Download discrimination: watch out from idea to project

Funding programme of the Foundation EVZ
DISCRIMINATION: WATCH OUT
Projects on exclusion then – and now
FROM IDEA TO PROJEC T
International Youth Encounters in the Programme EUROPEANS FOR PEACE
3
CO N T E N T S
4 ��������������������������� Foreword
6 ��������������������������� Welcoming remarks
8 ��������������������������� Introduction
17 �������������������������� Discrimination, Disenfrancisement and Persecution as the Subject of
­Historical Project Work – Topics and Learning Potential for Critical
­Historical Consciousness
by Oliver von Wrochem
2 7 ������������������������� Diversity-consciousness means critical of discrimination!
Accompanying learning processes in international youth work
by Anne Sophie Winkelmann
36 ������������������������� From Idea to Project – Checklist
41 ������������������������� The Funding Processs
53 ������������������������� The Foundation Remembrance, Responsibility and Future
5 4 ������������������������ Imprint
4
Foreword
Dear Readers,
In 2015 the Foundation Remembrance, Responsibility
and Future celebrates the tenth anniversary of the
­international exchange programme EUROPEANS FOR
PEACE. The programme EUROPEANS FOR PEACE promotes
research-based learning through international youth
­encounters. Young people from Germany, the countries of
Central, Eastern and South-Eastern Europe as well as Israel
are called upon to actively explore the crimes of National
Socialism and to ­engage on present-day human rights
­issues though transnational partnerships. In the process,
they make an important contribution to international
­understanding – a matter that’s more important than ever.
F ore w or d
On this occasion, we are presenting our programme ­brochure
in a new format. First, you’ll find details on the current
project theme, “Discrimination. Watch Out! Projects on
­exclusion then – and now.” An introduction to the theme
outlines the different aspects of discrimination, and texts
by experts highlighting the unique features of the projects
focused on historical and contemporary issues. Furthermore,
practical tips and the presentation of select exemplary
projects should help to support successful applications
and project implementation in the future.
A particular strength of EUROPEANS FOR PEACE is the
sustainability of the programme. In a counselling seminar
designed specifically for the programme, project partners
receive substantive and methodological training and advice.
We thus enable these projects the opportunity to further
develop their partnerships. These sustainable effects are
also of central concern to the Stiftung EVZ. Since its
­establishment in 2005, the programme has supported
577 projects with around EUR 7.7 million.
The programme EUROPEANS FOR PEACE operates under
the patronage of the Federal Foreign Minister Frank-Walter
Steinmeier, to whom I would like to express my sincere
thanks. I would also like to thank the members of our jury of
international experts, who independently advise the Board
on the selection of projects, as well as the EUROPEANS
FOR PEACE team, for all their work.
I am always impressed by the extraordinary dedication and
inventiveness of young people. So above all, I want to express
my appreciation for all the engaged young people and project
leaders: Your commitment and willingness to get involved
in addressing the histories of injustice and in overcoming
discrimination today is essential for the realization of a
common, responsible future in Europe, which is key to
­addressing the challenges of flight, migration and integration.
I wish you a stimulating read.
Yours sincerely,
Günter Saathoff
Co-Director of the Foundation Remembrance, ­
Responsibility and Future
5
6
Welcoming remarks
Ten years of EUROPEANS
FOR PEACE – now that is
a reason to celebrate.
When we inaugurated
this ­international youth
­exchange programme of the
Foundation Remembrance,
Responsibility and Future
in 2005, we could not have
imagined what would come
out of it. Today, we know
that thousands of young Europeans have written a real
success story with their incredible shared commitment.
For this, I offer my sincere congratulations. I’m also rather
proud of having been a patron of this wonderful program
since 2008.
If it were not for the EUROPEANS FOR PEACE programme,
we would have to invent it today. The programme has taken
up the cause of fighting prejudices and resentments
through dialogue. The participants stand up for tolerance
and coexistence, without which there could be no Europe
“united in diversity” today. With patience and curiosity,
young people come to terms with the diverse perspectives
on the past and present that exist on our continent to this
day. This is essential, especially in the year 2015, as we
mark the 70th anniversary of the end of the Second World
War. Through dialogue, the EUROPEANS FOR PEACE
­project partners build mutual understanding across cultural
and political borders – work which is simply indispensable
for the peaceful coexistence of Europe in the 21st century.
