An International Youth Work Topic 01/2015 January 28, 2015 Content

LaG - Magazin

Discrimination in the past and present - an international youth work topic 01/2015 January 28, 2015 content

Content

Introduction Discrimination and marginalization as topics of international project work – or: What do youth exchange projects accomplish?...... 6

For discussion History project work and projects in the subject of history...... 9 Anti-discrimination efforts as an integral purpose of international youth work...... 13 Educational strategies against anti-Semitism...... 16 Memory work and unsettling empathy: Two essential components in intercultural Encounters...... 21 Empowering or overwhelming? International youth work on exclusion and discrimination at memorials to the victims of the Nazis...... 25 School without Racism – School with Courage...... 29 "Approaching the unfamiliar…" Urban quests as a participatory method in historical-political education...... 32

Project "It is normal to be different" - Young Europeans with and without Down syndrome facing Human Rights...... 35 Ostali – giving a voice to others. A radio project by youths from Sarajevo and Erfurt, on the topic of discrimination in the 20th century...... 38 4 languages + 2 countries = 1 program...... 42 Stars – beyond borders!...... 45 "Eyes open – mit anderem Blick" – A report on Ahava-love beyond ideology: a transnational project...... 48 Bereshit – "In the beginning…" A German-Israeli project about forming images of each other...... 52

Magazine 01/28/2015 2 content

Recommended teaching methodology More than culture – Diversity awareness in international youth work...... 56

Recommended website Current surveys on protection of minorities in Europe...... 59

Recommended teaching materials All different – all equal...... 61 Compass: A manual on human rights education for young people...... 63

Recommended reference book Difficult questions in Polish-Jewish dialogue...... 66

Recommended teaching materials Anti-discrimination work on Roma and Sinti in Europe...... 68

Recommended website Biographical narration on discrimination and genocide of Roma and Sinti...... 71 "You’re different?" – Historical learning on discrimination and persecution employing web 2.0 methods...... 73

Magazine 01/28/2015 3 Introduction

Dear readers, In their practical contribution, Steffen Welcome to the first edition of the LfH Jost and Nina Rabuza reflect on what it Magazine in the new year. We’re focu- means to work with "marginalized" groups sing on "discrimination in the past and the during international youth encounters at present" in international project work. memorial sites related to Nazi crimes against This is a double issue published in German humanity. and in English. The notion of schools as places for activism The occasion is the EUROPEANS FOR is introduced by Eberhard Seidel, using the PEACE program of the German Foundation example of the "School without Racism – "Remembrance, Responsibility and Future" School with Courage" network. (EVZ), which is about to present its awards Heike Fahrun considers the efficacy of ur- to outstanding projects under the rubric of ban quests in helping participants become "Discrimination: Watch out! Projects on aware of diversity through concrete spatial exclusion then - and now." experiences.

We are grateful to the authors who Reports on various exemplary and exciting contributed essays to this issue: projects show what it means to address the First, Judith Blum and Corinna Jentzsch, topic of "discrimination" and to adopt an directors of the funding program, introduce anti-discriminatory approach: the subject. Gisela Paterkiewicz describes an Prof. Dr. Michael Sauer clarifies the area of emotionally affecting inclusion project that the project work and the related tasks and handled the topics of "euthanasia and forced opportunities. sterilization in the Third Reich" and "human dignity in the post-war period, and in care Anne Sophie Winkelmann introduces diver- centers". sity-aware educational work. In Bosnia and Herzegovina, religious Prof. Dr. Monique Eckmann opens a dis- identity is one of the most important cussion on various pedagogical strategies to issues, linked as it is to political power and combat anti-Semitism. personal career paths. Johannes Smettan A backlash of burdensome memories can provides methodologically reflective be the social marginalization of others; insights into an exciting project that Prof. Dr. Björn Krondorfer introduces two grapples with self-determination in a important components in international marginalizing society. exchange work that can help educators deal Three additional projects that provide with the dynamics of discrimination. important insights into successful

Magazine 01/28/2015 4 Introduction implementation of international youth We wish you an interesting and rewarding encounters using concrete examples will reading experience, as you peruse this spe- receive prizes from the Foundation EVZ in cial edition. in the spring of 2015:

Ragna Vogel and Anne-Kathrin Topp share Nadja Grintzewitsch and Constanze Jaiser their experience of producing a TV program and the editorial staff of LfH on discrimination, working with deaf and hearing youths from Germany and Russia. Katrin Schnieders reports on a trans-boundary dance, theater and video project with young Roma and their friends. Dr. Jens Aspelmeier sheds light on pedagogical methods used and challenges faced in guiding a German-Israeli school project on overcoming societally accepted discrimination through dance and other means. Friends must sometimes express inconvenient truths and live with criticism: Participants in a German-Israeli youth exchange came to this insight, says Karina Lajchter. The LfH editors tapped several important sources – surveys on discrimination against minorities in Europe, websites, teaching materials, pedagogical methods and specialist literature in English – that we would like to introduce to you for your work with international groups. Among them is the well-known manual, "Compass," which features practical tips on human rights education and is to be published in a new edition in 2015; Else Engel and Lea Fenner reviewed it for us.

Magazine 01/28/2015 5 Introduction

Discrimination and social phenomenon. It requires a group marginalization as topics of – even an entire society – that at least international project work – or: tolerates discrimination. A society, for ex- What do youth exchange ample, that does not intervene when women projects accomplish? are not promoted despite being exceptionally well-qualified. But the gender debate is not By Judith Blum and Corinna Jentzsch the only one where it’s difficult to determine "Don’t give discrimination a chance!" is which discriminatory actions constitute an printed in bright colors on a poster at a unlawful disadvantage. The difficult comprehensive school. Paul asks what question to answer, put generally, is: Is every discrimination means. "Marginalized disadvantage to which we are subjected and disadvantaged?! We don’t have that discrimination? here," the seventeen-year-old answers with It is, however, obvious that discrimination confidence. Maria, two years his junior, is is not only a thing of the present but has a bored: "Why should I care?" The scenario is not long history. Under National Socialism, the unrealistic for a German schoolyard. systematic discrimination against minority But, in fact, discrimination and exclusion groups and deprivation of rights led to geno- are part of everyday life! A Muslim is not cide: Marginalization was the first step, lea- invited to a birthday party, or a woman is not ding to abolishing of human rights, exploita- invited to a job interview because her name tion, forcing people to migrate or displacing sounds foreign. And it can happen to anyo- them and ultimately leading to the barbaric ne. Everybody can be subjected to discrimi- extermination of human life. nation and treated unfairly, even if it’s ille- Discrimination is illegal – gal. You don’t have to belong to a religious human rights can be enforced or ethnic minority to know what it's like. Kids are still teased about being overweight, Acceptance of discrimination is also an ex- for example, and are shut out because of it. pression of the spirit of the times. Thus discrimination sometimes seems normal: Examples such as these reveal two The fact that pupils in wheelchairs have no important aspects of discrimination: First access to the assembly hall does not wor- of all, it doesn’t matter whether a neighbor ry school communities, because this has really is a Muslim or the wo- always been the case. But it may well be man applying for a job is really a discrimination! And it is not only morally foreigner. Labeling is already a form of untenable – it is against the law! Article 2 of discrimination, especially if it leads to unfair the Universal Declaration of Human Rights, treatment, consciously or unconsciously. proclaimed in 1948, states: "Everyone is Secondly, discrimination is always a entitled to all the rights and freedoms set

Magazine 01/28/2015 6 Introduction forth in this Declaration, without distinction help imbue the spirit of the times with of any kind, such as race, color, sex, lan- views that affirm the worth of freedom and guage, religion, political or other opinion, diversity. At best, teenagers learn to question national or social origin, property, birth or prejudices and stereotypes, to other status. Furthermore, no distinction investigate the leeway for action and to shall be made on the basis of the political, develop an awareness of legal tools, jurisdictional or international status of the organizations and people who can help them country or territory to which a person be- defend human rights and human dignity. longs, ..." Through this project work, participants ask European and German laws make this questions that concern them personally, are requirement an enforceable right. Many relevant within their circles and pertain to measures are designed to help prevent society: Whom do I know who suffers from discrimination. But we will only succeed discrimination? And why does this happen? in this goal when equal treatment becomes With the answers to their questions, these ingrained as a basic value; when we step teenagers can develop countermeasures, out personally for human rights as a mat- gain practice in adapting their own reactions ter of course and when everybody has the and teach others. opportunity to participate in society. When No open society would wish such current incorporation of this lesson is considered issues on itself: racism, anti-Semitism, essential to becoming an adult. That is why antiziganism and homophobia are only a few the topic of marginalization should interest examples. International exchange projects the youth of today. That is why adults should encourage today’s youth to recognize discri- sensitize teenagers about discrimination. mination is in their immediate environ- Discrimination as a topic in ment and to examine the excuses used for international youth work vilifying persons as "alien," be it their ori- When done successfully, youth exchange gins, the color of their skin, their ethnicity, and teenagers participating in mutual religion, political beliefs, physical or mental project work on the subject of discrimi- abilities, gender or sexual orientation. nation achieve exceptional results. They The points of departure and reference for increase awareness of social and individual the work in transnational projects may also integration rights and foster intercultural be historical events. By scrutinizing the competence. They reduce the likelihood history of National Socialism and World that youth will question the basic rights War II in Europe, teenagers look into the of individual groups. They help prevent causes, mechanisms and consequences of prejudices and conflicts from becoming marginalization that led to systematic mass established within social structures and murder. Through projects involving youth

Magazine 01/28/2015 7 Introduction exchange, they adopt the perspectives of the the funding program EUROPEANS FOR participating countries. They can also inves- PEACE. Since 2005, it has funded such tigate the possibility of helping people who projects for teenagers from Germany and are marginalized or persecuted, basing their the countries of Central, Eastern and Sou- projects on biographical material and real theast Europe as well as Israel. In an inter- events. They can "learn from history" and national partnership, schools or non-school choose their own best line of action. educational organizations can annu- The benefit of youth exchange for project ally apply for funding for a mutual pro- work lies in the special learning space: Par- ject proposal. In our call for proposals – ticipants learn outside of a normal school "Discrimination: Watch out! Projects on environment. Adopting the role of a guest or exclusion then - and now." – we are open to a host, working with people who are initially applications for international projects that strangers and dealing with language barriers address the problem either from a historical shakes them out of the complacency of their perspective or concentrate on current issu- normal lives. Often these teenagers question es. Proposals should link education about their own prejudices for the first time; they history with learning about the current state ask why privileges and disadvantages or of human rights. handicaps should be simply accepted; and The next call for proposals will be released they reflect on how they see themselves and in June 2015. others. In this way, the journey becomes a We wish to thank all the authors for their social and an emotional experience. inspiring contributions to the latest issue After participating in such a youth-exchange of the journal Lernen aus der Geschichte program, Paul has grown more conscious (Learning from history). of the fact that discrimination also impacts his world. His classmate Maria has become aware of the counter-strategies at her dispo- sal and knows that everyone can shoulder a responsibility. And both of them know how to answer classmates who dismissively ask: "Discrimination – why should I care?" The authors head the funding program The funding program EUROPEANS FOR PEACE of the "Stiftung Erinnerung, Verantwortung und Zukunft" EUROPEANS FOR PEACE (EVZ). For the above reasons, the Foundation "Remembrance, Responsibility and Future" (EVZ) wishes to encourage thematically focused international youth exchange with

Magazine 01/28/2015 8 For discussion

History project work and the timeline is created based on what is ne- projects in the subject of history cessary for the project. - The methodology depends on the nature By Michael Sauer of the assignment. As necessary, approaches Characteristics of project work from different fields or related disciplines A project is a working method in which the can be used. However, the research questi- participants explore a topic as indepen- on and methods can also come from a single dently as possible — from formulating a field or related discipline. research question to presenting the results. - Project work should be action-based and The idea of the project corresponds with the involve as many of the senses as possible. constructivist philosophy that predomina- - The aim of project work is to yield a useful tes education and educational psychology product that makes sense and is also presen- today. In this philosophy, learning is seen ted externally. not as a simple (passive) absorption of knowledge, but as an active, creative - One part of project work is project partici- process, in which the learners individu- pants’ reflection on the work and communi- ally "construct" what they learn based on cations processes. previous knowledge and experiences. - The value of project work lies not only in While the exact details vary, there is the result, but in the entire work process and essential agreement in the literature that the reflection on that process. the characteristics of project work can be Work phases/steps described as follows: The following steps constitute, more or less, - Projects respond to tasks and problems re- a simple project plan: levant to real life and the situation at hand. - Getting started: identify a topic, formulate - They are also oriented towards the inte- a research question rests and experiences of the participants. - Planning: organize into groups, distribute - Project assignments should be socially re- assignments, and decide on sites, materials, levant whenever possible. The goal is taking methods, timeline, product/presentation, action and being effective in a real-life situ- and audience ation. - Execution: research and obtain materials, - Participants plan, organize, and take res- investigate in a method-oriented manner, ponsibility for their project work, indepen- record and compile findings, summarize re- dently and cooperatively. The project facili- sults within the group, document the wor- tator provides support as necessary. king process (project journals, logs, reports). - There is no externally defined timeframe;

Magazin vom 28.01.2015 9 For discussion

- Preparing a product and presenting which the typical organizational structure of results: different product and presen- a school does not actually permit. tation formats with varying reach and However, the history project and the modern audiences, e.g. portfolio, brochure, bulletin history lesson also have a central aspect in board display, poster, exhibition, article for the common. Both are based on the outline of a school website, other web publication, stage historical investigation. The starting point is performance, film, letter to the editor, newspa- a historical question; it is investigated using per article, initiative for a new street name or appropriate material with methods specific monument, panel discussion. to the field; at the end, there is an answer - Reflection: reflect on and conclude the or an explanation. Peter Adamski rightly project at the end; during the project, share states, "Project work […] is, for the subject information with each other, discuss and of history, not an artificial, modernistic con- resolve organizational questions together, cept, but rather, it has a particular affinity and clarify how group processes will work. with the goals and methods of the field." (p. Schools and projects 2) Therefore, history projects should not be seen as a fundamentally different alternative Projects with children and young people can to institutional, course-based learning, but be carried out in schools, in association with as supplementary and suitable for imple- schools, or in youth work outside of schools. menting within the institution of the school. The most widely known and well-established example in Germany is the President’s His- The potential of history projects tory Competition, organized every two years Projects require a considerable investment by the Körber Foundation. It may seem at of time and work from all participants. This first glance that the goals, conditions, and investment must pay off. The goal is not only requirements of project work are at cross the acquisition of historical knowledge, but purposes with those of the typical academic, also gaining skills in the subject and beyond course-based lesson. A lesson arises from an it. There is also the motivation that such an academic subject, its content, and its me- endeavor can elicit from all the participants; thods; it serves to teach knowledge that is however, it must be intense enough and considered socially relevant, and does so sys- lasting enough to help them overcome the tematically, using a controlled methodology. many obstacles they may encounter. A project is defined based on a problem; any Usually, people primarily focus on how methods that happen to be appropriate and project work builds general skills: helpful can be used to solve the problem — independent planning, decision making, regardless of field; that is the idea of a pro- organizing, and problem solving. In ject. Also, a project requires a longer-term fact, skills specific to history are just as and continual engagement with a problem, important. These include formulating

Magazin vom 28.01.2015 10 For discussion questions and hypotheses, researching sour- vestigated understand itself better; or to an ces (How do I work in an archive?), working initiative to add an information placard to with different types of sources, interviewing the street or memorial, for which a proposed with witnesses and critically evaluating the- text was prepared as part of the project. se interviews. All of this should lead to an ac- Project facilitation and support count, and an interpretation, of history that The role of the project facilitators is to sup- has plausible argumentation and sufficient port and advise the participants. To do this, evidence, and is presented appropriately. they must time their offers of help wisely: Thus, in a successful project, research-based sometimes, when problems arise, it’s best to historical learning can indeed take place. Of stand back and let the participants find their course, the participants cannot acquire all own solution; at other times a nudge or a the necessary skills within the project its- word of advice is appropriate. elf. A foundation must already be in place, or the necessary skills must be practiced in Ideally, those carrying out the project preparation. should start by identifying their own topic. In reality, this surely is the exception, not For history projects, topics in local and regi- the rule. In choosing a topic, one must also onal history are particularly suitable. They consider the possibilities for implementing it. offer the most direct connection to real life Therefore, it requires discussion between and the participants’ areas of experience. the facilitator and the participants. And Often, the prominent issues are also time- facilitators should have some suggestions of ly and relevant in terms of the culture of their own up their sleeves, which they can history and in the culture of remembrance. offer as options and which they can get the Practical research problems are less of an is- participants excited about. sue than with other topics: it‘s easier to access objects (places, buildings, memorials), An important point for facilitators to advise people (witnesses or experts), and institu- on and help clarify beforehand is whether tions (libraries, archives, public authorities, the envisioned project can actually be car- companies). And finally, there is a better ried out. Will it be possible to gather and chance of capturing attention locally with process enough material, with a justifiable the results of the project. amount of work? Or is there, to the contra- ry, far more material than can be dealt with? Suitable and manageable topics of this kind What contacts and visits to institutions, could include the history of a memorial, buil- experts, or witnesses will be necessary? Can ding, street, school, church or synagogue, these actually be carried out? Even though club, or business. The project could then it is actually part of a project to accept that lead to a newspaper article which makes the there will be wrong turns and mistakes, and results accessible for a wider audience; to a to learn from these, a risk of total failure documentation that helps the institution in-

Magazin vom 28.01.2015 11 For discussion should be avoided. It can also make sense for facilitators to make manageable materi- Michael Sauer has been a professor of history als available, which the participants can use education at the Georg-August-Universität in Göttingen since 2004. In addition, he is the to at least get started with the project. co-editor of the journals Geschichte in Wissen- schaft und Unterricht and Geschichte lernen. As far as possible, the work process should His main areas of focus are media and be monitored as it progresses. Support methodology issues, empirical research on learning and teaching, and the culture of history. He can become necessary with problems edited the book Spurensucher. Ein Praxisbuch involving the content and research methods, für historische Projektarbeit, published in 2014. but also with communication problems. Self-reflection and internal evaluation of the project should be largely self-directed by the participants, but in this area, too, it may become necessary to offer help or suggestions. To summarize it pragmatically: history projects offer many opportunities for learning and gaining experience, the effects of which can continue beyond the actual timeframe of the project. However, the complete independence on which the idea of project work, in principle, is based, can only be realized in the rarest of cases. Thus, the maxim should be: as much independence as possible, as much support as necessary.

