German Focus Group Meeting
April 7, 2003, Bonn
Participants:
Hayrettin Aydin (Stiftung Zentrum für Türkeistudien, Essen), Dr. Jochen Buchholz (Volkshochschule Bonn), Schech Bashir Ahmad Dultz (Deutsche Muslim-Liga Bonn), Dr. Klaus Peter Hufer (Kreisvolkshochschule Viersen), Rabea Müller (Institut für Internationale Pädagogik und Didaktik [IPD] Köln), Bernd Neuser (Beratungsstelle für christlich-islamische Begegnung der Evangelischen Kirche im Rheinland und der Evangelischen Kirche von Westfalen, Wuppertal), Dr. Beate Schmidt-Behlau (Institut für Internationale Zusammenarbeit des Deutschen Volkshochschulverbandes [IIZ-DVV]), Fawad Shams (Volkshochschule Köln), Mehmet Soyhun (Türkisch-Islamische Union der Anstalt für Religion [DITIB], Köln), Helmut Wießmann (Zentralstelle Weltkirche der deutschen Bischofskonferenz, Bonn)
On 7th April 2003, the German Focus Group Meeting was held in Bonn. Participants included experts from a wide range of institutions and organisations including representatives from Islamic organisations, the Christian community, as well members from the field of general and adult education.
The focus group meeting was organised under the framework of the project "Tolerance and Understanding - Our Muslim Neighbours" with the aim to determine the general framework of the relationship between different populations and faith groups in Germany. It has been sought to determine the social, political and legal conditions, that have to be taken under consideration regarding an improvement of tolerance and understanding between the Muslim and Non-Muslim population in Germany. The second aim of the focus group meeting was to determine the chances and possibilities to enhance tolerance and understanding in the field of adult education. With regards to the above, the experts were invited to contribute their knowledge and experiences in order to collect positive examples and to name existing deficits. The outcome of the meeting should form the basis for the development of guidelines and teaching materials, that will be tested in the further stages of the project.
The focus group interview approached three main questions:
- The general framework and general conditions that form the structure of the relationship between Muslim and Non-Muslim people within German society.
- Possible contributions of adult education to achieve enhanced tolerance and a better understanding between the mentioned groups.
- Defining guidelines for the development of teaching materials in the system of adult education.
PROPOSALS FROM THE PARTICIPANTS REGARDING THE STRUCTURE OF THE FOCUS GROUP:
It was proposed to enlarge the circle of participants by inviting a representative from the Jewish community. It was decided to invite the Jewish expert to the next upcoming meetings.
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The general framework (societal, social, political and legal) to be taken into consideration
Concerning the general framework of achieving Tolerance and Understanding between Muslims and non-Muslims, different aspects were mentioned.
Effects of globalisation
One expert underlined the growing debate on globalisation. In connection with terms like deregulation and liberalisation, globalisation has negative effects on the social state which shake the society in unforeseen ways. Globalisation has had a disintegrating effect on society. This implies that it hardens the process of including the masses into the education programmes, particularly, adult education. In addition this contributes to a negative financial effect on adult education. It was proposed to assess success of adult education programmes in achieving goals like dialogue between cultures under such circumstances.
Differentiation
Concerning the general framework and conditions, under which the relations between the Muslim and Non-Muslim population groups take place, the defining of a more differentiated terminology was demanded. The representative of the Catholic church emphasised that this should include the term "majority society". It should be noted that the majority society is not as homogeneous as it is often presumed and that it consists of very different orientations like atheists, bahaists, and representatives of other religions. Even the Muslims living in Germany are not homogenous as there are different orientations among them. Moreover, the other communities show a great variety of differences in terms of status in the German law. Some are here as refugees, some for work including those who are here as illegal workers. The framework should take into consideration the background of the people which, will be in the dialogue.
Legal status
It was suggested to assess the problems in the legal field that hinder a successful dialogue. The Muslim representatives in the group underlined the lack of an equal status of Islam in Germany, for instance in the statutory corporation law. Islam as a religion in Germany has not yet been provided equal status with Christianity and Judaism. One consequence of this is, that Islamic organisations are not able to open their own cemeteries or claim parts themselves to cover their special needs in existing ones, while the other two communities can. Another consequence of this is that for some services (consultation, social care) Islamic organisations are not offered any public funding and are not allowed to offer their services in public fields like in the army or pregnancy counselling.
Financial situation
Another important point seems to be the much weaker financial situation the Islamic community is experiencing in Germany. The fact that Muslims in Germany do not possess facilities, they can never be the '"host" but have to be the "guest" to practice dialogue and communications.
Prerequisites for equality
The other questions which were offered for the following discussions fall under the framework of how the Muslim religion was defined by the Church as well as defining the prerequisites which are necessary to achieve equality in the representation in public bodies, like radios.
Media
It was noted that the German media prepares content that neglects mentioning the holy days and symbols of religions other than Christianity.
Another participant rebuked the approach of the administrations for downgrading the issue to a mere integration and national security issue. Therefore, leaving organisations to prepare proposals, in this particular case, making use of multimedia devises could be a valuable method in a teaching dialogue.