Over 500 international projects have come into being in the
first ten years of EUROPEANS FOR PEACE. Young people
from all across Europe have joined in, discussed and
worked together, established cross-European links, and
become friends and confidants. I can hardly image a more
beautiful contribution to elevating Europe from an abstract
idea to a concrete reality. With that, I look forward even
more to the next ten years of EUROPEANS FOR PEACE.
Frank-Walter Steinmeier
Patron, Minister of Foreign Affairs
8
Introduction
Discrimination – still an issue
for Europe!
People experience unequal treatment time and again: a
mentally disabled person is not invited to the summer picnic,
or a job applicant is not invited for an interview ­because of
her foreign-sounding name. Women receive a lower wage
than men for the same work. Any person could have such
experiences; you do not have to belong to a ­particular religion
or ethnic minority. Unequal treatment is often associated
with derogatory speech, that is, characteristics are ascribed
to others that are supposed to justify the differential
treatment. The ascribing of a person to a particular group
becomes critical to the attitude towards him. It no longer
matters what the individual thinks, feels or does, but rather
only the label that has been ascribed to him. The victim
may not be able to do much about it, and feels powerless
and marginalized.
Discrimination occurs when people are treated unfairly on
the basis of actual or ascribed characteristics. They are then
denied rights that others enjoy without question. When
exactly unequal treatment becomes illegal has always
been controversial. It is the subject of political and legal
disputres that have evolved over the centuries.
In this process, the history of National Socialism was
­particularly drastic: a democratically elected government
divided its citizens into groups with the explicit aim of
privileging some and curtailing the rights others. Moreover,
it disregarded the fundamental rights of entire groups all
I ntro d uction
the way up to the right to life, and then cruelly presecuted
and exterminated them. This unprecedented and systemic
crime was a decisive motive behind the elaboration, following
World War II, of minimum international standards for the
equal treatment of people and obligations for state
­compliance. The United Nations’ Universal Declaration of
Human Rights resulted from these efforts in 1948.
This was the first time that some forms of unequal
­treatment were considered unlawful at the international
level: No person may be denied the rights set forth in this
declaration. Article 2 of the Declaration provides that:
Article 2 of the Universal Declaration of
Human Rights (1948): Ban on Discrimination
Everyone is entitled to all the rights and
freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour,
sex, language, religion, political or other
opinion, national or social origin, property,
birth or other status.
The principle of equal treatment and the principle of
­non-discrimination have been further enshrined in other
international conventions since 1948. Already in 1951, this
became the basis for the Refugee Convention.
9
We live in a country that has recently
experienced where racism and
­m isanthropy can lead. We have learned
from our history. There is no place in
our country for exclusion. We stand
­together. For this, we need strong legal
protections for the disadvantaged, and
we need a civil society that openly
­o pposes discrimination.
Christine Lüders
Director of the Federal Anti-Discrimination Agency, Germany
States are now obligated by international treaties to respect
human rights through their authorities and institutions. They
are further required to take measures to protect persons
against discrimination by non-state actors, whether for
example by employers or in private hospitals. Finally, states
also have the responsibility to provide resources – e.g. for
police protection of public demonstrations – in order to
gaurauntee the free exercise of these rights.
Protection against discrimination has become an individually
enforceable right in many countries. In Germany, for example,
the prohibition of discrimination was comprehensively
­legally defined in 2006 with the entry into force of the
General Act on Equal Treatment (AGG). Nevertheless, the
debate over human rights is far from over, e.g. on the
question of whether people may be denied certain rights –
such as to marry or to form a family – due to their sexual
orientation.
•
10
Introduction
Discrimination is always a social phenomenon: it takes a
group, sometime a whole society, that justifies, or least
tacitly tolerates, exclusion and unequal treatment.
­Discrimination occurs at different levels, which in turn
­influence each other. At the individual level, people often
discriminate out of their own motives, e.g. in order to secure
themselves privileged access to resources. In the process,
they refer to certain socially accepted devaluations. At the
institutional level, discrimination is often the result of
seemingly anonymous actions of an administration, a
company or an association. At the communicative level in
social networks and in public discourse, it is about justifying
unequal treatment, or representations of who or what is
“normal”, “right” or “valuable”, and who or what is not. All
of these levels penetrate the everyday lives and school
­experiences of young people. Conversely, overcoming
­discrimination does not mean levelling all differences,
but rather recongizing diversity (e.g. in religion) while
­simultaneously applying the principle of equality.