Further Literature

Adamski, Peter: "Historisches Lernen in Projekten" (Basisartikel), in Geschichte lernen H. 110 (2006), 2–9.

This article is a short version of the following essay:

Sauer, Michael: "Projekte und Projektarbeit in Geschichte," in Sauer, Michael (Ed.), Spurensucher. Ein Praxisbuch für historische Projektarbeit, Ham- burg 2014, S. 9–30.

Magazin vom 28.01.2015 12 For discussion

Anti-discrimination efforts as People are not only influenced by what is an integral purpose of considered "normal" in their societies, but international youth work also, for example, by what is expected of them as men or women, or by what it means By Anne Sophie Winkelmann for a person to come from a poor family or International youth meetings bring together to live in a very small village. At this level, young people who grew up in different diversity means multidimensionality: each countries. They are excited to meet other person is diverse and unique. young people, to enjoy their time together, Diversity-conscious education aims to and to reflect about things relating to empower young people to navigate themselves and the world. difference and complexity. This also means An international youth meeting is a spe- being able to sense and cope with feelings cial opportunity to experience that some of of uncertainty; to identify the mechanisms the things which the young people experi- behind that; to be able to discuss different ence as normal in their daily lives (e.g. how expectations and ways of understanding and people treat each other in their families, then to find compromises. or how relationships work) can be very Diversity conscious means different for other people. anti-discrimination It‘s often assumed that at internatio- Diversity-conscious educational work nal youth meetings, young people should empowers young people to understand that primarily be learning about different ways it is problematic to put people in pigeonho- of life in different countries, so they can les (e.g. all people from one country, or all get along better with each other and in women, or all rich people) and then judge the world. The emphasis is then placed — and treat them in a certain way. It questions often unintentionally and without realizing "normal" and "different" and creates space it — on "establishing" cultural and natio- to reflect on the issue of discrimination in nal difference. From a diversity-conscious relation to the young people’s own experien- perspective, that is an oversimplification ces and issues. and is indeed problematic. Diversity-conscious education invites us Diversity-conscious means to go on a research expedition, to examine acknowledging multidimensional how prejudices and discrimination function, identities and to recognize our own involvement. It From a diversity-conscious perspecti- encourages us to reflect on whether we ve, what young people at international might be benefiting from stereotyped meetings should really be learning is that thinking that is limiting and hurting other people in one country are not all the same. people. It allows us to realize how easily it is to

Magazin vom 28.01.2015 13 For discussion position oneself as being on the "right side", body size, sex, clothing, social or national the "good side", by devaluing the "other", background, or age...) and always considers and how simply justifications are made for their intersections with each other and their injustice, thus rendering it invisible. It also concurrent degrees of impact. In academic brings into focus the power structures and theory, this concept is discussed using the the privileges connected with identities and term intersectionality (see Leiprecht 2008), their positions in society. It also encourages which assumes that while different forms of us to look through a "structural lens" and to discrimination may have differ in their de- critically examine laws and discourse (media gree of impact and their social and histori- or otherwise) in the context of discriminati- cal dimensions, similarities may be found on. However, diversity-conscious education in their mechanisms and the ways they doesn’t stop at reflection. It creates space for function. Accordingly, at youth meetings, collaboratively discussing what each of us each specific example can be a "doorway” to can do in our daily lives, as well as in the big considering how discrimination functions picture, against discrimination and for more in general, and then working together in equal opportunity and "freedom". Diversity- solidarity to explore and oppose it. In the conscious means, in this case, critical self- process, participants examine not only inter- reflection and taking action against all forms personal dimensions but also institutional and of discrimination. structural discrimination. Anti-discrimination as an A diversity-conscious attitude integral purpose One particular challenge for facilitators of Over the last two decades, the fundamental diversity-conscious learning processes is to concept of diversity-conscious education continually draw connections between the described here has significantly changed the specific experiences and reflections of the theory and practice of international youth group; social and structural situations and work. Ongoing critical reflection on the as- injustices; and the daily life and actions of pects of "classic" intercultural learning has the young people. This requires an empa- increased awareness of the opportunities, thetic, empowering attitude, which allows but also the potential pitfalls, in internati- reflection beyond "right" and "wrong," and onal youth work. Anti-discrimination has dispenses with one-dimensional ideas of increasingly become an integral purpose of "victim" and "perpetrator." this field of work. In fact, effective facilitation of diversity- Diversity-conscious education is based on conscious learning processes depends prima- a broadly-defined, multidimensional un- rily on the educational facilitator’s attitude derstanding of discrimination, which invol- towards the process of critically questio- ves myriad lines of difference (for example ning stereotypes, power structures, and

Magazin vom 28.01.2015 14 For discussion discrimination, as well as appropriate self- - Are we creating space for participants to reflection, which must continually evolve. share their experiences with stereotyping It helps to reflect on our own practice and and discrimination? role on a regular basis — ideally, while - Are individuals, each with a different mul- looking forward to a journey of discove- tidimensional, subjective identity, visible? ry, with the assurance of knowing that - Are examples of social and structural in- children, young people and adults who, equality identified and questioned? in their questions and actions, are also - Are we strengthening constructive reac- striving for change, will be our travelling tions to uncertainty and complexity? companions. Additional questions and more extensive - Can I recognize and reflect on my own explanations of the theory behind them and "pigeonholes" and perceptions of norms/ the myriad aspects of the diversity-conscious normality? approach, as well as a series of educational - Am I able to open up about myself and my methods, can be found in the practical gui- own learning processes and uncertainties? de "more than culture. Diversity-conscious - Are there situations in which my well-in- education in international youth work," tended explanations or lack of reaction may published in German and thereafter in Eng- be contributing to reinforcement of one-di- lish. mensional or discriminatory perspectives? - Can I sense when a follow-up question could lead to a deeper and more interesting Anne Sophie Winkelmann is an intercultural educator, an anti-bias knowledge multiplier and discussion? Do I have a feeling for when is- a freelance speaker in youth and adult sues that are personally significant for the education. She holds a degree in pedagogy. Her current areas of focus include anti-discriminati- group are being touched upon? on work, diversity-conscious international youth work and addressing discrimination against - In terms of the concepts and how to imple- younger people, mostly by adults against ment them in practice, some possible ques- teenagers and children, termed adultism. tions include: - Are we able to avoid generalizations, labels and stereotypes? - Do we explicitly address the problematic nature of "culturalizing" and producing/re- producing cultural differences? - Are we paying attention to racism and other forms of discrimination?

Magazin vom 28.01.2015 15 For discussion

Educational strategies Four educational strategies against against anti-Semitism anti-Semitism

In the past few years, four educational By Monique Eckmann strategies have been identified and will be Among educators engaged in educational discussed here. They consider different work that critically addresses anti-Semitism, interconnected aspects in different ways and there is a relatively high level of agreement respond especially to the following aspects on the following observations: of anti-Semitism: - that exposure to history, in particular to - Recognizing and deconstructing anti- Holocaust and Nazi history, is not effective Semitism as a constellations of discursive against present-day anti-Semitism; schema; - that "anti-Semitism without Jews" exists; - anti-Semitism as experience in the whole - that anti-Semitism is a worldview which realm of racism/discrimination — thus, an offers supposed explanations for many pre- intervention in close social proximity vailing problems, feeds on projections, and - anti-Semitism as intergroup conflict — has an identity-defining function, creating a thus, an exchange project on the basis of the feeling of group cohesiveness; contact hypothesis; - that today, the issue is not so much - anti-Semitism as global and local history — extreme-right variants of anti-Semitism, thus, work with history and memory. but rather subtle, sometimes open anti- So let’s take a closer look at these four Semitism, "after or despite Auschwitz," educational strategies, their possibilities, marked by resentment and conspiracy limitations and particular challenges: theories; Deconstructing anti-Semitic images - that anti-Semitism has many forms and discursive schema and versions and that anti-Semitism can be concealed in critiques of capitalism, In this approach, the idea is to first recog- critiques of the nation of Israel, and critiques nize anti-Semitic schema and preconcei- of cosmopolitanism. ved images as such, then to analyze and deconstruct these images and discourses, - that in connection with the conflict in and critically question anti-Semitic thought the Middle East, anti-Semitism is being patterns. Thus, it is a primarily cognitive politicized, which can contribute to people way of approaching the subject. This is work framing themselves as victims of the "overly with representations, practiced in the class- powerful Jews" and make educational work room as well as at youth meeting centers. more difficult. The content of these preconceived images has to do with conspiracy theories and fan-

Magazin vom 28.01.2015 16 For discussion tasies of power, rumors about "the Jews," in workshops, to address and share perso- who are paradoxically alleged to be endo- nal experiences of violence and discrimina- wed with superiority while also being perpe- tion. The focus on the dimension of personal tual victims. In this context, one can observe experience requires that the experiences of "anti-Semitism without Jews," because the- all participants be expressed, whether of se images exist in many contexts, even wi- anti-Semitism or one of the many forms thout Jewish people being present. This is of racism, including anti-Muslim or anti- not just about hateful images of the other, Romani racism. In such workshops, other but also a worldview that can offer explana- categories of discrimination such as homo- tory schema for everything. phobia or sexism are also considered. The aim of this approach is to strengthen This is an approach which is well-known young people‘s cultural and cognitive skills in anti-discrimination education and such as media criticism, critical analysis of which does not hierarchize or place value comics, consciously noticing anti-Semitism judgments on the incidents. It offers each on the Internet, etc., so that they learn to see person the opportunity to express personal through stereotypes and their mechanisms. experiences of being affected by prejudice, With this approach, the challenge is that the e.g. resentments, indignities and discrimi- preconceived images addressed are deeply nation in daily life. Social and locational anchored in culture and society and they disadvantages, which, depending on the only change very slowly, if at all. In working context, the young people may experience with these images and representations, the- as perpetrators, as victims or as bystan- re is also the risk of perpetuating them. The ders, are also discussed. Having acknow- goal is to expose schema and, in deconst- ledged these experiences, the next step is to ructing them, to strengthen argumentation collaboratively find strategies to counter- skills. act discrimination and hate, and to act in solidarity. The goal of these educational Anti-Semitism as an experience in programs is to encourage everyone to take the close social environment responsibility. The second approach is quite different: anti- For this approach, it makes a big difference Semitism is approached as an experience in whether Jewish young people are partici- the close social environment, in the context pating. When no Jewish participants are of the increasing ethnicization of social con- present, one danger is that the educators flicts. An experience which all participants might take on a representational role. This have experienced in the realm of their dai- assumption of the role of Jewish victims, ly lives, in its dimensions of inclusion and however, can be seen by the other young exclusion, is to be shared with awareness. people as moralizing, often eliciting This educational strategy aims, in groups or defensive reactions or worsening existing

Magazin vom 28.01.2015 17 For discussion resistance. are posed to "the others," but personal This approach comes from social pedago- prejudices are also questioned. In the best gy and tends to be practiced in situations case, dialogue leads to understanding of "the outside the framework of school. others," or also possibly, sparked by critique from "the others," to a critical perception Intercultural encounters: dialogue of "the own," that is, to reflection or even projects on anti-Semitism self-critique. In this educational approach, anti-Semitism But exchanged projects about anti-Semitism is defined as an intergroup relationship; involve a risk, namely that of asymmetry. contact is encouraged between groups with If anti-Semitism were to be the only topic negative feelings towards each other. These addressed, the Jewish participants would considerations have led to exchange projects automatically be reduced to the position between Jewish and non-Jewish young peo- of victims and the non-Jewish participants ple, intended to counteract anti-Semitism. would be assigned the position of perpetra- However, intergroup contact and encounters tors. From the debate over anti-racism pe- can only have a positive effect if certain con- dagogy, it is known that this kind of asym- ditions are kept in mind. These conditions metry can trigger defensive reactions and have led to different models for exchanges. resentment and lead to deadlock. Without Their common denominator is that the en- reciprocity, exchange education is not possi- counter requires very thorough preparation ble. That certainly does not mean we should and follow-up; that groups brought together fall into the trap of a well-known anti-Semi- are as comparable as possible (in terms of tic topos: we should not, instead, collectively number of participants, status or level of label the Jewish people as perpetrators, but education), and that both groups need co- rather, we must see them as individuals, moderation by educators. who, like all other people, can be the cause One of the goals of exchange education is to of racist opinions, thoughts, images or pre- reduce prejudices and stereotypes through judices, which are, after all, supposed to be experiencing "the others” — often imagined analyzed in these exchanges. without being known in reality — in their However, can exchange and dialogue pro- specifics but also their general human na- jects specifically aimed against anti-Semi- ture. However, insufficiently thought-out tism really be built on the principles of re- exchange projects can actually increase in- ciprocity? And what does that mean exactly tergroup hostility, working against their — who would exchange with whom? If anti- educational intent. Semitism is a construct or a rumor, which Numerous exchange projects are also can exist without the real people affected, dialogue projects, in which questions there is no partner for exchange. After all, one can hardly create dialogue projects

Magazin vom 28.01.2015 18 For discussion between "anti-Semites" and "Jews." And if together should also be addressed. All of this the question of anti-Semitism is not made can take place based on buildings, streets, explicit, the question remains open: what archives and places. is the justification and the topic of the In other words, it is a territorial approach, proposed dialogue? An exception is projects in which the focus is on citoyenneté in the in which the aim is solidarity with the peop- sense of belonging to a place, and on the le affected — whether it is against racism or active participation of all those involved. anti-Semitism. Here, for example, the topic of how Sinti and Working with history and memory Roma belong to local place could also offer Anti-Semitism today is based neither interesting perspectives. exclusively nor directly on history. It is In this approach, anti-Semitism is not confirmed repeatedly again by educators necessarily the primary topic, but rather, that knowledge about the annihilation of becomes relevant in the context of the his- the Jews is not effective against present- tory of the neighborhood, borough, or day anti-Semitism. Still, considering the village. An inclusive consideration of past can bring important new insights. the history of the relationships between Above all, approaches based on history and majorities and minorities can also help us to remembrance work in the local context provide question, in a concrete way, how stereoty- interesting perspectives on education work pes and the categorizing assumptions made to counter anti-Semitism. These are not between "us" and "the others" arise and just concerned with history from the Nazi develop. period, but also with history that encompas- Conclusion ses the perspectives of majorities and as well These four educational strategies do not, in as minorities. any way, stand in opposition to one another. Engaging with local context and It should always be considered how they investigating the traces of daily life events might complement each other. as well as exceptional ones requires an They have in common that education against awareness of the connection between local anti-Semitism always demands a lot of edu- and global history and of the diversity of cators, who are required again and again society yesterday and today. On the one to position themselves between banalizing hand, the idea is to engage with memo- and overdramatizing the subject. Also, the ries from one’s own family — finding deconstruction of stereotypes, that is, biographical connections to migration, war, of collective preconceived notions, is flight, exile, or to the history of the realm sometimes met with resistance. This of daily life and work. On the other hand, resistance is even stronger in the case of how Jewish and non-Jewish neighbors live established representations of an abstract

Magazin vom 28.01.2015 19 For discussion category, to which great power is attributed, It‘s important to develop non-accusatory as is the case with Jewish people, who, for educational perspectives against anti-Se- hundreds of years, have been accused of semitism, perspectives which foster self-re- cret ambitions for power. flection and are based on an inclusive per- It is often useful to work with dissonan- spective — without an implicit or explicit ces. Discovering contradictions in one’s categorization of "good" and "evil," anti- own ideas or in the narrative of one‘s own Semites and non-anti-Semites, racists and ingroup, whether they be socio-cognitive non-racists. Within the framework of edu- or normative, can be a valuable motive for cation, this means we must walk a fine line, changing minds. It is also worth observing addressing the many forms of anti-Semitism specific situations: "critical incidents" that — in close social environments in the con- were experienced by the participants them- text of different racisms — as well as perso- selves. These force people to consider actual nal phenomena with their specific situations incidents, to avoid general statements about and relationships. "the Jews," "the Turks," "the others," and thus to explore concrete experiences and possibilities for action. The author is a sociologist and a lecturer at the In these four educational approaches, there Haute école de travail social (HETS) in Geneva. Her research and teaching subjects in- are different ways of dealing with the ques- clude group conflicts and the dialogic approach tion of whether different forms of anti-Se- to identity and memory. She develops educational approaches to combatting racism, anti-Se- mitism and racism should be addressed to- mitism, and right-wing extremism as well as in gether or separately. In the first approach, the area of human rights and peace education. anti-Semitism is often addressed separately, but there is no reason not to evaluate racist and anti-Semitic images at the same time. Approaches two and three work with collective experiences of hate and discrimination, and in the fourth approach all memories and stories are expressed. This is not about pedagogical opportunism, but rather, about treating all the members of a society equally, regardless of what group they belong to, and about their right to contribute their experiences in the educational framework without trivialization or hierarchization.

