OUR MUSLIM NEIGHBOURS
|
|
TOLERANCE AND UNDERSTANDING: OUR MUSLIM NEIGHBOURS |
|
| Activities » The Netherlands |
Results of the Dutch Focus Group on Promoting DialogueIt was felt that a focus group was needed to gather information from the field regarding existing dialogue activities, the roles of different organisations in those activities, ideas and suggestions on the development of educational material and on the development of pilot-projects. The focus group members (see appendix A) were all sent a questionnaire that formed the basis for the focus group meeting of July 3, 2003. The questionnaire distributed amongst the focus-group members offers some interesting insights into the obstacles and possibilities of inter-religious dialogue in the Netherlands. The most important conclusion is that all respondents agree that adult education can play an important and positive role in promoting and broadening dialogue between Muslims and non-Muslims. A full overview of the questionnaire results can be found in appendix B. 1. Preconditions The responses to the questionnaire and further interviews with the respondents
show that the preconditions for promoting and broadening dialogue are
not only important, but also extremely complex, due to the many contradictions
in the field. There is, on the one hand, the belief that fundamental values,
such as openness and respect, and the creation of safe places in which
opinions may be shared, are enough to create a truly mutually accepting
society. Yet, on the other hand, the belief exists that we need to actively
combat social exclusion mechanisms and discrimination and that more understanding,
tolerance and mutual acceptance can only be reached through social and
judicial equality. At times these two approaches seem to contradict each
other, while they may also be combined to enhance progress. Maybe, politicians
should be more cautious in using the term ‘Muslim’ in relation
to specific groups who needs special attention. They should ask Muslims
for their contribution and role as active citizen in society in stead
of belonging to a ‘nearly integrating problem group’. At judicial
level each kind of discrimination should be registered and combated. 2. The role of adult education All respondents agree that adult education can play an important and positive role in promoting and broadening dialogue between Muslims and non-Muslims. The exact role of adult education depends on how the position of Muslims is viewed in relation to non-Muslims, as shown in the table below:
Adult educators who follow the ‘equal’-school of thought run the risk of alienating a large section of Dutch society consisting both of Muslims who believe their social position to be lower than that of non-Muslims – a belief accentuated by the upcoming Arab European League (AEL) – and of non-Muslims who supported Pim Fortuyn’s statement that Islam is a ‘backward culture’. Despite their totally different backgrounds and interests, both groups are fervently opposed to the idea that Muslims’ position in society is equal to that of non-Muslims. Exchange between participants (learning through experience) is an important aspect of adult education. Learning is not a natural process and is influenced by a variety of interests. For example, it is in the interest of Dutch authorities that conflicts are kept under control and in the interest of Muslims that fear of Islam is dispelled. It is therefore important that participants make their personal interests explicit. 3. Target groups Adult education can play a role in revealing mutual relations in society by introducing terms such as fundamentalism and terrorism to the discussion and by inviting – and perhaps even challenging – Muslims to explicate what Muslims want. Such open discussions can help adjust mutual prejudice. Yet it is not immediately clear on which target groups adult education should concentrate in order to promote and broaden dialogue between Muslims and non-Muslims. Here too, we discover two approaches, as shown in the table below:
Opinions are divided regarding the question whether or not it is necessary to work in gender specific groups or not. The general advice is to approach each situation separately and to make decisions based on the objectives of the course or activity. It is interesting to note that a large group of adult educators wants to target young-adults. The first (badly integrated) generations seem to be passed over quite easily. Considering the strong preference for the mixed-approach, one would expect more openness to age-mixed groups. A mix of old and young can stimulate a continuous circulation of experiences in the total population Although the mixed-approach seems to be favoured as a method to promote dialogue, it is important that adult education keeps the potential and needs of the participants in mind. Starting in homogenous groups is for some a useful and necessary step towards working in mixed groups. The choice of participants and the decisions whether or not one will start with a homogenous group also depends on the subjects that will be debated. When discussing female emancipation, it is important that the participants have realized a certain level of empowerment within their own ethnic group. Another important consideration is language proficiency. Language problems can make communication between Muslims from different countries difficult. When working in a mixed group one must agree at least on a collective language. 