Prof. Dr. Astrid Messerschmidt, Member of the
Jury for the funding programme EUROPEANS
FOR PEACE:
The universality of human rights necessitates an
­examination of discriminatory practices that divide
people into unequal groups.
The prerequisite for anti-discriminatory education and
political practice is therefore the disassembling of beliefs,
attitudes and thought patterns that treat other people
as strange, threatening or inferior. Racism, sexism and
class-based social exclusion interact with each other.
Their causes do not lie in the inherent characteristics
of those being discriminated, but rather in the beliefs,
­attitudes and thought patterns that create divisions
between respective ‘us’-groups and groups deemed
‘other’. The fight against discrimination can only be
successful when equality and equal treatment become
consensus societal values. When we individually engage
on behalf of human rights in everyday life and everyone
can take part in society. When learning how to make
this happen becomes a regular part of growing up. This
is why young people should be interested in the topic
of exclusion. This is why adults should talk together
with young people about discrimination.
•
I ntro d uction
11
EUROBAROMETER: PERCEPTION OF DISCRIMINATION IN THE EU IN 2012
For each of the following forms of discrimination, please indicate whether in your opinion it is fairly widespread,
fairly rare or very rare.
What about discrimination on the basis of …
…ethnicity
56 37 … a disability
46 47 … sexual orientation (because someone
is gay, lesbian or bisexual) 46 43 … gender identity (because someone is
transgender or transsexual)
45 39 … age (because someone is older
than 55 years) 45 46 … religion or creed
39 …gender
31 … age (because someone is younger
than 30 years)
18 2 5 3 4 3 8 3 13 4 5 51 5 58 6 67 10 5 5 5 (results in %)
total “fairly widespread”
total “rare”
does not exist (spontaneous)
don’t know
•
12
I ntro d uction
Discrimination then and now: A topic
for youth project work!
The programme EUROPEANS FOR PEACE empowers young
people to recongize discrimination in their everyday lives
and to uncover the reasons for exclusionary thougts and
actions. The participants are drawn from different countries
and approach these questions from different perspectives.
They step out of their everyday lives and familiar school
settings: whether as guests or hosts, and initially as
“strangers”, they work on a common topic and overcome
linguistic barriers. In this unique learning environment, the
young people learn, sometimes for the first time, to question
their own prejudices, the self-evident nature of privileges,
and the consequences of disadvantages. They enter into
exchanges over their images of themselves and others.
Contemporary life provides many impetuses for this: racism,
anti-Semitism, antiziganism, homophobia or xenophobia …
1789
France: Declaration of the Rights of Man and of the Citizen
Successful project work on the topic of discrimination can
achieve something unusual: it not only sharpens the eye to
inalienable human rights, but also strengthens one’s ability
to recognize discrimination and its justifications, and to
act against it. Young people learn to recognize room for
action, and to become aware of legal remedies that can
help individuals and organizations in their engagement for
human rights and human dignity in their own countries.
Discrimniation has a history; today’s society is shaped by
events and traditions from the past. In international projects,
young people can explore these questions. Based on the
history of National Socialism, they can explore the interaction
of the appreciation or devalution of particular groups, and
of state-run discrimination, and investigate how this
­resulted in a criminal policy of systematic extermination of
people. Using biographies and historical events, young people
can also find out what discrimination and extermination
meant for individual people and families, as well as how
people helped others or managed to resist.
1861
Abolition of serfdom in Russia
1865
Abolition of slavery in the USA
1869
Women’s suffrage in Wyoming
13
Religion
Skin color
Gender
Language
Race
Birth
Other circumstances
Property
National and social origin
I ntro d uction
1948
Universal Declaration of
Human Rights
1951
Refugee Convention
History always leads back to the present: How did Germany
and other countries react to these crimes after 1945?
Which groups still experience discrimination, and how is
this justified today? Are the arguments and opinions with
which even the Nazis justified their criminal policies still
around today?
Whatever topic the projects select, the young people
­ultimately ask questions that affect them personally: Who
is discriminated against in my community and in my country?
And why? Do I discriminate against others? How should I
behave in the future? When this questioning occurs,
­discrimination is no longer taken for granted as self-evident.