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Memory work and unsettling have endured beyond the time-frame of one empathy: Two essential generation. When conflicts stretch over components in intercultural generations, it is crucial to actively work Encounters with injurious and traumatic memories. Haunting memories motivate social By Björn Krondorfer groups in conflict to act in particular ways: In my work as facilitator of intercultural fortifying communal borders, defending encounters in which the issue of group identities, clinging to collective sto- reconciliation plays a key role, we often ries of suffering, or believing in tales of a touch on traumatic memories. Traumatic heroic past. In contrast to simply having memories always have the power of social memories that get reiterated in families and exclusion, because they cement one’s per- communities, memory work is the attempt ception of the world by holding on to certain to actively engage troublesome memories. "truths" relevant to large group identities. Indeed, I have found this element so important Reconciliation – here generally understood when interacting with young adults from dif- as a regaining of broken trust – counters ferent backgrounds that I have come to call my exclusionary mechanism, for it tries to approach "intercultural memory work." build bridges where acts of discrimination, "Intercultural memory work" prejudice, hatred, or violence have pulled Over the years, I have worked with people apart. third-generation American Jews and their I have found two components non-Jewish German counterparts in one- particularly helpful in reconciliatory month long summer programs on the processes that aim at neutralizing exclusio- effects of Holocaust and the war (while trave- nary dynamics. One is memory work (a con- ling together in the United States, Germany, cept familiar to people engaged in "learning and Poland). I also worked with American from the past"), the other unsettling empa- students from different racial, ethnic, thy (a concept I suggest we need to pay at- religious, and cultural backgrounds in five- tention to). Both of these components work day Racial Reconciliation retreats as well best when equal weight is given to cognitive as with Palestinians, Israelis and Germans as well as affective levels of recognition and in intergenerational seminars on building learning. bridges. Numerous shorter reconciliation Conflicts beyond the time-frame projects have ranged from addressing apart- of one generation heid in South Africa to student field trips The phrase "learning from the past" im- that focused on migration and human rights plies temporal duration, and in my work I issues on the Arizona-Mexican border. mostly engage with groups where conflicts Though each of these encounters differed in a number of ways, the guiding paradigms re-

Magazin vom 28.01.2015 21 For discussion mained the same: pathways for improved communicative - engaging in alternative forms of communi- patterns and restorative visions. cation that require risk-taking, vulnerabili- "Unsettling empathy" ty, and honesty This brings me to my second point. As - practicing careful listening, straightfor- important as it is to be attentive to trau- ward responding, and empathic imagining matic memories, it is equally important to - attending to the impact of family biogra- engage "unsettling empathy." I understand phies, communal memories, and national unsettling empathy to refer to a posture that histories needs to be learned and practiced by people who have come to distrust each other based Family biographies are interweaved on historical and present antagonisms. with national histories I call it a posture because it is not just a When groups who are (or have been) in pedagogical method or didactic tool. Instead, conflict with each other meet in reconci- unsettling empathy is a kind of practiced awa- liatory settings, they begin to realize how reness and a relational commitment to caring intimately their family biographies are responsiveness. When it is operative, it connected to national histories. Part of unsettles one’s own assumptions about the the memory work, then, is to foster an world and one’s place in the world. It is usu- awareness of larger societal frameworks ally not present in culturally homogenous that characterize each group’s affective settings, but gets triggered in intercultural experiences vis-à-vis historical memory encounters. When it occurs, it is a feeling of and current conflicts. It greatly matters, for losing all ground under one’s feet because example, whether one’s own community one’s values, perceptions, and base assump- endured wounding at the hands of others tions no longer hold true to the extent as be- or whether one’s own people were (or are) fore. linked to culpable wrongdoing. Belonging Although moments of unsettling empa- to large-group identities leads not only to thy can occur in intellectual debates, their different cognitive understandings of one’s full impact is usually felt in sessions that place in the world, but also comes with par- engage people non-verbally. Of the many ticular emotional baggage: fear, defensive- creative approaches I rely on in my inter- ness, denial, over-identification, anxiety, cultural memory work, I want to mention resilience, guilt, pride, shame – and all the "Living Sculptures" as a particular effec- subtleties in between. Hence, when working tive way to connect people to their deeply- in intercultural settings marked by strife held assumptions, or, as often the case, to a and enmity (past or present), we must pay realization of discrepancies between co- attention to the eroding power of traumatic gnitive and affective levels of knowing. memory on social relations. The goal is to open

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"Living Sculptures" is a means of scenic while Jews are asked do to the same from improvisation, approaching individual and their perspective. These national sculptures collective identity conflicts through the- always differ; and they are never what the me-centered, embodied presentations of a participants themselves expected them to "monument." In small groups, participants be. The outcome is always astounding, since prepare a sculpture with their own bodies the sculptures bring to light aspects of lar- that represents the thematic task given to ge-group identities that are not conscious- them. Those sculptures can neither move ly willed or known to the small teams that nor talk. I often instruct the groups to think created them. The display and interpretive of them as monuments displayed in a public work with living sculptures have unsettling square. The teams have little time for pre- affects. paration (about 15-20 minutes) in order to At first, unsettling empathy is simply a fee- preserve the improvisational spirit of this ling of confusion and anxiety. As such, it can exercise. Central to the success of this exer- provoke counter-reactions of defensiveness cise is to not "over-think" intellectually how and fear. But when dealt with deliberately, to create a presentation of a given theme. unsettling empathy develops into an ethi- "Living Sculptures" – one method cal stance, which, ideally and over time, can amongst various become like a habitus that informs, guides, Each sculpture is eventually shown to the and structures one’s attitude toward life. whole group. Then the work of interpreta- Affective and cognitive levels tion begins, which can include a number of of communication things: outside observers circumambulate For unsettling empathy to be experienced the sculpture and describe what they see; in a constructive way, a protective space they can give the sculpture a title or name must be provided that is conducive to its emotional quality; a facilitator can isolate personal and social exploration. In this space, elements of the sculpture (like a hand gestu- participants are encouraged to challen- re) and let the "hand" talk; outside observers ge their perceptions of themselves and can change place with one of the bodies in others through affective and cognitive le- the sculpture; a facilitator can tap people in vels of communication, including creative, the sculpture and have them talk or change body-centered, and nonverbal components. positions; etc. Such reconciliatory processes go In intercultural settings, separate groups - beyond the surface of friendly conversation may be asked to portray an aspect of their - beyond the limitation of a culture’s master national history. For example, Germans narrative might prepare a monument about how they think Germany deals with the Holocaust,

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- beyond the comfort zones of rehearsed opinions The author is Director of the Martin-Springer - beyond the loyalties that communities Institute and endowed Professor of Religious impose on our large-group identities Studies at the Northern Arizona University, USA Reconciliatory processes are open-ended processes For reconciliatory processes to be effective, groups-in-conflict need to get implicated in each other’s histories and traumas. These are open-ended processes: they are not mea- sured by the attainment of a pre-determined end but by their transformative potential. To engage in such efforts participants must be fully present to each other. The intent is to go beyond merely describing how each social group perceives reality. Instead, the posture of unsettling empathy assists in adjusting and revising one’s perception of being-in-the-world, with the goal to (re)establish a modicum of trust. These few thoughts are, no doubt, visionary in quality. But those who have experienced such processes know how applicable and relevant they are in real-life settings domi- nated by exclusionary mechanisms. Social groups do not exclude because individual people are malicious and vindictive – they exclude because exclusionary mechanisms gain their strength when we underestimate how deeply haunting memories influence our (often unconscious and affective) iden- tifications with large-group sentiments.

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Empowering or overwhelming? "Narratives of Injustice" — Sinti and International youth work on Roma in Germany and Serbia in the exclusion and discrimination 20th and 21st centuries at memorials to the victims of (Project dates: 2012-2013) the Nazis The project addressed the discrimination against, and persecution of, Sinti and Roma By Steffen Jost and Nina Rabuza in Germany and Serbia in history and in the International youth meetings or teacher present. Between two one-week seminars in trainings have long been part of educational Dachau and Belgrade, the participants con- work on Nazism, also at memorial sites. In ducted interviews, from which they produ- contrast to shorter programs, in internatio- ced four short films during the course of the nal projects, the objective has always been second seminar. The films have since been more than just learning how to teach histo- posted on Youtube. ry. The "encounter" should foster intercul- The group was extremely heterogeneous in tural exchange, reconciliation, or the reduc- many ways. The age and education level of tion of stereotypes and prejudices. With the the participants varied significantly, ran- new dominance of human rights education, ging from 14 to 23 years and from special- there have also been more calls for ma- needs students to university students. From king connections to present-day problems. each country, there were Sinti and Roma Discrimination should not be seen as just participants as well as participants from the a historical phenomenon; instead, connec- respective social majorities. As the meeting tions should be drawn to the world of the progressed, it became clear that there were participants’ daily lives. Thus, in this text, very different interests and goals. It became we will discuss the following question: what apparent that the participants’ experiences does it mean to work, at memorials to the during the meeting was strongly affected by victims of the Nazis, with "marginalized" the collective group to which they belonged, groups, or groups who have experienced in- but social status and education level also dividual or collective discrimination? The played a large role. question will be discussed here by considering the example of two youth meetings that For the German Sinti, it was unusual to have were different in many ways, which both to act as the group‘s experts on "their" cul- included one-week seminars at the Max ture and, at the former site of the concent- Mannheimer Study Center in Dachau and at ration camp, on history, as well. However, which completely different group dynamics after some time, they took on this role with developed. a certain "pride." All of the Serbian Roma were already working in NGO contexts and were much more used to this role. They

Magazin vom 28.01.2015 25 For discussion spoke less from the perspective of individu- "Memory Lab Junior" — History and al experience, acting instead as experts on memory in Bosnia, France, Germany the situation of the Roma in Serbia in gene- and Serbia (project dates: 2014-2016) ral. Meeting a German Sinti survivor led to In the project "Memory Lab Junior," adole- a stronger sense of connectedness between scents and young adults discussed how his- the participating Sinti and Roma. After the tory, memory and identity are related to each official discussion, the German and Serbian other. In three seminars, the participants Sinti and Roma again initiated a discussion from Bosnia, Germany, France, and Serbia (partially in Romani) outside the official pro- considered memories of the Nazi period, the gram, i.e. without the participants from the way that the Yugoslav Wars are being dealt social majorities. At the end of the one-week with in Bosnia and Serbia, and issues of seminar in Dachau, the German Sinti visi- colonial history. The aim of the project was to ted the concentration camp memorial again stimulate interest in questioning history and and held their own memorial ceremony. All national/nationalist narratives, both from a in all, it became clear that the historical site historical and a contemporary perspective. of the concentration camp memorial had a The first segment in Dachau was concer- different meaning for them than for the ned with the history of the concentration other participants. Speaking about historical camp and the founding of the memorial site. persecution offered a framework in which During the first two days of the workshop, personal experiences with discrimination the participants got to know each other could also be expressed. Subsequently, the through different, playful activities. This German Sinti organized interviews with their created a pleasant group atmosphere. With families, visited the memorial with their the visit to the memorial site, the group dy- parents, and began asking their relati- namic changed. The Bosnian participants ves questions about history. This created wanted to spend time together as a group wi- a stronger connection between the Nazi thout the other participants. They expressed period and the present, which had indeed their grief over the atrocities in Dachau and been formulated as a goal as the project was empathized strongly with the victims and conceived, but not one that should be forced. their families. At the same time, they made The intention was to let the participants a direct connection between the suffering of determine to what extent the meeting should the victims of the Nazis with the war crimes become a space for addressing personal ex- experienced by them personally, by their periences with discrimination. families, and by what they saw as the Bos- nians collectively. One participant said that she was already familiar with everything that she saw at Dachau. She felt that the camps in Bosnia during the Yugoslav Wars

Magazin vom 28.01.2015 26 For discussion were the same, and that she and the Bos- came problematic. Only after the topic was nian participants were thus better able to changed to the question of how to deal with empathize with the prisoners than the other sites of atrocities, and after the meeting participants were. moved on to a different place, did the Speaking of personal suffering tension diffuse. "among themselves" Conclusion Thus, the visit to the memorial site elici- Up to this point, there have been few ted different reactions from the Bosnian studies on the effect of international youth participants than from the other groups. meetings. In the two projects described For them, there was hardly any difference here, it is also difficult to gauge whether between the concentration camps and participation had a lasting impact on the camps during the Yugoslav Wars This the young people, and how the work at, equivalency made it difficult to critically and with, the memorial site affects the analyze both topics, because the discus- longer-term development process. Howe- sion was perceived by the Bosnian group as ver, we consider it a success that the young cynical or "cold-blooded," as a partici- people from the project "Narratives of pant wrote later. In their eyes, regarding Injustice" engaged intensively with histories, the atrocities, there was nothing to be including family histories, and that the Sinti discussed; their focus was on expressing grief. participants were able to experience the Their own experience with suffering was memorial site as a place relevant to them. challenging, so a nuanced discussion of the The example of the project "Memory Lab Nazis’ crimes was hardly possible for them. Junior" shows, however, that visiting a The other participants had not had any memorial site can also present an comparable collective experience of suffe- obstacle for a meeting. The Bosnian parti- ring themselves. Confronting and discussing cipants were overwhelmed by visiting the Nazi crimes was, for the rest of the group, memorial, due to their personal experiences, primarily an intellectual issue, and only and withdrew somewhat from the group. secondarily an emotional one. Thus, a con- For the cultural contact aspect, a seminar flict developed: the Bosnian participants felt on a different topic would have been easier. the need to talk about the Bosnians’ painful Moreover, with both groups, it was seen that experiences "amongst themselves," while during the course of the project, the iden- the other groups were interested in a dis- tity as Sinti in Germany, or as Bosnians, cursive exchange of ideas about the history respectively, became increasingly of the Nazi era and the culture of remem- important. Thus, it would be desi- brance and commemoration. At this point, rable, in future research on the whole group was reaching their breaking international youth meetings, that points; communication within the group be- investigating the connections between the

Magazin vom 28.01.2015 27 For discussion identity development processes and work at historical sites remains a relevant research question.

Steffen Jost is the acting director of the Max Mannheimer Study Center in Dachau. He earned his doctorate at LMU Munich; his dis- sertation topic was Seville’s culture of memory. Nina Rabuza is an educator at the Max Mannheimer Study Center in Dachau, where she is responsible for international teacher trainings and youth meetings.