Outreach and Language
The failure of adult education programmes in reaching the Muslim community was also noted. The mosque organisations did not take part in the learning and teaching process. The fact that the material was only in the German language was assumed to be another reason why it failed to reach people, immigrants in particular.
Identification
Particularly, for the Islamic society in Germany, the existence of an identification deficit was claimed. The reason for this deficit was asserted to be the lacking of higher authorities/institutions for Islam. It was proposed to consider this issue in the framework.
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Possible contributions of adult education for tolerance and understanding between Muslims and Non-Muslims
Concerning the chances and possibilities of adult education to improve the dialogue between the Muslim and Non-Muslim population groups, the following statements, comments and suggestions were made:
It was noted that the most important issue was to prepare material and find new methods of teaching in order to combat prejudice and claims of dominance. All religious groups from every denomination should be covered. Pedagogical and didactical guidelines for the educators in adult education should be developed.
It was formulated that adult education could fulfil, in a multicultural context: "learning by experiencing the differences". In this way, adult education could contribute to the development of an own identity, that does not degrade other identities.
One participant mentioned that he experienced that adult education cannot reach and influence persons with profound prejudice against immigrants and against people who are looked upon as being strangers. Empirical evidence shows that among those who support ultra right ideologies, a potential of 13% resist a change of opinion and behaviour. One very striking example for this, is the fact that xenophobic sentiments and behaviour in Germany is higher in those regions where the population (and the percentage to the total population) of immigrants is at its lowest, like in the Eastern provinces of the country. This shows that prejudice need not be the object behind peoples prejudice. However, in the society there is a significant number of people who show potential in wanting to commit themselves in social and societal matters. Adult education should be able to reach this segment of society to improve the relations among the different faith and belief groups and fight the prejudices.
Particularly for the Islamic society, the definitions of social state, society and democracy should be made according to the Islamic tradition. The assumption that it can help to justify the German state and society in their eyes, should be made thus enhancing their feeling of association to the state, and developing their wish to contribute to German society.
In order to widen tolerance and understanding in the society in general it was mentioned that it would be necessary to reach members of political parties.
While discussing the failure of adult education programmes in reaching the Muslim community, it was recommended that specific joint programmes for and with mosque organisations should be considered, and that presentations of other programmes should be provided for the mosque communities. Thus, the communities will have taken a direct part in the learning process and have had the chance to talk about themselves. Another option was to print bilingual material.
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Guidelines, methods and material in the area of adult education
The third focus of the meeting was laid on principles and guidelines, that should be taken into account to improve tolerance and understanding among the different religious and belief groups in the society. The experts were also asked to make proposals concerning the development of teaching materials in adult education.
Participation
It was highly stressed that scholars, not administrators or politicians should decide on the material and the methods. Concerning the development of teaching materials in order to improve the dialogue and tolerance among different faith groups it was underlined by one expert, that the different faith and belief groups should present their own pictures prepared by themselves not by experts from other cultures.
Pedagogical approach
As a general guideline one expert named the strengthening of the differentiating approach. The teaching should not be instructive and especially not moralising. The aim of achieving tolerance and a better understanding could be reached in a creative, humorous and reciprocal manner of learning. Intercommunication between teacher and pupil should be achieved instead of the current non interactive teaching. And a differentiated approach on the issue of Islam should be provided, which does not only address the problems created by the 11th September.
Being authentic
A representative of the adult education centres emphasised the importance of authenticity in the process of learning. Instead of learning about a topic in a conventional manner, elements to which one can relate to personally should be used and be integrated into the process of learning. An example highlighted were forms of learning involving meetings with people from different backgrounds.
Certification
It should be noted that programmes that offer diplomas or certificates would be more appealing.
Training of staff
It was proposed to organise briefings for the educational staff in the institutions and organisations of adult education to promote tolerance and understanding.
In order to be able to support this and address issues like the above, meetings should be organised. Here questions which require urgent attention, for example, communication between cultures in Germany, can be tackled. Teachers and scholars should also be part of this forum.
Didactical proposals were made to improve the relations between the different faith groups in the society. To become a naturalised and equal member of the society in general, Muslims should also be in a position where they can ask and learn about the religion and culture of the majority population. It is often the case that the majority is making the effort to learn about Islam but intercultural dialogue is best improved if this is done As a proven didactical method the team teaching method as a principle of inter-religious and intercultural learning should be used.
New forms
Observing decreasing interest to the traditional practices of inter-religious dialogue (like conferences on Islam) one representative from the Evangelist church proposed thinking of new activities for interfaith relations. As an example he mentioned guided city tours in designated areas which are being successfully practised in some cities. Another positive example is the co-operation between the adult education centres and mosque association.
Models
It was recommended as a concrete proposal to analyse existing programs and models from other countries. Especially the anti-racism programs, that are carried out in the USA were mentioned and also models of anti-racist education that have been developed were instanced.
It is important that indications of differences and observations should not be neglected. The possibility of organising projects including the youth from different cultural backgrounds participate was mentioned. These projects should be global of nature and intellectually stimulating, for instance, the promotion of a project for Muslim and Christian youth for the redevelopment of Iraq.
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