This achieves an important aim of the programme. If this
grows into personal engagement for the inaleinabiltiy of
human rights in the countries of the young people involved,
then our societies win, and Europe wins. •
1965
UN Convention on the
Elimination of All Forms
of Racial Discrimination
1979
UN Convention on the Elimination
of All Forms of Discrimination
against Women
2006
UN Convention on
the Rights of Persons
with Disabilities
1989
UN Convention on the Rights of the Child
14
Project Examples
Ripped from their Families
German and Czech young people trace
the paths of the children of Lidice.
Project partners:
• Georg Mendheim Secondary College Oberhavel,
­O ranienburg, Germany
•Kolín College, Czech Republic
German and Czech students studied how children from the
Czech city of Lidice were systematically abducted or killed
under the Nazi regime. Together, they set out in search of
clues in Lidice and at the Ravensbrück Memorial Site. They
researched the moving biography of the then ten-year-old
Marie Šupíková, who was abducted from her village along
with six other children and forcibly “Germanised”. Together
with experts, the participants filmed an impressive eyewitness
testimony with the survivors and collected extensive background information as well as historical photos. The results
of the project have been published on the Memory Portal of
the Foundation “Memorial to the Murdered Jews of Europe”
at www.dubistanders.de/Marie-Supikova.
4 languages + 2 countries = 1 programme
Young deaf and hearing people from Germany
and Russia produced a TV programme highlighting
the evils of discrimination.
Project partners:
• Sinneswandel Berlin, Germany
• School of General Education No. 92, Volgograd, Russia
• Boarding School for Deaf and Hearing-impaired
­C hildren No. 7, Volgograd, Russia
• UNESCO Club – “Dignity of the child”, Volgograd, Russia
How can deaf and hearing people from Germany and Russia
better understand each other? With an inclusive – meaning
shared and equal – approach! The cross-border project
“4 languages + 2 countries = 1 programme” managed to
achieve this in an impressive manner. The young people’s work
dealt with the discrimination against and extermination of
people with disabilities under National Socialism, as well as with
exclusion in the everyday lives of young people in Germany and
Russia today. During the encounters in Berlin and Volgograd,
the young people produced a newscast in four languages:
German and Russian, as well as Russian Sign Language and
German Sign Language.
15
Jewish Lower Silesia. Between
­D iscrimination and New Beginnings.
Youth in search of Polish, German and
Ukrainian traces in the region.
Project partners:
•Kreisau Foundation for European Understanding,
Grodziszcze, Poland
• Media Workshop LeISA, Leipzig, Germany
• School No. 4 in Novyi Rozdil, Ukraine
German, Polish and Ukrainian young people explore traces of
Jewish life in Lower Silesia, which was almost completely
­destroyed by the Nazi regime. After the Second World War,
tens of thousands of Jewish Holocaust survivors from today’s
Ukraine returned to the region, which now belongs to Poland.
It was a new beginning of Jewish life in Lower Silesia. Yet during
a second wave of oppression by the communist regime in
­Poland against the backdrop of unrest in March 1968, most
Jews left the region for good. Participants in the project explore
the causes of discrimination and persecution, and how their
effects are still present today. The young people have presented
the results of their research on the blog blog.krzyzowa.org.pl/.
17
DISCRIMINATION,
­DISENFRANCISEMENT
AND PERSECUTION
AS THE SUBJECT OF
HISTORICAL PROJECT
WORK
Topics and Learning Potential for
Critical Historical Consciousness
by Oliver von Wrochem
There are numerous starting points for historical projects
on the topics of discrimination, disenfranchisement and
persecution in the Third Reich. Through regional researchbased learning, the mechanisms and dimensions of
­exclusion and discrimination in the Nazi period can be made
tangible and visible for young people: e.g. on the basis of
individual fates, local events during the Second World War,
examinations of diverse cultures of memory in the various
European countries, interviews with eyewitnesses and
survivors, or work on family histories. Selected questions
and topics, as well as their potential for intercultural project
work, are outlined here.
Potential Topics for Historical
Project Work
Causes, mechanisms and consequences of
disenfranchisement, exploitation, persecution,
expulsion and extermination under National Socialism.
Anti-Semitism as the central element of the Nazi regime,
but also the exclusion and persecution of many societal
minorities, had its roots in earlier historical periods. It is
important to recognize the mechanisms and causes that
lead to their extreme expression.