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School without Racism – mantle ideologies that attempt to legitimate School with Courage inequality. By taking the same critical approach to all By Eberhard Seidel such ideologies, students learn that – at "Schule ohne Rassismus – Schule mit Cou- first glance – phenomena such as racism, rage" [School without Racism – School with anti-Semitism, antiziganism, homopho- Courage] is a network of nearly 1,750 schools bia, right-wing extremism, sexism, Isla- from across Germany (figure from 2015). mism, etc., which seem vastly different at It was founded by Aktion Courage e.V., its first, have something in common: They sponsoring organization, in 1995. distinguish between people based on Barbara John, Germany’s ombudsperson attributes, organize them into a hierar- for families of victims of the neo-Nazi ter- chy and use this to justify discrimination. ror group National Socialist Underground, Ideologies promoting inequality also assu- calls this Schools with Courage network one me that divergent elements are not equally of the "chief instruments to prevent discri- valuable. The basic formula is as follows: x mination in Germany." More than one mil- is more valuable than y. That means that x lion students in these schools are asking has a legitimate reason to fight against y and themselves – through events and projects – deprive y of rights. how they can best live together with others in Bundling the analysis of such ideologies fits a diverse society. They are seeking answers a horizontal approach to discrimination, by that strengthen solidarity, and Germany‘s removing a hierarchy of statuses. In this mo- future identity hinges on their responses. del, sexism and anti-Semitism are no more "School without Racism – School with important than racism; antiziganism is no Courage" is a bottom-up initiative, which more important than homophobia. Any act means that there is no obligatory curriculum of discrimination can have similar conse- for participating schools. It‘s the students quences for victims. Naturally, this does themselves who decide which activities to not mean that every type of discrimination pursue at their respective schools. Thus the is equally explosive at any given time and network offers them the chance to deal with in any given society. Types of discriminati- specific local challenges, to actively shape on can be subdivided into how they evolved, conditions at their school and to develop how they are manifested and how they are civic involvement on their own terms. structured. What equality for all really means Ideologies of inequality can be found in all social groups "School without Racism – School with Cou- rage" stands for belief in the equality of all We have discovered in our 20 years of human beings. Its overarching goal is to dis- pedagogical experience that equality as

Magazin vom 28.01.2015 29 For discussion a learning objective is particularly well- standing up to village residents who have suited toward addressing the many types of been demonstrating at the town hall against discrimination in a heterogeneous soci- the settlement of refugees in the area. ety with many immigrants. All people, Everyone can join in and make a regardless of origin or appearance, can personal commitment be prejudiced. Ideologies of discrimina- The network is open to all schools that tion can be found in all social groups. fulfill certain criteria. At least 70 per cent Generally speaking, the dominant group in a of all people studying and working at the society discriminates against the smaller and school have to sign a document committing weaker one(s). But even if the themselves to three goals: actively opposing discriminating group isn’t the larger one, all forms of discrimination at their school; there’s always a power struggle involved. interceding if a conflict arises; and regularly In a society such as Germany’s, where conducting projects and campaigns related more than one-third of children and youths to the issue. have an immigrant background, it is only National and state coordinators, possible to have a credible commitment cooperation partners, local teachers and to diversity and tolerance if we equally educators support and accompany the denounce all supporters of ideologies of participants in their activities. inequality, regardless of their background. If this does not occur, youth – who tend to What happens if the personal commitment have a pronounced sense of justice – will is not upheld? Will the "Courage" title be quickly lose their commitment to tolerance, removed? Many have asked this question, diversity and human rights. and we can say: The horizontal approach to ideologies of The "School without Racism – School inequality enables us to benefit from the so- with Courage" title is not an award or cially and culturally diverse student body, in ribbon granted for exceptional performance. our work at Schools with Courage. Likewise, the title cannot be removed if conditions have changed in the meantime. In the winter of 2014/15, dozens of these Courage Schools are creating a welco- Further, the title does not mean that the- ming environment for refugees. They offer re is no bullying, racism, or discriminati- German language courses for refugee on at the school. We understand that the- children, invite these children to visit their se things may happen, in spite of all good schools and spend their free time with efforts. But Courage Schools have committed them. And in Großröhrsdorf in the Bautzen themselves to assuming an active role in administrative district, students from a combatting discrimination. If an act of participating school have spent weeks discrimination takes place at a school and

Magazin vom 28.01.2015 30 For discussion neither students nor staff respond, we would recommend that critical students join The author is a sociologist and journalist. He together and remind the entire school of has published books, educational materials and their shared commitment. documentaries on immigration, right-wing extremism, youth subcultures, Islamism and In many cases, this is all that is Islamophobia for more than 30 years. And since 2002 he has been chairman of the School wit- necessary to turn things around. Sometimes hout Racism – School with Courage network. it also helps to contact the respective state coordinator for the school and to discuss how to raise awareness for the general climate in the school. We have never removed the title from a school, even if we are aware that activities countering racism have lost mo- mentum. We believe in positive sanctions, i.e., measures to encourage schools to renew their activism as participants in the Schule ohne Rassismus – Schule mit Courage network. We have learned that the best results come from having high expectations.

Contact:

Schule ohne Rassismus – Schule mit Courage

Ahornstraße 5

10787 Berlin

Phone: (+49-30) 214-5860

Fax: (+49-30) 2145-8620

www.schule-ohne-rassismus.org www.facebook.com/SchuleohneRassismus

Magazin vom 28.01.2015 31 For discussion

"Approaching the unfamiliar…" routes through the city, they discover sites Urban quests as a participatory linked to individual human rights or their method in historical-political violation. Not only do they expand their education knowledge of history, but they also analyze and document the current state of human by Heike Fahrun rights in in the city. A successful urban quest uses and - Participants of different ages explore their hones the ability to approach the unfamiliar city in terms of young and old living together (according to Gerhard Knecht: Rallyes. Eine or in parallel. In a kind of "grass-roots Einführung, gruppe & spiel No. 3/08). Here’s biography" project, they exchange views how it works: Participants form groups, go about how they themselves use certain out to discover an urban space, solve various urban spaces or about their connection to assignments together and reach a predefi- concrete events ("Are you familiar with this ned goal. They’re usually in an unfamiliar neighborhood; do you like it? How has it city, they use unaccustomed means of travel, changed you?"; "Where were you when the they’re working with people they may not Berlin Wall came down?"; or "How and know – in other words, a lot of "unknowns." where did you learn something about the fall How do I use these methodological tools in of the Berlin Wall?"). my pedagogical work and how do I combine A versatile method the urban quest format with elements of historical/ political education? For one thing, the three examples show the possible content range of urban quests. Ba- Three examples from my own work: sically, it can be adapted to any topic that - In a one-day workshop, participants in a is visible in the urban space. Historical Voluntary Year of Social Service plan a ur- events are visible in monuments, in certain ban quest for the entire group. Following a styles of architecture or in the urban struc- brainstorming session on important urban ture itself. Since a city works differently quest principles, clarifying the organizatio- (or not at all) for different societal groups, nal framework, the volunteers explore op- urban space can also be examined in terms of portunities in the city, work out routes and participation and discrimination. assignments, design the materials required Then, the examples also employ different le- and in the end supervise the urban quest its- vels of participation in decision-making. In elf on their own. the first case, the youths themselves set up - Ten young people from Belarus and Ger- the urban quest; only the general idea came many who have worked on human rights from the trainers. This divided responsibi- issues in their exchange project gather in lity is highly suitable for youth exchanges. Berlin for a final meeting. On two different In the two other examples, the route and

Magazin vom 28.01.2015 32 For discussion assignments were determined in advance. Frontal or self-determined learning? However, participants designed their own The pedagogical benefit of the urban quest documentation and many assignments were is obvious: It helps develop so-called soft about the participants themselves and not skills or methodological competence. But as only about collecting facts. In general, the an educator, I want to impart content and groups are always equipped with a city map knowledge – isn’t the method too open for so that they can find their way around. that? Isn’t it true that I cannot sufficiently The numerous possibilities of the urban control whether and what my participants quest method, briefly sketched out here, learn? And am I not expecting too much of also support important pedagogical goals of some participants, who would prefer a clear non-formal education; the participants: framework (and not too much that’s totally - grapple interactively with the urban space, new)? analyze their surroundings, test and possib- First, some challenging questions: How ly revise their own habits, ideas and stereo- much do people remember from a normal types; guided tour – after all, that’s the closest - exchange views about their observations, comparison to an urban quest, right? in the process learning about the realities After all, isn’t it too much to expect of some of the other participants’ lives ("There are participants that they pay attention fewer police on the streets here," or "Whe- for a whole hour amidst the hustle and re I live, there are a lot more free Wi-Fi bustle of the city? One way to counter these hotspots…"); legitimate criticisms is to take them into account during the planning and follow-up - work as a team, have to organize themsel- phases: Prepare suitable materials and use ves and make decisions jointly (even if only combined formats for the program (half- about the speed at which they walk…); tour, half urban quest). - work creatively, use various media and But above all, I would like to sing the praises multiple learning channels. of more participation – urban quests open - learn to "read" the urban space, and so up more opportunities overall than do clas- practice non-verbal communication as an sic city tours. They enable self-determined, important skill for intercultural understan- open learning and can thus also make it ding; easier to experience more directly the - communicate also verbally in challenging diversity of urban life. Assignments that take situations (or have you ever tried to ex- this into account can even help participants change an egg without comprehensive lan- identify, analyze and discuss mechanisms guage skills?), and learn to deal with rejec- of marginalization and (in)accessibility in tion and appreciation. urban spaces.

Magazin vom 28.01.2015 33 For discussion

At the end of an urban quest, participants photos, films, audio and text can be collec- may not know when a palace was built or ted without much effort and are probably when a monument was erected. But they more comfortable for your participants to have jointly chosen a route or overcome use than a sheet of paper. inhibitions about approaching and Evaluate your urban quest – the experien- talking to people they don’t know. They have ces and insights of your participants can examined traces of history in and current influence your further work, both in uses of urban space – and thus may have substance and method. grown somewhat closer to the unfamiliar. Checklist, urban quest

First, define your goal – in terms of method The author is a trainer in youth and adult and planning, it makes a difference whether education as well as a tour guide in Berlin. You can read her blog: http://diespaziergaengerin. the participants get to know each other first, blogspot.de/ or tackle the topics at hand. Begin to plan in the street – that is the only way to really adapt a urban quest to the group and topic. Many assignments and activities will be generated on the spot. Use different types of assignments, go beyond merely collecting information. Assignments based on experience, in which participants share their knowledge and opinions and exchange views in their groups, should balance assigments based on discovery (interviews and contact with people, collecting items, game-based elements, etc.). Consider which materials and information your participants will need – whether these materials are to be prepared or encountered during the urban quest – in order for them to understand a given site or simply to feel safe. Use various media to design or document urban quests. In the era of smartphones,

Magazin vom 28.01.2015 34 Project

"It is normal to be different" drome has been a perfect mixture. When - Young Europeans with and I look at the numerous videos and pictu- without Down syndrome facing res now after two years, the young people Human Rights are smiling and laughing in every picture, no matter if in Sarajevo, Syke or Torun. By Gisela Paterkiewicz Everything seems colorful and happy! Jan-Tore from Syke, Germany: quiet and This is what will stay in our memories, modest, full of charm although there have been many serious Jan from Varna, Bulgaria: always serious, situations due to the fact that a considera- but when he laughs, the sun is shining ble part of the academic tasks given to the Michael from Torun, Poland: very self-con- participants dealt with research about the fident, wants to become a police officer sad past: euthanasia and forced sterilization in the Third Reich, social isolation of Samira from Sarajevo, Bosnia-Herzegovina: entire families with handicapped child- helpful, competent assistant to teachers ren until late into the 1980s, the inhumane Sebastian from Syke, Germany: computer- conditions in institutions for the disabled, nerd, takes good photos but also modern concepts of integration and Lia from Saragossa, Spain: loves parties, inclusion – until today very different in our surprises with constantly new hair-stylings countries! And still horrifying for all of us was the visit to Auschwitz... Kristina from Varna, Bulgaria: dances like the devil, speaks very good English How did we get the idea? Since the 1990s when young Bosnian refugees passed Peter from Warsaw, Poland: is a TV star, their high school exams at our school, the- plays the piano re has been a close friendship between Carmen from Saragossa, Spain: has a great High Economic School Sarajevo (just as to sense of humor, experts in handicraft work Economic High School Torun). But as Bos- Nikolina from Sarajevo, Bosnia-Herzegovi- nia-Herzegovina is not a EU-member state, na: gives professional media interviews, can we could not apply for EU-funding and had do karate to try to "scrape money together" from other organizations like the German-Polish Youth These are only few of the participants from Office. Our applications to the Europeans five countries taking part in "It is normal to for Peace program had been turned down be different," half of them with Down syn- several times. drome. The difference I can determine after various European school projects since Finally "It is normal to be different" made it 1996 is that in this project the symbiosis of to the shortlist and we were invited to a pre- young people with and without Down syn- paratory EFP-seminar in Berlin-Wannsee

Magazin vom 28.01.2015 35 Project in May 2011. Due to their professional ad- about medical, historical and social dimen- vice, it began to dawn on us what lay ahead sions. All progress was planned and dis- of us – most of all – how could we possib- cussed on our website www.eu-friends.eu ly manage to bridge the gap between EFP‘s in regular one-hour chats. Please open the expectations, i.e. serious research about the link "Old Projects" and you will find count- past, and the Down-Syndrome parents‘ or- less documents from the preparatory phases ganizations, i.e. serious study of concepts and encounters. of integration and inclusion? How could we Three project encounters give the participants with Down syndrome There was a group of each country travelling, a fair chance in such a project? All commu- usually consisting of about 5 high school stu- nication had to be in the English language, dents, 2 teachers, 1 or 2 young people with and, on top of it, rather theoretically lopsi- Down syndrome and assistants. ded. Where could there be any fun? Each encounter had the same basic However, we decided to divide the project structure: into six phases – three preparatory phases and three one-week encounters in Sarajevo, - Introduction of participants and little lan- in Syke and in Torun. guage course Three preparatory phases - Presentation of the results of the preparatory phase Together with our high school students we carried out research, which was documen- - Creative activities in multinational work- ted as videos and PowerPoint presentations: shops - What is Down syndrome? - Visiting the town guided by host students - What is everyday life of young people with - One-day bus excursion Down syndrome like? - Public performance in the presence of - What are their dreams, hopes and fears? politicians, prominent artists, the media etc. - How were disabled people treated in the - Big farewell-party past? All encounters have been joyful, lively and - Which are unusual achievements of people impressive, but here I would like to mention with Down syndrome? three occasions which impressed me personally. So we visited various therapy centers, sheltered workshops, theatre groups In Sarajevo, where still a lot of re- etc. in our countries, interviewed young mains of the War were present, we were people/parents/educators and older time welcomed like VIPs. Famous actors, fashion witnesses. Furthermore internet research designers and football stars came into the school to guide through the various

Magazin vom 28.01.2015 36 Project multinational workshops. It was moving Jupiter, Saturn, Uranus, Neptune, when the directors of the very new parents‘ Each planet is different, organization DOWNSY told us that it was in shape, color and size. the first time people from outside asked them to do a project together, until then That is the universe. it had always been the other way round. Every human being is different. We learned quickly that in countries with Every human being is like a planet. more severe economic difficulties than in Germany the people with special needs It is normal to be different. really do come last as. It is normal to be different. In Syke we got creative support by the It is normal to be different. well-known Blaumeier-Group from Conclusion Bremen preparing our public performance. Some girls were trained to be moderators in I believe that all of us have really the show in acting workshops. Completely learned from history although seemingly the opposite to her – till then "cool" tempera- historical aspects have taken up less room ment - one girl with Down syndrome got than the creative and musical activities. extremely nervous speaking to such a big All participants were sensitized and had crowd of about 400 people. I was really experienced firsthand what life with upset sitting in the audience and asked Down syndrome is like, and the deeper myself what harm we were causing. Thank was the impact of the presentations God, the girl asked only shortly afterwards if about the terrible treatment people with she could work as moderator again and said disabilities had to suffer in the past. that she really had a great time. Many barriers had been overcome due to travelling, working, celebrating, singing, It is normal to be different dancing, laughing and crying together. In Torun, where Copernicus discovered the It may sound naive, but after 30 years solar system in 1543, the drama group "Te- of teaching, I am sure that motivating atr 21" from Warsaw helped us creating a young people for European projects and spectacular happening in front of the statue serious "academic" topics like history or of Copernicus on Torun market square. In sensitive "social" topics can only have white painters‘ suits, participants presented a chance if they can be creative and the solar system and spoke their own texts simply have "fun" and, most of all, are "left in all languages of the projects countries: alone." The logistics – teachers‘ work - behind this project was huge, but life, joy and fun were created by the young people with and without Down syndrome themselves.