4. Activities The most popular instruments for dialogue promotion, which are also considered to be the most effective, are theme-meetings and joint meals, closely followed by creative activities and theatre- and music-festivals. These form a well-known combination of activities through which multiculturalism is known to flourish. Volunteer work was also mentioned as an effective activity, especially in the cases where cooperation is necessary and achievements are reached together. Creative activities are especially popular amongst younger participants and meals form good starting (promoting acquaintances) and closing activities (celebrating the achieved results). However, these kind of activities can also exclude people who don’t like these activities. There are doubts about the effectiveness of the more educational activities, such as courses, study groups, and user-panels. These activities are often considered to be slightly awkward, while dialogue activities should primarily resemble daily practice and encounters. There are also doubts about activities based on mass media and internet-computer-technology (such as internet newsgroups and phone-circles). Internet chat rooms and public debates are most of all resolutely rejected, or strict rules should be implemented and observed. Public debates are considered ineffective because they often lead to exclusion (with well-spoken and bold participants dominating the discussion) and to polarisation. Although public debates work well on television, they do little to combat existing prejudices. The most appealing activities are characterised by concrete results, such as enhanced social participation, strengthened self-confidence and further developed competencies. The obstacles to realizing results can be divided into social and personal factors, as shown in the table below:
Somebody remarks that the question is implicitly addressed more to Muslims as to non-Muslims. She emphasises that it is also important to investigate the motivation of non-Muslims: such as improvement of social contacts, declining alienation, etc. 5. Collaboration Dialogue activities can only succeed if the target groups themselves are actively included in the activity. Activities must also be as accessible as possible: neighbourhood debates, parental participation in education, through club life or interest groups. But most importantly, dialogue activities flourish in a climate of cooperation and increasing social support. The different religious and cultural organisations must be included, as well as a wide spectrum of educational organisations, community centres, community development work, parent-, senior and youth organisations, local politicians, social work, sport organisations, support organisations for ethnic minorities, churches, mosques and the local authority. The most important questions are how these collaborations can be realised. The questionnaire responses on the role of the own organisation differ strongly. For example, education is not considered core business at all by the ‘Steunpunt Minderheden Overijssel’ (support organisation for ethnic minorities), while ‘Osmose’, although it does not consider itself a promoter, initiator or partner in education, does see a role for itself as executor, process-supervisor and supporter; ‘Stimulans’ in turn sees a variety of roles for itself, but not that of initiator or executor; ‘Multiple choice’ claims to be able to fulfil all roles; ‘Kerken in Actie’ (Churches in action) state that they are and always will be a ‘promoter’, working closely together with the ‘Raad van Kerken’ (Council of Churches) and the ‘Samen op Wegkerken’ and various national Islamic umbrella-organisations. AL NISA. a foundation for Dutch Muslima’s can contribute as promoter, as partner and as executer, but they are restricted in an initiating role because education is not their core business. The conclusion is that support organisations do not have an obvious, ready to fit approach. The roles they can play are largely dependent on the local balance of powers and the extent to which they can influence them. One organisation states that it is mainly the interest groups which define the agenda. There is general consensus that where Islamic umbrella organisations exist (such as in Rotterdam and The Hague) they should be included when developing activities. In cities where no such umbrella organisations exist, interest groups and community organisations can be important partners, as can national organisations such as Forum. The role of an organisation also depends on the available expertise. ‘Multiple Choice’, ‘Stimulans’ and ‘Kerken in Actie’ all had a lot of experience in organising and supporting educational activities. Other organisations, such as ‘Osmose’ and ‘Steunpunt Minderheden Overijssel’ had no such expertise. For an organisation as AL NISA the TUM project can create new opportunities. Examples of good practice dialogue activities that were mentioned in the questionnaire are:
The bad-practice examples that were given all did not include Muslims in the organisation of the activities and therefore quickly developed into a ‘talking about’ rather than ‘talking with’ Muslims. The respondents also identified some hiatuses in current practice, the three main ones being:
Respondents also noted that pilot-projects shouldn’t always take place in the large cities, but that attention should also be paid to smaller cities and towns. It would be interesting to develop pilot-projects in more rural areas through a collaboration of national organisations and to share widely the results of the pilots. 6. Educational material The respondents note that very little educational material is available. ‘Kerken in Actie’ are developing the video ‘Religion as a bridge’ and uses flyers with information on the subject and a script to organise activities. Other existing materials include productions by the Netherlands Muslim Broadcasting (Nederlands Moslim Omroep). Further on is mentioned:
Intercultural communication is considered to be the most important principle underlying educational material. Most of the respondents have no explicit request for educational material, but one is very explicit:
A practical handbook for setting up local projects is seen as a useful suggestion. Other ideas are game-, audio-visual and digital materials aimed at changing perceptions and combating prejudice. It is interesting to note that materials based on conversation and discussion techniques are not deemed important, partly because of the supposed low effectiveness of debate activities mentioned earlier. Only one respondent did stress this point as VERY IMPORTANT. Yet in the interviews with the respondents it does become clear that they are in need of conversation and discussion techniques that correspond with the needs and competencies of the target groups. When developing educational material, the most important aspects to consider are:
APPENDICES (A) The focus group members Focus group members who filled in the questionnaire:
Focus group members present for the discussion on 3 July 2003:
Focus group members who were not able to attend the discussion meeing
|
| 2003, Design by [vladi] |