In the process, it may be important to examine the societal
dimensions of “perpetration”, and the diverse groups of
“perpetrators” under National Socialism – including the SS,
the Gestapo, the Nazi Party, the state apparatus, and other
•
18
DISCRIMINAT ION, DISENFR A NCISEMEN T A ND PER SECU T ION A S T HE SUBJEC T OF HIS TORIC A L PROJEC T WORK
Discrimination is the dangerous first step
on the road to violence against fellow
human beings, simply because they have
a different history, culture, religion or
viewpoint, or in any case because they
are somehow different. History has
­repeatedly shown that discrimination
can have disastrous consequences. Yet history has also
shown that one can overcome exclusion. One example is the
struggle for equal rights for women.
Hans ten Feld
Representative of the United Nations High Commissioner
for Refugees (UNHCR) in Germany
public institutions such as municipal authorities and private
companies – but also the role of followers and bystanders
in Germany, as well as collaborators in the countries occupied
by or allied with Germany. Today, we consider “perpetrators”
to be those individuals who took direct part in or ordered
the commission of crimes, as well as those who profited
from, supported or remained indifferent to these crimes.
Critical examinations may focus on motivations of those
who took part in such crimes, conditions for the emergence
1933
Boycott and employment
ban for Jews
Law for forced sterilization of
persons with “hereditary defects”
1935
Nuremberg Race Laws
of violence, mechanisms of violence, the fate of groups
­affected by such violence, or how violent actors were
treated after the end of the war.
What is important is to highlight the diversity of groups
persecuted by the Nazis, including Jews, Sinti and Roma,
political opponents, so-called “asocials” and criminals,
those under “preventative arrest”, stateless persons,
forced labourers, prisoners of war, homosexuals, Jehovah’s
­Witnesses, military deserters, victims of “euthanasia”,
and many others.
Confronting the Disregard for Fundamental Human
Rights under National Socialism
Under National Socialism, numerous groups of perpetrators
systematically disregarded the concept of human dignity
as an ethical and moral touchstone, as well as the idea that
every human being is entitled to the “right to have rights”
(Hannah Arendt). Starting from the question of the meaning
and protection of human dignity, projects may reflect from
a comparative perspective upon the individual actions of
1936
Forced-labor camp
for Gypsies
1938
Law on persecution of “asocials”
Kristallnacht
19
DISCRIMINAT ION, DISENFR A NCISEMEN T A ND PER SECU T ION A S T HE SUBJEC T OF HIS TORIC A L PROJEC T WORK
Quote from the Polish Decrees (Decrees of the
Nazi Germany government from 8 March 1940):
“All workers of Polish nationality are required to
wear a clearly visible badge on the right breast.
The badge is to be sown onto every garmen
worn.”
people then and now, as well as the societal dimensions of
human rights violations, and the ways in which different
countries come to terms with violent crimes committed by
the state.
The approach of reflecting on disenfranchisement as a life
experience in light of Nazi history enables projects to
­integrate eyewitness reports that address the system of
Nazi concentration camps and strategies for survival. As a
result, learning about National Socialism and the Holocaust
can be linked to an examination of human rights, and in
particular the concept of “human dignity”.
1940
Polish decrees
Beginning of “euthanasia”
murders
1941
Commissar Order
1942
Wannsee Conference
Based on the processes of exclusion and discrimination
­under National Socialism, projects can also explore legal
and ethnical responses to the mass atrocities committed
by the Nazi regime, and how human dignity and human rights
have become part of the legal and normative framework
of the international community (e.g. Genocide Convention,
or Universal Declaration of Human Rights).
“The delivery of anti-social elements from the
execution of their sentences to the Reich Fuehrer
of SS to be worked to death. Persons under
­protective arrest, Jews, Gypsies, Russians and
Ukrainians, Poles with more than 3-year sentences,
Czechs and Germans with more than 8-year
­sentences, according to the decision of the Reich
Minister for Justice.”
Source: Thierack recording of discussion with Reich Fuehrer
of SS Himmler on 18 September 1942, Nuremberg Document
PS-654, available online at http://www.ns-archiv.de/imt/
ps0501-ps1000/654-ps.php
•
1945
DISCRIMINAT ION, DISENFR A NCISEMEN T A ND PER SECU T ION A S T HE SUBJEC T OF HIS TORIC A L PROJEC T WORK
Analysing the relationships between individuals, institutions
and society, or the state, enables a multi-perspective view
of experiences of discrimination under National Socialism.