Magazin vom 28.01.2015 37 Project

I would like to thank my wonderful son Jan Ostali – giving a voice to others. with trisomy 21 who gave me the courage to A radio project by youths from start this project. Sarajevo and Erfurt, on the topic of discrimination in the The author is an English teacher at the vocatio- 20th century nal school centre BBS Syke Europaschule since 1994. In November 2012 she was awarded for the project "It is normal to be different" the Eu- by Johannes Smettan ropean Citizens Prize. Of course, she travelled to the award ceremony in Berlin with a big The war in Bosnia and Herzegovina was group of young people with and without a caesura in Europe’s post-war history. Down syndrome. Almost 20 years after the Dayton Agreement, which regulates how people live together in Bosnia and Herzegovina, the battle between three entities can still be felt today in Sarajevo, Mostar and of course in Srebrenica. The three religions – Islam, Serbian-Orthodoxy and Catholicism – are the defining characteristics of the three entities that rule the country. But this overlooks a significant number of non- believers and adherents to other faiths, who are systematically disadvantaged. Civil-society has only begun dealing with this problem. The census in the autumn of 2013 was supposed to be a first step in re- vealing unhealed wounds of war, at least statistically. Even though the population is not particularly large, the evaluation still has not been completed, much less published. Since the unstable structure of the Dayton Agreement is based on figures from the previous census in 1991, the new figures could make visible for the first time what the war cost and how many Muslims, Serbian Orthodox and Catholics (still) live in Bosnia and Herzegovina. The new census results could shake up the allocation of political power, which is based on the old statistical

Magazin vom 28.01.2015 38 Project breakdown; this could result in a new, For example, we had asked civil-society serious test for the crisis-ridden country. organizations to get involved ahead of our Ostali, the protest against first encounter in Sarajevo in October 2013. political corruption On the ground and after two days of getting to know each other and exploring the topic, Yet "Ostali" may pose an even greater threat the 20 participants themselves decided how for the country’s political elites. Ostali me- and with whom they wanted to talk in grea- ans "others," and this category includes tho- ter depth about discrimination. se who do not (want to) belong to any entity. Especially for youths and young adults who Not talking ABOUT the people experienced the war as children, this catego- affected, but WITH them ry almost became a battle cry in the run-up Using this approach, interviews were to the 2013 census. It represents an antithe- conducted with such partners as the sis to the unwieldy, clannish structures of president of the Jewish Community in the political castes that would still prefer to Bosnia and Herzegovina, an LGBT represent only the interests of "their" enti- organization (LGBT stands for lesbian, gay, ties. Ostali also means disagreeing with the bisexual and trans), a member of the press populist debates that emphasize differences council of Bosnia and Herzegovina as well and remain silent about shared interests. as the Association of the Blind and Visually For us, this unusual "Ostali" protest was Impaired. All interviews included questi- the motivation to address the project "Ost- ons about how society deals with so-called ali – giving others a voice." Together with minorities; about individual experiences youths from Germany and Bosnia and with discrimination; and about specific Herzegovina, we wanted to get to the bottom kinds of support that those affected desire. of discrimination in its numerous forms. The interviews were prepared, conducted and evaluated by the youths in bilingual tan- Together with the Bosnian youth media dem teams. organization OnauBiH (Omladinska no- vinska asocijacija u Bosni i Hercegovini, in During the second encounter in Germany English roughly Youth News Association in in the spring of 2014, participants grappled Bosnia and Herzegovina), the Obala high intensely with the situation of the "others" school in Sarajevo and Radio F.R.E.I. in Er- during the Nazi period. The youths visited furt, "Arbeit und Leben" ("Work and Live") the former concentration camp Buchenwald. Thuringia developed a seminar concept that But it was the visit to the memorial site Topf provided participants with the opportunity & Söhne and the ensuing discussion that left to help determine the seminar’s focal areas the biggest mark on the exchange. Topf & before and during the exchange. Söhne in Erfurt produced the ovens for the crematoria in the Nazi death camps, and it

Magazin vom 28.01.2015 39 Project was here that the Bosnian participants in An exchange with Bosnia and Herzegovi- particular asked probing questions about na involves some exciting challenges for individual responsibility, also with a view participants as well as for members of the toward dealing with their own more recent team. The German youths do not remem- history and individual responsibility. ber anything personally from the time of the Another focal area during the encoun- Bosnian War. This conflict does not really ter in Germany was reporting on so-called play a role at school and in everyday life. Yet marginalized groups and minorities. Here, for the youths from Bosnia and Herzegovi- participants spoke with journalists who try na, the war is the most recent historical to give a voice to those who are not heard in past and thus remains ever-present. Little "classical" media. Interviews were conduc- is known about how the perpetrators are ted with, among others, staff of the free ra- treated today in terms of criminal law and dio station in Erfurt, but also with activists how victims are compensated. And above all in a leftist film collective and the editor of a hangs the brittle peace of the international newspaper for homeless people. community. Radio journalism as a For German youths, in contrast, the Nazi methodological approach era, World War II and its consequences by now tend to be more abstract historical The exchange was designed to be a radio events that are discussed morally and emo- project resulting in a joint, bilingual radio tionally in the context of commemoration. show. It was broadcast both in Germany and In the exchange with Bosnia and Herzegovi- in Bosnia and Herzegovina. na, they experience youths who were born Radio projects are one way to discuss even during or just after a war and whose parents delicate questions with young people. Often, and relatives are direct witnesses. So they difficult or very emotional topics are easier can begin conversations with people who to discuss if the affected participants can still feel the effects today of the combat ope- take on the more neutral role of a journa- rations and massacres of those years. This list. In this way, a protected space emerges opens a broad arena for working on the to- in which youths can ask questions without pic of anti-discrimination. Though working having to take a position themselves. directly with eyewitnesses of the Nazi peri- Also, there are no "stupid" questions in od will become impossible, it is possible to journalism. enter into conversation with people today In addition, a radio show reaches many more who have suffered or still suffer from the interested ears. In other words, the learning consequences of group-related hostility. experience goes beyond the participants For members of the team, the situati- themselves, reaching interested listeners. on of the three entities in Bosnia and Herzegovina proves challenging. They must

Magazin vom 28.01.2015 40 Project respond with empathy to participants’ reli- 2015. gious sentiments. At the same time, the Ger- The author is responsible for political youth education with "Arbeit und Leben" ("Work and man participants are confused by how une- Life") in Thuringia. The organization has been motional some Bosnian youths seem when carrying out bi- and trilingual exchange projects with a focus on the Balkans for many years, atrocities are described. Even though these working jointly with various organizations. crimes were certainly discussed in sessions Smettan, a literary scholar, also works as an editor for Radio F.R.E.I. where they could reflect, the team members must understand that a two-week exchange cannot replace possibly needed trauma therapy. If required, individual solutions should be sought out after the exchange is over, and in consultation with the Bosnian team members. Conclusion Educational work with a focus on anti- discrimination will continue to be very important in political youth work in coming years. Exchange across national and religious boundaries of countries and religions is still a preferred tool for sustaina- ble success of the seminar. Bosnia and Herzegovina in particular prove to be an interesting focus in this re- gard. Besides dealing with the past, exchange projects can also find many fruitful opportunities through dealing with the present. Ex- amples include the Sejdic-Finci ruling of the European Court of Human Rights and the resulting consequences for Bosnian society, or the growing involvement of Arab states in Bosnia and Herzegovina. There is plenty to talk about for years. And of course there is also the question of how many "Ostali" there really are in Bosnia and Herzegovina and what role they will play in the future. Our next encounter is planned for April

Magazin vom 28.01.2015 41 Project

4 languages + 2 countries Volgograd and Berlin = 1 program During two encounters, youths explored the two cities, took thematic field trips, by Ragna Vogel and Anne-Kathrin Topp discussed various aspects of discrimination "Discrimination: Watch out!" That was and practiced using cameras so they could the call sent out by the Foundation immediately start their practical work. Remembrance, Responsibility and Future The result was to be a TV program produ- (EVZ) that prompted our project; we dealt ced together, in which the youth’s engage- with marginalization yesterday and today. ment with the topic of discrimination would The fact that we would learn a lot about manifest itself creatively in the form of ourselves and our own ways of seeing and interviews, reports, feature films and a talk acting became evident to us all – project show. leaders and participants – even in the In this sense, it was a well-known youth preparatory phase. exchange format that could easily be put 20 youths aged 13 to 17 from Volgograd/ into practice, based on our experience. Russia and Berlin came together in the ex- Yet the special feature and thus also the change project "4 languages + 2 countries = special challenge of the project was that some 1 program" with the goal of getting to know participants and project leaders were deaf one another and dealing, as a group, with or seriously hearing-impaired, while others questions such as: What is discrimination? were hearing. This meant a new experience, How do we experience discrimination in our not only in that participants were meeting everyday lives? How can everyone participle people from different countries, but also in society? What did marginalization mean because the youths and project staff came during the Nazi period? And what does that from four very different worlds – worlds to have to do with the situation today? The be discovered and especially to be linked. In project was organized by Sinneswandel – Germany as in Russia, deaf and hearing Förderung gehörloser und hörgeschädigter people often live separate, parallel lives; Menschen in Berlin GmbH (an organizati- thus, this constellation presented an on supporting deaf and hearing-impaired unusual situation that opened up new people in Berlin) in cooperation with three perspectives for everyone involved. partner associations in Volgograd: School of Four languages at a time General Education No. 92, Boarding School for Deaf and Hearing-impaired Children No. The greatest challenge for everyday work 7 and the nonprofit charity "Club UNESCO- was communication. For example, during Dignity of the child." group conversations, the often spontaneous and important contributions by participants as well as their expressions of thoughts had

Magazin vom 28.01.2015 42 Project to be translated at lightning speed into four when deciding on an occupation, going languages, as in a ping pong game: German, dancing, taking a bus or going shopping. Russian, plus German and Russian sign We found that each and every one of us has language. This required a lot of patience and experienced and can experience concentration on everyone’s part and when discrimination. Conversely, it was just as carrying out the project, we did so with as important for us to discover that we, too, few words as possible, working with a strong are capable of acting in a discriminatory visual focus instead. But the inclusion of manner. signs as well as gestures and mimicry helped The program in Volgograd people communicate with each other. The It was equally important for the project to hearing youths discovered very rapidly that avoid focusing on the marginalization of the this kind of communication offers a rapid deaf or other physically challenged people, means to connect people across language in order to prevent the social fabric within barriers; within a few days, they had already the group from weakening. In this context, mastered numerous signs. it quickly became apparent that the deaf The program in Berlin youths from Berlin considered themsel- Sightseeing tours through Berlin-Mitte ves less members of a discriminated mino- offered the first points for connecting to rity than of a subculture and wanted to be the topic of the project: Who offers tours in perceived as such. The visit to Volgograd sign language? Are the contents of a video provided numerous supportive points. For guide for the deaf just as extensive as those example, a talk show was organized with of an audio guide? Dealing with biographies deaf Russian people as guests, allowing eye- of people who were persecuted during the opening insights into their societal life. Nazi period for the most varied reasons was We met Andrei, the hearing-impaired the most suitable way to convey the impact professional soccer player and teacher, and danger of discriminatory behavior. In who encouraged the youths to pursue their addition to the workshop experience, visits dreams; Grisha, the deaf pantomime artist to the exhibition "Diversity Destroyed – who chose a form of performance equally Berlin 1933–1938" and to the Memori- accessible to hearing and to deaf people and al to the Murdered Jews of Europe trig- Andrei Bykow, longstanding chair of the gered a lively exchange about history. Association of the Deaf in Volgograd, who Another step in this learning process was a has been advocating for the rights and workshop in the exhibition "7x young – Your inclusion of hearing-impaired and deaf training ground for solidarity and respect" in people for more than 30 years. He repor- Berlin. There, we made cartoons dealing ted that there are now plans in Russia to with concrete forms of discrimination establish more inclusive schools for deaf in participants’ everyday lives, such as students.

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Different self-understanding The different self-understanding on Ragna Vogel is a historian, Anne-Kathrin Topp is a cultural manager. The authors developed the part of deaf people in Russia and in the concept and headed the project, a prizewin- Germany held potential for both conflict ner in the funding program EUROPEANS FOR PEACE in the program year 2013/2014. and intercultural learning: The former consider themselves to be no different from the majority except for being unable to speak as clearly. In Russia, schools for deaf or severely hearing-impaired youths focus on teaching spoken language. This is intended to enable them to integrate in the majority society with few complica- tions, but of course this can never be fully successful. In contrast, the German youth, with their self-understanding as a subculture, cultivate a self-confident approach to sign language and everything else that differentiates them from the dominant society. This difference surfaced in our project, for example, during a disco dancing evening organized by the participants themselves. Full of enthusiasm, the Russian youths turned off the lights; this made the atmosphere all the more exciting and people could concentrate more on the bass vibra- tions. The German group did not appreciate this approach, feeling robbed of the opportunity to communicate, since they rely on sign language. A positive conclusion Was all the work, the effort and the staff worth it? When participants were asked to assess the project, the answer heard far and wide was "I’d do it again!" And the team leaders took home numerous positive insights as well.

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Stars – beyond borders! group. Here, the team relied on substantial work on concepts of "cultural diversity" and by Katrin Schnieders anti-racist educational work. In 2013 and 2014, 50 youths and 12 adult The elaboration on the topic was almost Roma and friends from three countries took exclusively in the hands of the adult Roma part in the transboundary project "Stars participants, whose life experiences had an – Going Beyond Borders." The tri-natio- empowering effect on others. The manual nal project was conceived, organized and "Antiziganismus" provided helpful support carried out by the associations Balkanbiro on approach and methodology. In order to e.V. (Münster), L’artichaut (Marseille) and support group dynamics and enable parti- Vakti – it’s time! (Belgrade). Participants cipants to get to know one another, the or- grappled with marginalization, escape, ganizers designed a balanced program that deportation and the fears associated with included recreational activities (swimming, these conditions. The project included barbecue, canoeing …) along with content- two encounters between young Roma and related workshops. friends from Germany, Serbia and France. Workshops The youth talked about experiences of discrimination related to their (cultural) In addition to workshops on backgrounds and probed their memories, discrimination, there were elective work- coached by a trainer. shops (dance, theater and video/media). These options were introduced to the young The project included artistic, social and participants at the beginning of the week. cultural elements, using video, dance and Content-related topics that arose during the theater. By talking with contemporary program were taken up, explored further witnesses, seeking out traces of the and dealt with using artistic means. past and grappling with the culture of commemoration, participants also con- Method: Theater sidered underlying historical con- Among those running the Münster ditions. The results, documented in workshops were a theater teacher, a media photos, videos and audios, were used in edu- trainer and a dancer. Lisa Kemme relied cational workshops on discrimination. on Augusto Boal’s forum theater method: The preparation of the project concept The youths reenacted their experiences on tapped into knowledge about (media-) ped- stage and the public could intervene and agogy, sociology and social-policy as well as change situations or suggest possible solu- intercultural pedagogy and partnership- tions to a problem. This method strengthens based neighborhood projects. The topic self-esteem and demonstrates opportunities "being Roma" was a guiding theme throug- for intervention against discrimination. hout the 12-day program and addressed the

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Method: Dance Conversations with eyewitnesses The dance group worked similarly: Two youths and one staff member took Participants chose a particular situation part in a continuing education program on of discrimination, expressed it forceful- interviewing eyewitnesses in spring ly using body language, and then choreo- 2013. On the basis of their insights and graphed a dance. The second encounter in their integration of media-pedagogical Belgrade enabled participants to colla- methods, all the conversations and interviews borate with the city’s performance group conducted were developed together with "Roma Sijam," which won fame in part the youths. In Münster, the young partici- through the Serbian version of the X-Factor pants met with Horst Lübke, a local Sinto casting show. The entire workshop team in who is advocating for the rights of Roma Serbia was staffed with young Roma, whose and Sinti and their recognition as victims of lifestyle and biographies made them role persecution under the Nazis. A large part of models for all the participants. In Belgra- Lübke’s family was murdered in the camps de, performers from "Roma Sijam" really and he himself experienced discrimination put themselves and their experiences as de- as a child in the 1960s in Münster: Some of portees from Germany into the workshops: these experiences had striking similarities They worked with the youths to develop a with those of Roma youths in Serbia today. professional choreography on the topic "Svi The youths also met Leslie (Lazlo) Schwarz, a smo isti!" (We are alike!) and turned their Hungarian Jew and Auschwitz survivor. varied experiences of discrimination into a With both these eyewitnesses, the youths performance. had intensive and rewarding discussions. Method: Video In Serbia, Borka Vasic accompanied the During the first encounter, the video team entire group to the former concentrati- developed a film script and storyboard that on camp Sajmište in Belgrade. Eleven would help them present the project work. members of her family perished during World The result was the documentary "Grenzen- War II, some in this camp. Borka Vasic also los werden" ("Becoming boundless") by recalled the post-war period, the Yugoslavian Thomas Hackholz. In Belgrade, the video conflict and the living conditions of Romni team – which I guided together with direc- today in the slums of Belgrade. tor Sami Mustafa – developed interview The youths also interviewed Stanka Sinani questions and a concept for filmic portraits. (72) and Sofia Kaplani (75) from the Roma In addition, filming was conducted during neighborhood of Zemun, asking about workshops and the encounter was docu- the post-war period and various periods mented in photos. of Roma migration, as well as about the establishment and development of the Roma

Magazin vom 28.01.2015 46 Project settlement Vojni Put. ways of life. Since the youths have been ex- Looking back changing a information and greetings on Fa- cebook for a year already, in a mix of langua- The fact that youth from three countries and ges, one can deduce that they are interested entirely different realities came together in long-term contact. Some are apparently for one week, communicated in four langu- even putting a greater effort into learning ages, lived in close quarters and expressed English, French or German. They have ex- their enthusiasm for the encounter despite a changed addresses and arranged visits for packed program can be considered a resoun- the coming year. ding success. Many friendships were formed and many participants recognized – or Media skills rediscovered – the Romanes language as Some participants discovered new modes something special, a very useful cultural of self-expression through the project. By asset. Some Roma youths were astonished approaching interview techniques step by at how well they could communicate with step, preparing journalistic interviews and Roma from other countries; others lear- making audio field recordings, the youths ned how important their language is and learned to address the public through expressed the desire to become more media and to present the project’s proficient in it. contents. The films, radio programs and artic- In fact, the project’s future orientation les help spread the word about the project and functioned not only at the personal level, anti-discrimination work and offer support but also on the content level: Participants to other discriminated minorities. Some took their lessons home. One reported how youths from Germany are now even showing she intervened in a history class when her the films and running workshops at schools. teacher failed to mention the extermina- Students receive methodological tips and tion of Sinti and Roma during World War support from a trained media educator. II. Another said her self-esteem as a Roma Publication of the project results in German society had greatly improved. In June 2014, "Stars – beyond borders" won Two participants wanted to include the third prize (worth 500 euros) in the KICK experience of this week in their upco- competition sponsored by Münster Public ming studies of sociology and anthropolo- Utilities. The youths received the prize du- gy and planned to stay longer in the Roma ring a major award event. KICK magazine settlement in Belgrade. Many are keenly will include a contribution by the youths interested in continuing the project. The on the topic of "Roma discrimination." The young Roma from Germany and Serbia film about the project – "Grenzenlos wer- would also like to visit France for a longer den," or "Becoming boundless" – has been period and learn more about their friends’ shown to the French and German public

