Immigration INTRODUCTION Declaration on Promoting in fact even the latter knows very citizenship and the common values little about the majority of migrants of freedom, tolerance and non- who belong to Islamic culture The profound demographic changes discrimination through education and often what people knows (but in Europe indicate the evolution of (Paris, 17 March 2015), among perhaps it would be better say “they the entire continent in the direction the instruments to deal with this think they know”) is influenced by of multiethnic, multi-religious and change a crucial role is played first simplifying language of mass media multicultural societies. This change of all by educational activities in all and those interested in exploiting has to be ruled with integration levels: from childhood schools to them for electoral purposes. policies in order to guarantee a university, and in particular in those harmonious development of the institutions that receive the most REM would like to deal with a community, equality and solidarity massive inflow of foreigners. specific field of immigration. The among its members, and at the same identified problem is the fact that time avert security threats that REM Project aims to take into there are no didactic modules and originate specifically by the divisive consideration the whole matter of devices which try to put together and sectarian tendencies, which are the education for citizenship of the aspects such as: the teaching a source of instability and terrorism. newcomers, and at the same time of of the values contained in the As strongly supported in the the population that receives them: Constitutions of the European 2 RIGHTS, DUTIES AND SOLIDARITY: EUROPEAN CONSTITUTIONS AND MUSLIM IMMIGRATION Countries developed through a mentioned in b., and which large use of cultural and linguistic nowadays are often a subject of Arab-Islamic heritage.It is the only debate and discussion with the lens through which immigrants cultural heritage of the countries can now get closer, understand and that, like ours, are home to appreciate the values that underlie immigrants arriving from those the Western countries. cultural areas. A. WHAT IS THE THE COURSE GENESIS OF More concretely the course WHERE DO UNIVERSAL included 14 meetings of two hours THE PROJECT: each on the main issues that are HUMAN RIGHTS BEGIN? THE DOZZA inscribed in our Constitution and IN SMALL PLACES, represent its fundamental values EXPERIMENT and principles. These themes, CLOSE TO HOME-SO introduced by an overview about REM is inspired by the decision to the facts that were happening in the CLOSE AND SO SMALL enhance and develop the outcome Arab-Islamic world, that is on the THAT THEY CANN OT BE of a limited but very significant phenomenon known as the “Arab and original experience made in Spring”, were the following: SEEN ON ANY MAPS OF the “Dozza” prison in Bologna in the previous years. It is a course 1. The concept of “universal rights”, THE WORLD. YET THEY called “Rights, duties, solidarity” that is the Universal Declaration ARE THE WORLD OF that is notable for the fact that on Human Rights’ (1948) and its it has promoted a knowledge reception in the Arab-Muslim INDIVIDUAL PERSON; and a significant interaction of world; immigrants from Muslim countries 2. The Italian Constitution (how it THE NEIGHBOURHOOD in detention (25 people) with the was born, how it is organized); HE OR SHE LIVES IN; THE text that condenses the principles 3. The Sharia: notion, sources and the values that underpin and nature. The theme of the SCHOOL OR COLLEGE our civil life, which is the Italian contamination between morality, Constitution understood as a text religion and law and between sin HE OR SHE ATTENDS; for the dialogue between cultures. and crime; THE FACTORY, FARM To do this it was decided to beat a 4. The Arab-Islamic Constitutions: particular way, that is to play in a the basic common features with a OR COLLEGE HE OR significant way on the linguistic, focus on the recent constitutions of religious and cultural heritage of Morocco, Tunisia, Egypt; SHE WORKS…. UNLESS the participants. This required 5. The principle of equality (formal THESE RIGHTS HAVE the realization of a particular and substantive) and the prohibition route which, ‘schematizing a of discrimination.The principle of MEANING THERE, THEY bit ‘, provided for three levels of solidarity as a tool to facilitate the progression: full development of the human HAVE LITTLE MEANING a. the bilingual reading of the person; ANYWHERE. Italian Constitution, that is in 6. Freedom of expression and Italian and Arabic, freedom of association; b. its comparison with some of 7. religious freedom; ELEANOR ROOSEVELT, the Constitutions of the countries 8. The health as a right and a bordering the Mediterranean Sea in community interest; CO-AUTHOR OF Muslim contexts (which emerged 9. The role of women in the Arab- DECLARATION OF during and following the Arab Islamic world; Spring), as the recent Constitutions 10. Family relationships: the family HUMAN RIGHTS 1948 of Morocco (2011), Tunisia and members’ rights and duties. The Egypt (both 2014), management of the marital crisis; c. drawing and using some nerve 11. Work as a fundamental value cores of the classical sources of of the Italian Constitution, and Islamic culture, which frame as a tool of social emancipation. and form the basis of issues and Focus on the position of working themes present in the Constitutions women, with particular
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