The teaching concept of “confrontation” used by the Fritz
Bauer Institute and the approach of “Facing History and
Ourselves” both aim to empower people to act morally and
responsibly, to develop empathy, and to think about their
own behaviour and its consequences. Projects can analyse
the participation of public institutions – such as the police,
administration, military or judiciary – in the crimes of
­National Socialism, and the conditions that made it possible.
Using the example of how public employees such as police
officers or administrative staff acted under National
­Socialism, projects can also reflect upon critical situations
in the past and present in which individual actions and human
rights collide. Everyone, at every time, is connected into
structures that are only partially voluntary. We must
­continually reflect upon whether or not we can defend our
actions in this context.
Historical Project Work in Heterogeneous Groups
and International Youth Exchanges
In multinational or otherwise heterogeneous groups and
­international exchanges, historical project work acquires a
particular intercultural and transnational dimension. In this
JEW
Gypsy
Freeloader
ASOCIAL
Scope for Action – The Relationship between
­Individuals, Institutions and Society
M a s t e r r ac e
Russian
HALF-BREED
20
ARIAN
POLE
NIGGER
DISCRIMINAT ION, DISENFR A NCISEMEN T A ND PER SECU T ION A S T HE SUBJEC T OF HIS TORIC A L PROJEC T WORK
case, historical projects should highlight and discuss the
diverse, often nationally influenced and in part even
­contradictory cultures of memory regarding e.g. war,
­occupation and persecution. In addition to methodological
considerations, it is particularly important to show
­appreciation for group diversity and the individual narratives
of participants (“pedagogy of recognition”). In an international
context, it is also important to overcome language barriers
and other potential hurdles to dialogue between participants.
Furthermore, participants should become aware of the
­images they have of themselves and others – shaped by their
own narratives – in order to avoid falling into the trap of
“culturalization” (production of cultural differences). In an
intercultural, transnational context, it can also be important
to open up space for reflection upon participants’ own,
perhaps only recent, experiences (e.g. experiences of
­displacement or discrimination on the basis of gender,
race, or sexual orientation).
Potentials of Historical Project Work
Project work on discrimination, disenfranchisement and
persecution under National Socialism should also connect
to contemporary views and narratives of history as means
of examining historical events. In this way, project groups
can jointly reflect upon various understandings of history,
and in the best case, promote a critical awareness of history.
Particularly in transnational groups and projects, thematic
starting points and related interpretations are often
­controversial. The interpretation of the Second World War
and occupation, perpetration, collaboration and persecution,
but also the divergent experiences of individual ­European
countries after the end of the war, can all play a role, e.g.
due to the different political functions that are ascribed
to ­remembrance of National Socialism and the Second
World War.
21
•
The exclusion of certain people is part
and parcel of the system of totalitarian
regimes. In democratic societies, this
should no occur – it is prohibited – and
yet people are still discriminated against
on the basis of ethnicity, religion, political
or sexual orientation, or disability.
Therefore, it remains crucial to call attention to discrimination
and to form a consensus around its condemnation. What
would be a better time to work with young people than when
they are in the process of forming their views and attitudes?
Peter Schatzer
Representative of the International Organization for Migration
(IOM), Member of the Board of Trustees of the Foundation
22
DISCRIMINAT ION, DISENFR A NCISEMEN T A ND PER SECU T ION A S T HE SUBJEC T OF HIS TORIC A L PROJEC T WORK
Past project work can make these shared and divergent
perspectives visible and discussable. It can also explore the
levels of ideologies of inequality and persecution, and their
relationship to historical and current issues and challenges.
Such questions may include:
How has the treatment of minorities changed since the
beginning of National Socialism? What scope for action did
various groups have? How were perpetrators, followers,
bystanders and victims of crimes treated after the war?
Discrimination – this is an inhuman
practice of inflicting pain. Discrimination
is everywhere, and can affect anyone.
What’s important is working together
for anti-discrimination. Our project has
shown that this is possible. The young
people from different cultures got
along amazingly well, thanks in part to the efforts of the
organizers and translator.
Irina Malovitschko
Project leader, “The Right to a Homeland – Self-evident?”
Continuities and breaks after 1945 can also be addressed
with a view to forms of e.g. racism, anti-Semitism,
­antiziganism, nationalism, homophobia, the treatment of
political opponents, marginal social groups such as “asocials”,
“criminals” and those under “preventative detention”, and
continued discrimination against particular persecuted
groups in the practice of compensation after the war.
In this way, addressing the issue of past wrongdoing and
analysing structural discrimination, disenfranchisement
and exclusion can open participants’ eyes to current
threats to human rights, especially when their own images
of themselves and others are part of the critical reflection.