Magazin vom 28.01.2015 47 Project several times; since July, the film has been "Eyes open – mit anderem available with Serbian subtitles. Further Blick" – A report on screenings and submission to film festivals Ahava-love beyond ideology: are planned. a transnational project

The author works in many-faceted projects with By Jens Aspelmeier several institutions. She expresses her In the summer of 2013, twenty-eight opposition to the deportation of Roma through active political work as a German and Israeli students began to see filmmaker and media trainer. their own and foreign social environments from a different perspective during the course of two school exchange projects. Who is in? Who is out? Why is this so and why does it have to be like this? After two encounters of two weeks each, it became apparent that "love" is fundamental to resistance against discrimination. "... I think that during the three and a half weeks that we spent together, I became aware of how many different people live in this world and that each one of us are simply human beings. As clichéd as this might sound, I think it describes best what I was able to take from the project." (Marie, 16 years old) Such basic insights may sound trite, as the student herself observes. But they in- dicate the potentially reflective influence of intercultural exchange. Students rarely ponder past and current social challenges in daily (history) classes. Forms of general discrimination also have virtually no effect on their everyday life. In the artificial classroom environment, they generally take their cultural and historical givens for granted. They do not ask themselves, for instance, how a certain image of Israel has entered their minds or why Holocaust remembrance in Germany differs from that

Magazin vom 28.01.2015 48 Project of other nations. It is simply much easier for possible at that location. them to consider such questions in an experi- In this way, for 28 youths and their project ential exchange with peers and eyewitnesses guides, this became a good foundation on from other cultural contexts. How they ex- which to build towards the central questi- perience and grasp the issue of discrimination facing them: What empowers people to on and its historical dimension and make it resist socially accepted discrimination their common history, a shared history, can against certain groups? For this questi- be outlined in the following transnational on, oriented towards resources and action, project, "Ahava-love beyond ideology:" the aspect of "Love" formed a central point Project launch on neutral territory – of contact. It is clear that love of human- we are all strangers here kind – especially directed toward a foreign For most participants, the project starts counterpart – is a force that allows people with a 14-day encounter in Israel. They ea- to become aware of exclusion and discri- gerly look forward to the first meeting, ba- mination, especially in times of social and lancing expectation against reality. The fac- political crisis. It strengthens one‘s ability to tual, thematic preparatory phase fades into resist the urge to discriminate and reveals the background. A neutral location helps alternatives. Young women and men of both this sensitive phase for both groups in two countries, in search of their own identity, ways. Firstly, the notion of German youths can introduce their own personal experien- as foreigners and the Israeli youths as the ces beyond all ideological issues. in group (or vice versa) doesn’t work here. What empowers us to resist socially That kind of imbalance would hamper an accepted discrimination against unbiased encounter. Secondly, each group certain groups? (and the project supervision) experiences Participants probed this question as it being foreign and "other" in an elementa- applied to the Nazi period by conver- ry, everyday sense. Everyone has to orient sing with eyewitnesses and conducting themselves within the new environment in research at memorial sites (Yad the same way. A subtle introduction to the Vashem, House of the Ghet- issue, such as asking a simple question, to Fighters). And as regards current offers numerous formal and informal discrimination, they discovered which sec- opportunities to converse. It also affects tors of society were being marginalized in group bonding, which is advantageous for both countries and became aware of tho- the joint project. For our project, the de- se who are combating this discrimination: sert was the ideal point of departure for re- Those most likely to speak out for peace and search. No-frills accommodation, unaccus- reconciliation in Germany were students of tomed climate and unfamiliar food enabled color and asylum seekers, and in Israel it memorable shared experiences only

Magazin vom 28.01.2015 49 Project was parents who had lost their children to to have the "last word" – "After all, we‘re the the Israeli-Palestine conflict. The unusual ones who have to be on the stage." And they story of Yehudit Arnon, a Holocaust survi- take initiative when it comes to research. vor and founder of the Kibbutz Dance Com- They ask the eyewitnesses unexpected ques- pany, was another striking example of the tions. These are critical questions, but they power of love. sometimes go beyond the subject at hand. The (historical) personalities, with their Still, the youth always show genuine inte- possibilities, their activities, restrictions and rest in each person‘s destiny. For the large interrupted lives provided orientation and team of teachers, choreographers and docu- opportunities to reflect on life choices. The mentary filmmakers it is a challenge to limit youths came to the realization that people their role to that of project participant and and to "love thine enemy" then as now is not source of inspiration. It was the dominant about keeping a commandment, but rather concern expressed during the nightly team about understanding emotional bonds that meetings: How to create the proper expe- people need to maintain the ability to re- rimental space in which the young people sist. Participants either identified with, or could move freely. rejected, past forms and strategies for co- A team is a team is a team* ping with everyday life and managing con- In addition to meeting the day-to-day chal- flict. Through the change of perspective, lenges of engaging a lively group of young they created important prerequisites for the people in project work, a key to the success emergence of a deliberate and justifiable of the school exchange project was in the identity. formation of an international team of edu- Creating an experiential space cators, artists and organizers. Without an for young people understanding of the learning process and The young participants are getting exci- continual compromising on its content and ted about the premiere of their perfor- methodological design, the experience out- mance. They have been rehearsing their lined above could not have succeeded. For piece for two days and keep changing the the team to entrust particular professionals choreography on their own and taking over. – and occasionally others – with a satisfac- They don‘t like the original title of their tory task was both an enriching experience dance project, "AHAVA – Liebe beyond and continual challenge. Familiarity and ideology,” anymore and without further ado trust were quickly established through each they change it: "Eyes open – mit anderem colleague having a turn at being a guest and blick" is the new name. They strive to achie- a host. ve a balance between project goals and their own interests. Time and again they demand

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Authenticity of the discrimination linguistic proficiency to engage in differen- experience – biographical accesses tiated discussion using a common third lan- Encounters with people and their different guage. And a public performance should not situations and lifestyles cause a change in only contain speech. All partners involved perspective among the youthful partici- in the project agreed that a (modern) dance pants, bringing them closer to their counter- performance satisfied their quest for an un- parts. Being able to empathize with the other spoken form of exchange and reflection. requires emotional support. A classroom Professionals with the required skill and situation often falls short, with its purely experience helped with the choreography. cognitive approach to the topic of discrimi- With their help, the young participants pre- nation through literature, statistics and life sented their results on stage as a dance the- stories. What really opens up the opportu- ater performance. The first provisional per- nity for further steps in objective/cognitive formance took place in Israel, the second, work is an encounter with a living, authentic extended version in Germany. The youths subject (especially in the eyes of the young were thrilled with the idea of our filmma- person). It is important to mitigate the risk kers combining the performance with the of over-identification with the witnesses and day-to-day project work to create a visual always to counteract generalization of their collage that could be shown time and again experience. in neighboring schools. Their aim is to con- vince more classmates and other pupils to Don‘t talk: dance! take a different perspective, to be convinced "What exactly are we doing here?" The through the power of love. It gives them a skepticism expressed during the first dance chance to proudly present their creation classes vanished as the groups became fa- as a reminder of shared experiences and miliar with each other and started develo- gives them a reason to stay in contact as a ping dance sequences. They find out how to German-Israeli group. experience each other by expressing them- * Note: The following persons are jointly selves in movement without words. Even- responsible for the development, implemen- tually, they understood that even research tation and success of the project beyond its results were "danceable." Language barriers main focus: in a project with German and Israeli participants were a central concern from the start. Dr. Jens Aspelmeier; Dr. Astrid Greve, Promising "cultural dialogue" requires a Oberstudienrätin (German/ Evangelical form of expression beyond the lingual. On Religion) at Ev. Gymnasium Siegen- one hand, cultures don’t speak. It’s people Weidenau, research focus: commemoration; who speak from different cultural contexts. Torsten Heupel, Studienrat (Geography/ On the other hand, most people lack the Sport) at Ev. Gymnasium Siegen-Weide- nau; Michelle Mitz and Enad Tachnai from

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Ramot Hefer High School, Maabarot. Bereshit – "In the beginning…" Choreography: Sharon Assa, Israel and Ulri- A German-Israeli project about ke Flämig, Berlin. Film: Felipe Frozza, Ber- forming images of each other lin. by Karina Lajchter Further literature: The First Book of Moses describes "the Astrid Greve: Zachor – Erinnern lernen. Aktuelle beginning" both simply and poeti- Entdeckungen in der jüdischen Kultur des Erin- cally: "In the beginning, God created the nerns. Berlin 2013. heavens and the Earth." (In the beginning – Günter J. Friesenhahn (publisher): Praxishandbuch bereshit in Hebrew.) At the end of world’s first Internationale Jugendarbeit. Lern- und Handlungs- workweek, Adam saw the newly crea- felder, rechtliche Grundlagen, Geschichte, Praxisbei- ted light and everything seemed clear and spiele und Checklisten, 3rd print run, Schwalbach/ unambiguous. Yet the world’s three Ts. 2007. major monotheistic religions – Judaism, Christianity and Islam – follow their own Vadim Oswalt/ Jens Aspelmeier/ Suzelle Boguth: Ich interpretations of what happened after dachte, jetzt brennt gleich die Luft. Transnationa- Abraham became a patriarch. A le historische Projektarbeit zwischen interkulturel- trigger of misunderstandings, and also ler Begegnung und Web 2.0. Wochenschau-Verlag, irreconcilability. Schwalbach i.T. 2014 (=Forum Historisches Lernen). 5770 years later – in the year 2010 of the Gregorian calendar – 15 high school students from the Hermann-Böse- Gymnasium in Bremen made their way to the Dr. Jens Aspelmeier is Educator with Special Responsibilities at the Department of Didactics Holy Land, and 15 Israeli students from the of History at the University of Siegen and Reali-School in Haifa came to Bremen. All teaches German and history at the Evangelical Gymnasium Siegen-Weidenau. His research were 15 to 18 years old. Their main task focuses on extracurricular places of learning, for the yearlong project was to exami- archival education, history / new media and caring for the poor in the early modern period. ne each other’s perspectives on Israel and Germany. Based on newspaper articles and man-on-the-street interviews, the students elaborated the common images of Germany and Israel, whether in media or in the minds of the public. The work focused above all on grappling with one’s own attitudes and prejudices. The idea was to raise one’s own awareness. In the beginning – bereshit …

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Three project phases scheduled appointments with them. In the first phase (research in the form of in- The second phase (examining and terviews, photo documentations), the young evaluating the results, turning them into a people gathered information in their home performance and conducting research for countries about popular images of the other a film) took place in Bremen, together with country. The Bremen students looked into the students from Israel. The 15 youths from the media images of Israel (e.g., in newspa- Haifa arrived for their week in Bremen on per articles and cartoons). Then they asked November 18, 2009. The groups soon headed what people of different ages think about out for their filming and interview locations. Israel. The survey was recorded on came- Whether with the president of Bremen’s ra and was intended to provide the basis parliament or a former kibbutz resident for a theater performance. All results were – the interviews were extremely open and evaluated during the regular meetings and honest. The third day of the trip was compared with each student’s own image emotional – a joint ceremony in the former of Israel. Since contradictory information concentration camp Bergen-Belsen. It was and a lack of knowledge often led to more a tough test for the tender bonds of new questions, the students met with experts friendship. Now, the groups seemed to such as Dr. Hartmut Pophanken, a histori- be working on their projects with even an who had traveled to Israel several times greater dedication. The Israeli students and could draw upon a rich repertoire of shot film and conducted interviews. The experiences. In this way, a "dress rehearsal" German youths continued to develop their of the theater performance emerged, with theater piece. On the next-to-last day of the focal areas including settlement policy, exchange, the German group presented water management and security wall. their first ideas to the Israelis. There were These issues reflected the images gleaned tears, incomprehension, anger on the part from media and interviews. During the of the Israeli youths. Did the image of rehearsal phase, the youths made initial Israel that had emerged from the research – contacts with their partner students in Haifa settlement policy, the building of the wall, via Facebook. water management, discrimination of Meanwhile, the Israeli students developed the Palestinian population – not corres- three ideas for screenplays aimed at depic- pond to the facts? In spite of strong emo- ting Israeli images of Germany today. The tions and initial speechlessness, something rough drafts were to be completed during wonderful happened. After ten minutes, the the first meeting in Germany, with sequen- students sat down in a circle: two groups ces filmed in Germany (Bremen, Berlin, that suddenly saw each other with new eyes. Bergen-Belsen). In addition, the German The first words came out with difficulty. youths sought interview partners and The Israeli CHARGE: "That isn’t what our

Magazin vom 28.01.2015 53 Project country is like!" The German ARGUMENT: traced to the Haifa of today. With every "But those are the answers we found here." new piece of information, the youths delved Israeli REQUEST: "Come visit us, see for deeper into the personal history of Lea and yourselves!" By grappling critically with the her mother, Emma, piecing together a new presented views and exchanging ideas about image of Israel. Ideas for scenes developed, them, the youths were right in the middle gradually forming a whole. At the same time, of the project and the Middle East conflict the students developed their own perspecti- itself. What is true, what is falsified? Where ve on Israel, its history and the related sen- is criticism legitimate, where is it not? The sitivities. The initial disappointment after first German-Israeli meeting in Novem- the failed performance idea led to many new ber 2009 ended with this recognition: This insights but especially this one: In order to performance concept won’t work as is. live in peace, we have to talk – not wait in What now? silence. That is why the title of the new play was "Emma’s silence." Thank God, the contact between the youths intensified and the German students were Back in Haifa, the Israeli youths were poring eager to experience Israel and its people. over their film material, trying to implement But they had to find a new concept for their their screenplay in the editing room. Three theater performance. ideas for films were born: TRAVEL LOG – a documentary about their trip; THIRD A modified research question was now to GENERATION – about an Israeli student be at the center of the German part of the and her grandparents compared with a project – more personal, closer, more German student and his grandmother; and emotional: What comes to mind, to you CHANGES – the lives of two German kib- personally, when you think of Israel? That butz residents. was the starting point. The students began to look for people who could tell their own Joint presentation stories about Israel and its people. One In the third and final phase (presentati- story stood out because it started before on of the video-theater performance) in World War II and still continues: the story mid-May 2010, the results were presented in of a woman seeking her father: the story of Haifa. The 15 German youths flew to Haifa the German woman Lea. to visit their friends on May 11, with high An exciting investigation began: expectations and a new play. The idea of the Conversations with eyewitnesses, research one-year project had been to get students on the Internet and on the ground shed to liberate themselves from the imposed light on the gruesome events between 1933 perspectives of media and society and to and 1945 and brought a story of guilt and develop their own positions using film atonement to light, a story that the students and theater. In the final joint workweek

Magazin vom 28.01.2015 54 Project in Israel, the German youths used every gave the youths from Germany and Israel the opportunity to get to know the country and its opportunity to break with outdated stereo- history. This intensified their friendships types, to develop their own ideas, their own and opened new perspectives. And everyone image of the other country and to express was very curious to see the results of their this creatively. In this way they realized their research: the play and the documentaries. very own vision of tolerance, friendship and May 16, 2010 was the big presentation peace on stage and in film, framed by a mu- day in Haifa’s theater. Christian Weber, tual agreement: Friends have to speak the president of Bremen’s parliament, had truth – even if it is sometimes painful. traveled to Haifa for the occasion. The evening began with the documentary . THIRD GENERATION. The experiences of the first generation filled the documentary The author worked at the Hermann-Böse-Gymnasium [high school] in with anger and sorrow. Caught up in these Bremen at the time of the project and is now a emotions, the grandchildren tried to find the teacher at the European School in Luxembourg. words to enter into dialogue. TRAVEL LOG – is a filmic diary about the trip to Germany that looked unflinchingly at the first conflict; and CHANGES hinted at the altered image of the other. The play "Emma’s silence" explored this image through a true story and ended with a surprising twist: Lea actually finds her father, her mother’s husband, the Jewish man who once loved a Christian woman – almost 50 years on, in the cemetery of Haifa. Conclusion To return to the introductory words: Sometimes, the first impression of an issue can turn out to be much more complex than anyone had thought in the beginning. A second and third look are often essential in order to avoid misunderstandings and irreconcilability. Clarity requires a sympathetic light. In any case, the encounters in Bremen and Haifa and the joint work

