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15
( ) See http://www.stichtingvreedzaam.nl online.
14 16
( ) See http://www.bounce-resilience-tools.eu online. ( ) See http://www.schule-ohne-rassismus.org online.
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the diverse identities and biographies Muslim European's identities, the history
making up most classes in Lisbon, of Srebrenica is rarely addressed in
Copenhagen, or Milan. All too often, history classes. Giving lessons on
histories of migration are addressed only Srebrenica in German, Austrian or French
in the context of conflicts, be they social, schools would convey an important
cultural or religious. Consequently, lesson: 'Your history matters'.
migration is not portrayed as a normal
Changing perspectives on European
feature of most European societies, but
history
rather as a problem and a cause for
Representation also implies narrating
concern. This also applies to the
European colonial histories as global
representation of Islam and Muslims in
history, including from the perspective of
European societies. Even in recent
colonised societies. Apologetic narratives
textbooks, Islam is often mentioned
of European colonial rule are still found in
primarily in the context of medieval
many national curricula. Not only are
history, with no links to social life in Paris,
these historically wrong, but they also
Berlin or Madrid today (17). Muslim
add legitimacy to extreme religious
students will hardly feel represented
propaganda that instrumentalises the
through these references to early Islamic
European history of colonial violence to
history or Islamic scripture. Representing
generate calls for revenge.
the diversity of biographies in 'globalised
classrooms' is crucial for students to Good practice: Zwischentöne / Nuances
identify with their school — and by — Teaching Materials for Classroom
extension — with society. This does not Diversity
mean that all stories and perspectives 'The internet platform provides teaching
represented in a classroom can be told; modules that represent and reflect this
representation often calls for choices to diversity. In view of the public
be made. In this regard, the history of the controversies surrounding Islam and
massacre of Bosnian Muslims in immigration, these topics lend
Srebrenica in 1995 is an example that is themselves to learning processes closely
rarely used, but would add important related to living environments and to
perspectives to the narratives developed stimulating the pupils' decision-making
in most curricula and textbooks. Although and negotiating skills' (18).
memories of Srebrenica continue to mark
17
( ) Georg Eckert Institut – Leibniz Institut – für
internationale Schulbuchforschung (2011), eine
hance auf ugeh rigkeit Schulb cher europäischer
Länder halten Islam und modernes Europa getrennt, 18
Brunswick, p. 3. ( ) See http://www.zwischentoene.info/english.html
online.
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19
( ) See http://www.ictcambridge.org online.
20
( ) See http://www.dialogmachtschule.de/ online.
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23
( ) See http://www.ufuq.de/was-postest-du-
ansaetze-der-politischen-bildung-mit-jungen-
(22) See http://www.kiga-berlin.org/ online. muslim_innen-online online.
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24
( ) See http://extremedialogue.org/ online.
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aim at fostering identification as German youth work programmes, social services, local
Muslims' (25). communities and the police are other players
crucial to interventions with radicalised
youngsters. Here again, prevention work against
d) Defining procedures, building
26 radicalisation does not need to start from
networks ( )
scratch. In most countries, networks and
While there is no single way to identify partnerships between schools, non-governmental
radicalisation processes, transparent structures organisations (NGOs), youth centres, local
and clear procedures are crucial for competent institutions and police already exist; in such
and sustainable responses. Such structures and cases, prevention schemes against (violent)
procedures are imperative for every institution of extremism should draw on existing contacts and
formal education, and teachers should be trained build on established trust and cooperation.
to follow them. These procedures will vary across
countries, educational levels, age groups and
stages of radicalisation. But they all have to
provide clear answers to the following questions: Recommendations
How to assess possible cases of radicalisation? Teachers and schools do not have to
Who is responsible for what, and when? To reinvent the wheel to develop effective
whom to report? Who to involve? How to follow strategies of prevention. They have
up? In addition to such procedures, it is crucial to ample experience in handling difficult
establish effective support structures for situations and conflicts, and this can
teachers, so they can provide competent counsel serve as a useful starting point for the
and psychological support. No less important is prevention of radicalisation.
vocal public and political support for the
Schools and teachers might reproduce
institution addressing cases of extremism within
discrimination and stereotypes. Teachers
its walls. All too often, schools are reluctant to
should be encouraged to critically reflect
take action against cases of radicalisation, fearing
on their own attitudes, and reconsider
bad publicity and a decline in student numbers. It
the messages they convey to their
is thus even more important to encourage
students.
schools to define clearing procedures prior to the
No student is invulnerable to
emergence of possible cases of radicalisation.
radicalisation. Teachers hence bear a
This also relates to the building of networks with
particular responsibility to notice early
other institutions, to allow for holistic and
signs of alienation and retreat, and to
multifaceted responses when needed. In fact,
respond appropriately. They should be
while schools are key players in such networks,
trained in the relevant procedures and
response structures to cases of (violent)
extremism.
25 Teaching is a powerful means to foster
( ) See http://www.ufuq.de/teamer_innen-
workshops-wie-wollen-wir-leben/ online. students’ identification with society; it
(26) See RAN policy paper 'Developing a local prevent should reflect the diversity of students
framework and guiding principles' online.
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