Further Reading
Internet:
On disenfranchisement as a life experience:
www.geschichte-bewusst-sein.de/projekt-entrechtungals-­lebenserfahrung-2
On historical learning and human rights:
www.tonworte.de/projektmappe/historisches-lernenmenschenrechte
Opportunities for action and responsibility:
www.ns-geschichte-institutionen-menschenrechte.de
www.facinghistory.org
www.fritz-bauer-institut.de/konfrontationen.html
Historical project work:
blogs.epb.uni-hamburg.de/teacmem
DISCRIMINAT ION, DISENFR A NCISEMEN T A ND PER SECU T ION A S T HE SUBJEC T OF HIS TORIC A L PROJEC T WORK
Literature and handbooks:
Hannah Arendt, Elemente und Ursprünge totaler Herrschaft.
Antisemitismus, Imperialismus, totale Herrschaft,
München/Zürich 1995.
Rainer Huhle, Die NS-Verbrechen und die Entwicklung des
menschenrechtlichen Schutzsystems nach dem Zweiten
Weltkrieg, in: Ulrike Pastoor/Oliver von Wrochem (Hg.),
NS-Geschichte, Institutionen, Menschenrechte. Bildungsmaterialien zu Verwaltung, Polizei und Justiz, Berlin 2013.
Vadim Oswalt/Jens Aspelmeier/Suzelle Boguth, Ich
­dachte, jetzt brennt gleich die Luft. Transnationale
­historische Projektarbeit zwischen interkultureller
­Begegnung und Web 2.0, Schwalbach/Taunus 2014.
Katja Ganske, Menschenrechtsbildung in NS-Gedenk­
stätten. Überlegungen zum Lernen aus der Geschichte
des N
­ ationalsozialismus, Berlin 2014.
Elke Gryglewski/Franziska Ehricht, Geschichten teilen.
Dokumentenkoffer für eine interkulturelle Pädagogik
zum Nationalsozialismus, Berlin 2009.
Elke Gryglewski, Anerkennung und Erinnerung. Zugänge
arabisch-palästinensischer und türkischer Berliner
­Jugendlicher zum Holocaust, Berlin 2013.
Rosa Fava, Die Neuausrichtung der “Erziehung nach
­Auschwitz” in der Einwanderungsgesellschaft. Eine
­rassismuskritische Diskursanalyse, Berlin 2015.
Gottfried Kößler, Historische Bildung in humanitärer
­Absicht. Das Konzept “Konfrontationen” – seine
­Entstehung und Motivation in den 1990er Jahren, in:
­Politisches Lernen 3–4 (2012), S. 34–37.
Teaching Historical Memories in an Intercultural
­Perspective. Concepts and Methods, published on
­behalf of the Neuengamme Concentration Camp
­Memorial by Helle Bjerg, Andreas Körber, Claudia Lenz
and Oliver von Wrochem, Berlin 2014. •
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24
Project Examples
AHAVA – LIEBE – LOVE:
Beyond ideology
Choreographical research conducted by young ­
people from Germany and Israel on the theme
of “love” as a force for resisting discrimination
and negative stereotyping.
Project partners:
• Evangelical High School, Siegen-Weidenau, Germany
• Ramot-Hefer High-School, Ma‘abarot, Israel
Young people from Siegen (Germany) and Ma’abarot (Israel)
dealt with the exclusion of Jewish citizens during the period
of National Socialism, as well as with discrimination in the
present day. For this, they went for example to the Negev
Desert, where all the students had to reorient themselves in
this unusual and neutral environment. In discussions with
Holocaust survivors, parents working for dialogue between
Israelis and Palestinians through the ‘Parents’ Circle’, and
­r efugees, the participants became aware of the importance
of emotional connections for building one’s own capacity for
action and resistance. They found their own impressive form
of expression to process these insights: dance theatre.
25
Stars beyond Borders
Young Roma and their friends from Münster,
­Marseille and Belgrade critically examine
­e xperiences of discrimination then and now:
a dance, theatre and video project.
You live, I live, we live. All together.