Magazin vom 28.01.2015 55 Recommended teaching methodology More than culture – experience and their personal questions; Diversity awareness in for another, it enables them to experience international youth work the substance of the work in a multi-faceted way. The manual thus offers opinion leaders By Anne Lepper the opportunity to reflect on their own work, For organizers of and participants in to shape it anew and to place it within a the- international youth encounters, cultural oretical context, independent of their own exchange and meeting people from other pedagogical knowledge. countries are often their main interest. In Learning about differentiation, power, the process, the nationality of participants prejudice and discrimination are always may unintentionally take center stage and key. Youths should learn to perceive and obscure individual characteristics. Modern accept experiences of complexity and concepts of intercultural youth work there- difference. After all, the perception of diver- fore attempt to achieve so-called diversity- sity confronts many youths with their own aware education. The educational processes insecurities. Reflecting on this should help thus initiated are supposed to show that not them understand and dissect their own all people in one country are the same or prejudices. In this way, youths can come embrace the same norms and ideas. Rather, to perceive themselves and their counter- diversity-aware educational concepts aim parts as complex individuals and avoid one- to clarify how people benefit from or are dimensional oversimplifications during in- disadvantaged by a "national culture." The ternational youth encounters. mechanisms behind static understandings Making anti-discrimination a of culture that are reproduced daily – whe- topic of discussion ther consciously or not – are to be reflected upon in conversations, in practice and sim- It is not enough to merely accept diver- ply in spending time together. sity: This alone does not solve problems confronting the "others" in a homogene- What is "diversity-aware ous society. If one conveys the ideal of a educational work"? colorful world without confronting the In her newly published manual "more than marginalization and disadvantage faced culture – Diversity-aware education in by some, then existing structural problems international youth work," author Anne are pushed to the side and ignored. For this Sophie Winkelmann provides insights into reason, the author points out that the theory and practice of diversity-awa- diversity-aware educational work must re education. The approach she sets forth always be coupled with anti-discrimination has multiple perspectives. For one thing, it work. In this way, youths learn about the enables people to start dealing with the to- advantages of a heterogeneous society and pic in a way that is adapted to their own

Magazine 01/28/2015 56 Recommended teaching methodology also gain an awareness of the significance approaches attempt to present "natio- of positioning within a society and how this nal culture" as a "culture of dominance" may affect how a person is perceived. with all its contradictions, and to sharpen Avoiding pigeonholing awareness of commonalities. The culture of a particular country thus does not appear to A person’s positioning and his or her be a fixed, unchangeable entity but rather alleged membership in one or more groups a dynamic and participatory platform. In creates the image of a society divided into other words, diversity-aware education can clear categories. The goal of diversity-aware make clear to youths that a uniform under- education is to reflect on this "pigeonho- standing of "culture" does not exist in any ling" and to show that the dominant catego- country but that many different perspectives ries are artificial – created by people in the and notions coexist. Focusing on the subject more powerful position. In this societal or- and its individual experiences and belon- der, a person must often choose one positi- gings also counteracts the danger of cultura- on over another. Such differentiations often lizing one’s counterpart. In this context, in- involve value judgment and classification as ternational youth encounters provide a good "normal" and "not normal." Diversity-aware opportunity for jointly recognizing the com- education involves recognizing mechanisms plexity of societies and cultures and for as- of dissemination and helping people escape king critical questions. the pigeonholes in their own minds. Through this or that lens "Classically" intercultural and/or diversity-aware?! In other words, the goal of the diversity-aware approach is to enable Pigeonholing and discrimination are of- youths to look through different "lenses." ten based on the notion of a "national cul- The point is not to deconstruct differences ture," according to which individuals are between people from different countries seen as representatives of their culture but to place the differences and commona- without consideration of intra-societal power lities in different contexts, thus developing relationships. People are thus defined so- starting points for reflection, exchange and lely via their supposed belonging to a cul- joint learning. According to the author, this ture, and their behaviors are interpreted makes clear that the causes for challenging accordingly. Therefore, the goal of situations and conflicts must often be seen "classical" intercultural approaches is in the context of structural aspects rather often to impart understanding for what is than through the cultural "lens." "foreign," to create encounters between various cultures and to strengthen intercultu- Theory and practice ral competence. In contrast, critical inter- Besides an extensive theoretical cultural concepts as well as diversity-aware introduction to the topic, concepts and

Magazine 01/28/2015 57 Recommended teaching methodology various scientific discourses, the manual manual describes numerous methods also provides a multi-perspective approach suitable for diversity-aware education. The to a diversity-aware stance in practice. The exercises, which are described in detail, can be author makes clear how important the three adapted individually to the needs and pillars of the diversity-aware approach interests of the group in question. Va- – self-reflection, process orientation and rious factors such as age, group size, self-organization – are, especially for language competence and individual ability to seminar leaders. That includes not only concentrate are taken into account. The reflecting on one’s own actions but also methods provide a good opportunity for constant and open debate between the supporting process-oriented work within various team members. In the manual, a seminar; however, they do not replace it. questions at the end of each paragraph ena- For this reason, methods should be selected ble readers to confront their own emotions and used deliberately. and attitudes. The chapter "The role and Conclusion self-understanding of seminar leaders" also The manual is an up-to-date, critical enables readers to grapple with their own and multifaceted approach to modern, roles in relation to colleagues and partici- diversity-aware educational work in pants. In this way, inherent power struc- the context of international youth tures can be reflected that arise from the encounters. The combination of theoretical sometimes-discriminatory relationship bet- deliberations and understandable "transla- ween adults and youths, also called adul- tions" into practice enables readers to work tism. In order to counteract power structu- through the manual with practical appli- res within an international youth encounter, cations in mind. The interactive structure the author recommends unconditional ap- permits readers to take on the contents ac- preciation of everyone involved as well as cording to their own level of knowledge and strengthening the position of young partici- their individual interests without having pants by promoting participation and self- to follow the chronological sequence of the organization. In addition, if seminar leaders chapters. The manual, which Anne Sophie consider themselves "learners," this reduces Winkelmann developed in collaboration power imbalances within the group. Inten- with a four-person editorial team, makes a tionally permitting conflicts to play out and clear case for combining theory and practice actively slowing down processes of learning in pedagogical work. and working can also have a positive effect on group dynamics. The handbook Anne Sophie Winkelmann (2014). More than Culture - Diversitätsbewusste Bildung in Methods der internationalen Jugendarbeit. Bonn, is published In addition to the various theoretical and online in German and thereafter in English. practical approaches to the topic, the

Magazine 01/28/2015 58 Recommended website Current surveys on protection on the situation of so-called minorities in the of minorities in Europe European Union. They included studies on the situation of Roma, violence against wo- By Nadja Grintzewitsch men and hate crimes against Jews. The FRA Approximately every second LGBT also offers educational materials concer- person in the European Union was a victim of ning human rights, for example on the legal discrimination in both 2011 and 2012. LGBT situation of refugees at Europe’s southern persons identify themselves as lesbian, gay, sea borders and on the legal capacity of per- bisexual or transgender / transsexual. Very sons with intellectual disabilities. few of those affected by discrimination Resources for drafting laws reported these incidents to the police, at the EU level believing this would have no effect and even While the statistical surveys do not always fearing homophobic or transphobic assaults include all endonyms (e.g. intersexuals and by police. Yenish people are missing) or sometimes This is the result of an EU-wide online survey contain debatable terms, they do provi- carried out from April 2 to July 15, 2012, by de relatively reliable sources to policy ma- the European Union Agency for Fundamen- kers, e.g. for rethinking anti-discrimination tal Rights, also known as the Fundamental legislation. Though the FRA itself cannot Rights Agency (FRA). In total, 93,079 LGBT draft laws, it can provide concrete recom- persons took part in the study, which was mendations based on studies it conducts. prompted by a query from the European These are included in its publications. There Commission. are no independent studies on the influence Depending on the country of origin, 30% that FRA surveys and recommendations ac- (Netherlands) to 61% (Lithuania) of the tually have on EU policy makers. However, LGBT persons surveyed were victims of it stands to reason that the influence is con- discrimination in the 12 months preceding siderable. the study. With 46%, Germany scored only The FRA’s studies are available in many slightly below the EU average of 47%. The languages, always including English. In study also found that the number of trans addition, the so-called factsheet provides persons who fell victim to physical assault a two- to four-page summary of the results was above average. in the most commonly spoken European Online publications of the languages. The FRA’s publications can Fundamental Rights Agency be sorted by language, publication year, theme (e.g. rights of the child), type (e.g. The Fundamental Rights Agency was factsheet, handbook) or the fundamental founded in 2007 and has conducted several rights covered (equality, freedoms, dignity). surveys in recent years that cast a spotlight

Magazine 01/28/2015 59 Recommended website The publications are also interlinked, so that further relevant search results are displayed when a certain study is retrieved. Areas of application Knowing about the publications of the Fundamental Rights Agency may be important for knowledge multipliers in the field of education with respect to various working methods. The publications provide sound background information in diverse areas that lend themselves to discussions in youth groups. Terms and abbreviations that are not immediately obvious to everyone are clarified and defined in the publications. Another advantage lies in the statistics and study results on the situation and legal status of certain so-called minorities within the EU, which are usually up to date. In some cases there is even a short (English- language) video that provides information on the initiation and implementation of the study or summarizes the most important results using diagrams. Young people inside or outside school who want to or are supposed to conduct research on the subject areas mentioned above will certainly find answers on the FRA’s site. Teachers and others who take an interest are also well advised to browse the most recent publications on a regular basis.

Magazine 01/28/2015 60 Recommended teaching materials

All different – all equal A major advantage of the site is that it tries, mainly in the second chapter, to define and By Nadja Grintzewitsch delimit terms relevant to human rights Knowledge multipliers in the field of education (intolerance, discrimination, education who organize an internatio- xenophobia, racism...). This is done in an nal youth encounter for the first time are accessible manner, without sounding too faced with a multitude of tasks. Besides the scientific, and is thus particularly suited organizational details, such as travel, for young people. One might ask, however, accommodation or meals for the why only anti-Semitism is mentioned as a participants, which of course have to be separate field, but not antiziganism, arranged way in advance, at some point anti-Africanism or homophobia. the organizers confront the question of In the first two chapters, explanations are how the concrete implementation of the regularly punctuated by reflective questi- project should look. What content should the ons ("What forms of discrimination exist? participants develop, what group sizes are to What is the difference between a refugee be expected? How can one in fact work with and an asylum seeker?"). The text often does young people who speak many different not contain answers to these interposed languages in a best-case scenario? Which questions; rather, the readers are encoura- common language does one agree upon? ged to think about them or to do their own Which pedagogical methods can and should research. Some examples of questions are: be applied? "If a child is born to a foreign couple in your Different yet equal country, what citizenship does it have?" or "How many people actually make up a My link recommendation concerns the minority?" Thus, the questions are not English-language educational tool "all merely factual, nor are they loaded; they are different – all equal," which was created phrased to be open. by the European Youth Center in Budapest and was made possible by funding from the The third chapter also deserves special men- European Union. People who already work tion. Here, knowledge multipliers may find with intercultural groups or want to do so new suggestions for icebreakers, introduc- in the future find a range of suggestions for tion games, role-plays etc. They will be gra- implementing their projects here. Three teful to find a comprehensive introduction chapters deal with different approaches to the methods presented and general tips to the overarching themes of diversity, for the organizers on implementing an in- anti-discrimination work and human rights tercultural educational program. education and present concrete methods for working with young people that can also be put to use in adult education.

Magazine 01/28/2015 61 Recommended teaching materials

GIMA – group atmosphere, image, of) popularity of the respective persons. mechanism, act In the "Eurojoke Contest" (Level I&M The methods are classified according to the 4), which takes 45 minutes, preselected letters G (group atmosphere = improving "normal" jokes as well as jokes about group dynamics), I (image = working on the minorities (including vegetarians, pop stars, image the participants have of other cultures politicians) are to be rated individually and and countries), M (mechanisms = investiga- analyzed together. This requires a warm-up ting the causes and mechanisms that lead and preceding discussions among the parti- to discrimination) and A (act = possible ac- cipants, so that stereotypes in the jokes are tions for social change based on equality and not merely reproduced but critically reflec- acceptance). There are also four different ted. A goal of this method is that participants learning levels, where Level 1 corresponds raise their voices against discriminatory to a short activity and serves as a warm-up, "jokes" in the future, whenever they hear whereas Level 4 requires the ability to con- one. centrate, prior knowledge, more effort to These and other pedagogical methods are prepare and usually more time to complete. presented in detail on the website, including This classification makes it easier to deter- a description of how to proceed, recom- mine the most appropriate method for the mended group size and expected duration. group at hand. An annotated link list contains additional Two methods information on international youth The method "Personal Heroes" (Level organizations in the fields of sports, media, I&A 2) asks each participant to think of a education and many other subjects. The personal role model and to talk about their only downside is that the toolkit is availa- choice with the other participants. The ble only in English and French. On the names, nationalities and lines of work other hand, knowledge multipliers in (sports, music, politics) of the personal international youth encounters will tend heroes are to be collected on a flip chart. to rely on English anyway. Nevertheless, a Then the participants are asked to analyze translation into Spanish and German would in plenary whether certain trends can be be desirable for the future. observed (gender, nationality, age) and what the reasons for this might be. The aim of this method is for participants in intercultural groups to get to know each other better, talk about national role models and historical discourses and in a final step also discuss the role of the media in the (lack

Magazine 01/28/2015 62 Recommended teaching materials

Compass: A manual on human curricular education, school, university or rights education for young vocational training, the manual has been people useful in all contexts. For work with the 7–13 age group, Compasito, the "younger By Else Engel and Lea Fenner sibling" of Compass, has been developed. Anyone trying to orient themselves in The German edition of Compasito appeared the area of practical human rights educa- in 2009. tion consults Compass, the best-known Although, or rather because many of the international educational manual for young exercises have very detailed descriptions, it people in or outside the school setting. The is necessary to tailor them to the context and manual doesn’t just provide lots of exercises; the needs of the students. This is a challenge it contains an introduction to human rights for the educational facilitator, particularly as education, tips for practical human rights Compass claims to be suitable for educators training and suggestions as to applying what regardless of experience or prior knowledge. has been learnt and background informati- While the manual does provide information on on key human rights themes. on many aspects of practical education, in Compass was first published by the Council practice, however, what’s often required is of Europe in 2002 and thereafter translated detailed knowledge of, for example, human into more than 30 languages, including Ger- rights. man. In 2012, a revised and updated editi- Examples on was released, but until now this has only Take the exercise entitled Dosta! It addres- been available in English; a German version ses the subject of memory in connection is expected this year (2015). with discrimination. The idea behind the Useful in all contexts exercise is to heighten public awareness of the It’s certainly worth taking a look at the persecution of the Roma and Sinti new edition. It provides about 60 exer- during World War II. It aims to create an cises and methods, more tips, especially for awareness of all victims of National schoolteachers, and an improved overview, Socialism, of human dignity and justice, which at more than 600 pages is a welcome while developing skills that can be used feature. Alongside rights for people with in human rights work. The complexities disabilities, freedom of religion and belief, inherent in issues of discrimination, other subject areas such as remembrance genocide and historical background assume have been included for the first time. a significant level of prior knowledge on the part of the educator. What’s more, unlike Compass is aimed at an international political and intercultural education, for in- community of educators in a variety of stance, historical learning is not treated as teaching contexts. Whether it be extra-

Magazine 01/28/2015 63 Recommended teaching materials a related discipline, however convincing the initiating changes beyond the actual learning connections to it may be. Work on another situation. international manual is being carried out Conclusion at present, under the direction of Didak- As the Compass authors state, the manu- tik der Geschichte at the Freie Universität al sets out to provide orientation only, and Berlin. This manual is explicitly dedicated to cannot map out the path educational work human rights education and historical should take, nor does it wish to do so. That learning and could supplement Compass on task remains – despite all the practical tips this subject in the future. and information gathered in one publication Another example is the exercise "Let’s talk – a formidable challenge for educators and about sex": the choice of terminology – practitioners. admittedly not always easy – is The first Compass has grown into an inter- inconsistent and often inappropriate. The national family of publications on human exercise has participants reflect on attitudes rights education, with many offshoots and toward sexuality and homophobia, using generations. Though this might be confu- an anonymized version of the fishbowl me- sing, it is a positive sign of a growing interest thod. However successful the exercise might in human rights education and of the many appear as a whole, the concrete choice ways the content in Compass can be imple- of terminology in the description of the mented. goals is questionable. Paula Gerber (2013) points out the inappropriate use of the term Literature and links

"sexual preferences," as it is now universally Compasito: Manual on Human Rights Education recognized that sexual orientation is not a for Children. Bundeszentrale für politische Bildung. matter of choice. On the other hand, in the Europarat, Deutsches Institut für Menschenrechte, chapter entitled Discrimination and Intole- 2009. rance, the term "sexual orientation" is used. Compass: Manual for Human Rights Education with Even use of the expression tolerance is not Young People. Europarat, 2nd revised and updated unproblematic from a human rights point edition, Strasbourg 2012. of view; in this context it is much more a matter of respect and recognition. The first version of Compass (2002) is available in English, German, French, Russian and Arabic. The manual’s action-oriented focus fortunately ensures that it never loses sight Freie Universität Berlin: Historical Learning meets of the main goal of human rights educa- Human Rights Education - Exploring the History of tion: to foster a culture of human rights. National Socialism. There is even an entire chapter dedicated to possible activities and the practical application of lessons learned by way of

Magazine 01/28/2015 64 Recommended teaching materials

Gerber, Paula. Review of ‚Manual for Human Rights Education with Young People‘ by Patricia Brander et al, Council of Europe, Strasbourg, 2012, 19(1) Australian Journal of Human Rights 199, 2013.

Kompass: Handbuch zur Menschenrechtsbildung für die schulische und außerschulische Bildungsarbeit. Bundeszentrale für politische Bildung, Europarat, Deutsches Institut für Menschenrechte, 2005.

The authors work for the project "Historical Learning Meets Human Rights Education," based at the Friedrich-Meineke-Institut (Didaktik der Geschichte), Freie Universität Berlin. The two women have already worked for several human rights organizations, including Amnesty International, UNESCO and the Deutsche Institut für Menschenrechte. Their joint initiative is called "right now."

Magazine 01/28/2015 65 Recommended reference book Difficult questions in "Difficult Questions in Polish-Jewish- Dia Polish-Jewish dialogue logue. How Poles and Jews See Each Other: A Dialogue on Key Issues in Polish-Jewish By David Zolldan Relations." The book was created in coope- Of rifts and bridges ration with the American Jewish Commit- tee and was funded by the International The rediscovery of century-old Jewish tra- Holocaust Remembrance Alliance, among ditions in present-day Poland is proceeding others. The project aims to support coope- in small steps, against the backdrop of the ration between Jews and Poles. It is inten- National Socialist annihilation of Jewish ded to enable understanding of unfamiliar life; the leveling of culture by state socia- perspectives on history, politics and every- lism; and the deep rifts of suspicion due to day life. pogroms after 1945, collaboration and sheer indifference of Christian Poles toward Jews. Difficult questions? Helpful answers! To be sure, the Museum of the History of The 50 questions are organized into seven Polish Jews in Warsaw was opened in categories. The one containing the most October 2014 after many years of planning. questions by far deals with the time of the But what about current religious and cultu- National Socialist occupation and perse- ral Jewish life in Poland and the perspecti- cution in Poland. The remaining catego- ves of Polish Jews today? The NGO "Forum ries are "Memory and knowledge about the on Dialogue Among Nations" is dedicated Holocaust," "Present-day Poland and the to building bridges through dialogue to Jews," "Jewish presence in contemporary overcome stereotypes and prejudice. It Poland," "Present-day Israel," "Judaism and uses seminars and exhibitions to confront Jewish culture" and "Future." In the catego- anti-Semitism and to further its pedago- ries "Present-day Poland and the Jews" and gical work for tolerance and open Polish- "Jewish presence in contemporary Poland" Jewish dialogue. It also regularly organizes the book, on the face of it, deals with Polish- exchange programs between Polish and Jewish history and relations. However, it is mostly US-American Jews and youth of value also for young people and influen- exchange programs between Polish and tial educators coming from other contexts. (Polish-) Jewish adolescents. Recurring Besides providing answers to questions questions that were evidently of particular about such problems as collaboration, ques- concern to the young people, the "difficult tions that can readily be integrated into the questions," were culled from these exchange respective experiential and national context, experiences. Experts in the field of Polish- it also provides general answers about reli- Jewish relations provide answers to these gious, historical and political aspects. This 50 questions about the experience and per- includes questions about the origins and ception of the supposed others in the book triggers of anti-Semitism, about the role

Magazine 01/28/2015 66 Recommended reference book of women in Judaism, about the Israeli- at http://www.difficultquestions.org; it con- Palestinian conflict, about the Israeli cur- tains all 50 questions as well as eight sample riculum on the Holocaust and whether the answers. The book has about 260 pages and Holocaust could have been prevented. As can be ordered in print at a very low price the answers to some of the questions touch from various established vendors. The NGO on the content of other answers but were "Forum in Dialogue Among Nations" also provided by different authors, there are offers workshops for students based on the sometimes slightly different nuances. An book "Difficult Questions." These include example is afforded by Israel Gutman’s "Criticism of Israel or Anti-Semitism" and answer to question 6 ("Why did Poles "Anti-Semitic Graffiti." collaborate with the Germans in persecu- Contact: ting Jews?") and Wladyslaw Bartoszewski’s http://www.difficultquestions.org answer to question 7 ("How did Poles be- have during the Holocaust?") with their [email protected] respective positions on the assessment The printed English edition can be ordered e.g. by of Polish collaboration with the German email from [email protected]. crimes against Jews. However, these os- tensible contradictions can be put to pro- ductive use for discussions, by emphasizing multiperspectivity. Application Appropriate in both language and content for advanced students and educators who are both interested and influential, "Difficult Questions" fills a dialogic void as a resource and serves as an introduction to different perspectives on Polish-Jewish history, politics and everyday life – even beyond Poland. In a school context, "Difficult Questions" could be employed not only in history classes but, thanks to the English edition, also in English classes. In 2006 the book was published in Polish, and Hebrew followed. Thus, the book undoubtedly also serves as a good preparation for all participants in international youth encounters with the partner country Poland. A free sample is online

Magazine 01/28/2015 67 Recommended teaching materials

Anti-discrimination work on Chapter 1: Reflections on human dignity Roma and Sinti in Europe and Case Study 6: Images of Roma – continui- By Constanze Jaiser ties of discrimination One key area in international youth work about discrimination concerns ways to The first resource offers an opportuni- address the subject of minority groups. The ty to come to grips with the concept of largest minority in Europe is made up of human dignity and, as a group, to arrive at a the many different communities of Roma positive definition and focus on European and Sinti, which are grouped together (not efforts and measures aimed at protecting uncontroversially) under the general human dignity. A timeline showing the most heading "Roma." Their history and culture significant human rights developments is now the subject of numerous political since 1945 helps users form a concise pic- campaigns and educational resources, along ture of historical milestones in defense of with their experience of exclusion culmina- minorities and key information on ting in the murder of their families by the European institutions. National Socialists in a brutal genocide, By contrast, the case study is concerned which many Roma and Sinti refer to as "Po- explicitly with the exclusion of European rajmos." Their exclusion in many European Roma and Sinti: Starting with the cont- countries continues to this day. Several re- rast between self-images and frequently sources that are suitable for international (re)produced as stereotypes, the voices of youth work [meetings] and available online Roma and Sinti themselves are heard. They are recommended here: report on their experiences of discriminati- An online module about on (past and present) and on their too often human dignity and images of unsuccessful efforts at obtaining compen- Roma and Sinti sation for the injustices they suffered under National Socialism. First up is an online module in English concerning historical learning and human The entire online module is available in rights, commissioned by the "European English. Information on its production and Union Agency for Fundamental Rights", objectives can be found in the introduction. developed by the "Agency for A Video – "We call ourselves Roma" Historical, Civic and Media Education" in Another good, concise introduction to cooperation with the "House of the the subject of Roma and antidiscrimina- Wannsee Conference". Two chapters are of tion work is the video, in English, entitled particular relevance for work on discrimina- "We call ourselves Roma," in which the tion then and now: Romanian Roma woman and human rights

Magazine 01/28/2015 68 Recommended teaching materials activist, Margareta Matache of Harvard (EU citizens) chooses a public park as University, provides an introduction to their temporary residence during the sum- Europe’s largest minority. mer. This situation leads to controversy The video is on the "Facing History Forum." among the local residents, shopkeepers, the police, the city administration and other Accompanied by music, maps and stakeholders. The game simulates a well-chosen historical and contempora- roundtable discussion with seven different ry photos, the video highlights various interest groups. European countries, explains the origins of the Roma and Sinti peoples and provides a Objective brief historical overview. The aim of the game is to reach a The "Dosta" toolkit consensus among all the parties involved. The agreement should include concrete One useful, English language resource is the steps and measures. "Dosta" toolkit, published by the Council of Europe, Roma and Travellers Division. The material consists of prepared role cards and possible action cards; the "Dosta" is a Romani word meaning "enough," latter can be used to impact the course of the and the toolkit is intended to familiarize discussion. Also included is background non-Roma people with Roma culture. information on freedom of movement for EU The second chapter in particular, "Is citizens and the situation for Roma, as well as this a stereotype? A tool for fighting information on human and fundamental stereotypes towards Roma" (pp. 19-33), rights relevant to the situation. clearly explains 16 common stereotypes that Lastly, there are educational guidelines and could form the basis of discussions when a timeline to help facilitate the roundtable. working with young adults. Another section The suggested game duration is four hours deals with ways to prepare and carry out an maximum. antidiscrimination campaign; numerous useful tips are listed, from a planning The simulation game was developed by checklist to producing a video, to public re- Humanity in Action in cooperation with lations work. planpolitik and funded by the foundation "Remembrance, Responsibility and A case study on Roma migrants: A Future" [EVZ] and the [German] Foreign simulation game for use in youth and adult Office. It was inspired by a real-life event education and is available in English. This game provides insight into the issues From personal experience I can of Roma migrants. The scenario is set in a certainly say that this method is an enti- fictitious German town. In the absence of rely worthwhile enterprise. In spite of the proper accommodation, a group of Roma

Magazine 01/28/2015 69 Recommended teaching materials seriousness of the subject, a simulation game such as this always contains an element of fun and the opportunity to get to know other players and discover hidden talents. Last but not least, the change of perspective and options for action afforded by the role cards lead to a critical reflection of one’s own position and to personal empowerment, which could even encourage someone to start up their own campaign.

Magazine 01/28/2015 70 Recommended website Biographical narration on choreography of a narration, is lost where discrimination and genocide of the excerpts are very short. Roma and Sinti Many key themes are addressed, among them Roma and Sinti life at the begin- by Constanze Jaiser ning of the 20th century, the antiziganistic Giving memory a future measures of the National Socialists, depor- The website Giving Memory a Future: tation and mass shootings, life in the con- The Holocaust and the rights of Roma in centration camps and the culture of denial contemporary Europe was produced in of the genocide by the majority society. The 2012 with support from the International Roma and Sinti origins, their self-image, Holocaust Remembrance Alliance. It was their culture, language and music are also developed in English and Italian by the USC dealt with. Finally, contemporary issues are Shoah Foundation and the Centro di Ricerca addressed under the heading of "Today… sulle Relazioni Interculturali in Milan. Ongoing Issues." They include the human right to work, education and health, and The multimedia platform has three headings European measures taken to promote social on different subjects: integration and protect minorities in Euro- - History and memory pe. In each case the situation in Italy is co- - About the Sinti and Roma vered in greater depth. - Today …ongoing issues The site is easy to navigate and one can imagine using it when working in tandems What is outstanding throughout is the at international youth meetings. variety of multilingual interviews with members of this minority group. The se- The fate of European Roma und Sinti quences have English subtitles and can be during the Holocaust shared and even downloaded via Facebook, This portal is in English, German and Linkedln, Twitter and Wordpress. French and provides historical information Biographical information on the interview- about the Roma and Sinti for teachers and ees can also be downloaded. This is all ac- students. companied by chronological information, The responsible author is Dr Gerhard historical documents and an image gallery, Baumgartner, the renowned scientific di- as well as suggestions for further reading. rector of the Documentation Center of The unmistakable advantage of this websi- Austrian Resistance (DCAR), who compiled te is the variety of European voices that can this documentation with a team of interna- be heard. The disadvantage, one that has tional experts. It receives support from the been hotly debated for years by scientists, Austrian Bundesministerium für Bildung is that the continuity of an interview, the und Frauen, the Fondation pour la Mémoire

Magazine 01/28/2015 71 Recommended website de la Shoah, Paris and the International Ho- locaust Remembrance Alliance. Six biographies of Sinti and Roma The material comprises five chapters, which The exhibition Romasinti.eu, which has are ready for use as worksheets and research been online in English since 2012 with tools for historical-political education work: subtitles in German, Dutch, Czech or Polish, - The situation of European Roma and narrates the stories of six children: Zoni Sinti at the beginning of the 20th century Weisz, Kristina Gil, Elina Machálkova, Set- - The fundamental elements of the tela Steinbach, Amalie Schaich Reinhardt persecution and exclusion of Roma and and Karl Stojka. The choice of languages Sinti long before the National Socialists corresponds with the background of these came to power Roma and Sinti children (Holland, Poland, Czech Republic, Germany and Austria). - The radicalization and systematic persecution by the National Socialists The story is partly narrated, additional material such as photos and documents is - The most important examples of targeted available and a glossary provides explana- genocide carried out by the National Socia- tions on the text. lists and those fascist organizations associated with them The online exhibition was developed by various partner organizations working with - The situation of the survivors of the the history of World War II. Once again, the genocide, their fight for recognition and sponsor was the International Holocaust financial compensation, and the culture of Remembrance Alliance and the foundation remembrance. "Remembrance, Responsibility and Future." To supplement the eyewitness reports, de- Conclusion tails on background literature (catalogued by country) and glossary, information is The site is quite appealing. The black given about the 35 locations where Roma background and melancholy music are a and Sinti were murdered. matter of taste. But the flash programming could quickly become problematic for many The teaching manual adds to the available browsers, and above all is not suited to all educational material with suggestions for monitor formats. On the whole, the focus on individual work (using the website, photos just a few impressive stories works well – and biographies) and tips on working me- and with such elegant navigation and clear thods. A German discussion of the website, design, there is no rush to leave the site. The written by our colleague Birgit Marzinka, site can certainly be recommended as a good can be found at "Lernen aus der Geschich- introduction to the subject, reaching the te". user at the emotional and cognitive levels.

Magazine 01/28/2015 72 Recommended website "You’re different?" – Historical tongue or to date outside their minority. learning on discrimination and And all this because they came from a persecution employing web 2.0 different religious group than the majority, methods or had a handicap, or because their family was simply not considered "German." By Constanze Jaiser "Are you different?" "You’re different?" – an online exhibition about young people during the Nazi peri- But what were they really like? What kinds od – is a website project of the Foundation of people were Sima, Gert, Sophie, Ursula Memorial to the Murdered Jews of Europe. and Vitka? What was important to them? It attempts to link historical learning about How did they live? They, too, had dreams, National Socialism with current questions of fears, desires and convictions. What human rights education interactively, using happened to them when the Nazis took web 2.0 methods. power, or later, when the war broke out? And above all: Were they able to fight back? It portrays 33 youths and children from Did survive the terror and violence? across Europe who were marginalized and persecuted during the Nazi period because This online exhibition "You’re different?" they were "different." provides answers to these questions and allows visitors to pose questions of their "You’re different!" is a damning indictment own. Five spotlights illuminate the lives of of National Socialism. It was a verdict these youths. passed arbitrarily against millions of people, with fatal consequences. Those persecu- Marginalization and ted as "different” were suddenly faced with discrimination today prejudice, betrayal, prohibitions and "Being different" or "considered different" hateful behavior, war and concentration are themes that accompany all the life camps. They were forced to deal with this stories included on the website. But does marginalization: "You’re different," "You the question "are you different?" play a role don’t belong!" today, too, in the lives of youths? Who else The children and youths introduced on this feels different? Are you different from your website were at the mercy of this changed friend? Different from the way you wish you situation. It wasn’t long before they were were? Different from how other people want barred from school, or were bullied by you to be? classmates. Their own neighbors or friends In the section "showing what I think" suddenly marginalized them, or even ("participating"), there is space not only for reported them to the authorities. Some comments on the life stories of the youths were not permitted to speak in their mother presented, but also for commenting on one’s

Magazine 01/28/2015 73 Recommended website own experiences and on the topic of "being this website to be made accessible in other different." Creating a personal profile is languages as well, as it is a very useful tool for simple (also possible on Facebook); it the topics mentions above, has an appealing provides access to the "presentation" design and is well-suited for tandem-style function and offers the possibility of historical-political education. collecting images and documents that are Contact: then available for the presentation. Users Dr. Barbara Köster can work on their presentations and share them, or print them as PDFs. Tel. +49(0)30 – 26 39 43 – 36

Diversity on display Fax +49(0)30 – 26 39 43 – 21

Most important, users can leave E-Mail: besucherservice[at]stiftung-denkmal.de personal statements on the site, such as examples of how people can stick up for others; examples that may fit the biography of one of the people portrayed, but also those that project results from international youth encounters. They can take the form of collages of images, audio and video clips, digital storytelling, graffiti, etc. All comments and contributions appear as an accompanying gallery on the biography pages, but especially on the home page: The "galaxy of stars," composed of colorful pixels, appears to drift into our world from outer space. Finally, a second, contemporary level emerges, or, to use the same metaphor: a second galaxy with "satellites" arranged around the five symbolic images and catch phrases related to the historical biographies, reflecting the thoughts, opinions and feelings of today’s youth. Conclusion Some of the biographies already exist in an English-language version. As yet, they are unpublished. It would be important for

Magazine 01/28/2015 74 The next magazine "Den Holocaust erzählen?" will be published on February 25, 2015.

Credits

The Agency for Historical, Civic and Media Education Dieffenbachstr.76 10967 Berlin http://www.lernen-aus-der-geschichte.de http://www.agentur-bildung.de

Coordination: Ingolf Seidel Editorial Staff: Nadja Grintzewitsch, Dr. Constanze Jaiser, Anne Lepper und David Zolldan

This edition of our magazine is funded by the Foundation "Remembrance, Re- sponsibility and Future" (EVZ). You can use the articles of this magazine for non-commercial educational purposes by citing the author and the source.