A historical-artistic project of Israeli, Polish
and German young people in Sachsen-Anhalt
(Germany) and Masowien (Poland)
Project partners:
• ijgd Landesverein Sachsen-Anhalt e. V.,
Magdeburg, Germany
• Fundacja Współna Europa – Common Europe
­F oundation, Warsaw, Poland
• Metukenet, Holga, Israel
In the trilateral young encounter (Israel, Poland and Germany),
young people dealt with experiences of discrimination from a
historical as well as contemporary perspective using methods
such as theatre and photo workshops. With a tour of the
“Stumbling Blocks” in Magdeburg and a visit to the MittelbauDora Concentration Camp Memorial, the young people came
to terms with the fate of individuals persecuted during the
time of Nazi rule. They placed a special focus on the biography
of Jan Karski, a Polish diplomat who as a resistance fighter
was an important witness to the Holocaust. The young people
immortalized his portrait in the form of impressive wall
­graffiti in Warsaw.
Project partners:
• Balkanbiro and Uppenbergschule Special School,
Münster, Germany
• GGUA Flüchtlingshilfe e. V., Münster, Germany
• Vakti, Belgrade, Serbia
•L’artichaut, Marseille, France
Rome people in Europe experience various forms of exclusion.
After this project, the young participants from Münster,
­Marseille and Belgrade now know all too well what it means
to only be tolerated, to be returned to a foreign country, or to
flee for fear of deportation to another country. Through
­conversations and a visit to sites commemorating murdered
Sinti and Roma, the young people learned about the fate of
individuals persecuted in the Nazi era. They then translated
experiences of everyday discrimination into works of art
through dance, theatre and video workshops. The tri-national
project was awarded the “KICK Prize” by the city of Münster
in 2014.
27
Diversity-­
consciousness
­means critical of
discrimination!
Accompanying learning processes
in international youth work
by Anne Sophie Winkelmann
International youth encounters bring together young people
who grew up in different countries. They are excited to meet
other young people, to enjoy their time together, and to
reflect about things relating to themselves and the world.
The young people also learn that some things they experience
as normal in their daily lives can be very different for other
people.
It is often assumed that the purpose of international youth
encounters is for young people to learn about different
ways of life in different countries, so they can get along
better with each other and in the world. The emphasis is then
placed – often unintentionally and without realizing it – on
the “determination” of cultural and national differences.
From a diversity-conscious perspective, that is an oversimplification and is indeed rather problematic.
Diversity-conscious means acknowledging
­m ultidimensional identities
From a diversity-conscious perspective, what young people
at international encounters should really be learning is that
all people they live, think and act differently – even when
they grew up in the same country!
Participants can jointly discover that although they are
­influenced by conceptions of “normality” in their societies,
they can also be continually reflective and critical, and ­allow
their self-conceptions to be influenced by many o­ ther
­affiliations.
•
28
Diversity- ­consciousness ­means critica l of d iscrimination !
Through my work at SOZIALHELDEN e.V.
I’ve seen time and again that
­discrimination does not just begin when
someone is actively excluded from
­society, but also when indirect barriers
are erected. We should always look
ahead in the search for solutions; just
because something ‘has always been the case’ doesn’t mean
it has to stay that way. In an inclusive, non-discriminatory
society, each and every person works to involve all people –
whether through the dismantling of hierarchies or the
­condemnation of racism.
Raul Krauthausen
Chairman and Founder of SOZIALHELDEN e.V.
At this level, diversity means multidimensionality: each
person is diverse and unique.
In the international encounter, the “identity molecule”
­methodology can encourage this very reflection. In the
process, the participants present their diverse coexisting
affiliations in graphical form and discuss their meanings
with each other in small groups.
What does it mean for me to be a boy/girl? To come from
a small village? To be a young person?
More important than individual methods for the learning
process are the reflections and experiences made in everyday
encounters. For instance: when different positions and
­experiences are acknowledged and let be, even within a
seemingly homogenous group.
When the just-mentioned “we” is questioned. When
­getting to know each other and each other’s countries
­leaves room for heterogeneity and complexity.
1989
UN Convention on the
Rights of the Child
2001
Civil Partnership Act
in Germany
2000
EU Racial Equality Directive
Asylum seeker
Diversity- ­consciousness ­means critica l of d iscrimination !
NIGGER
FAGGOT JEW
GYPSY
VICTIM
CHINK
KANAK
FREELOADER
2006
UN Convention on the Rights of
Persons with Disabilities
General Act on Equal Treatment in Germany
29
Diversity-conscious means anti-discrimination
Diversity-conscious educational work empowers young
people to understand that it is problematic to stereotype
people and then to judge and treat them in a certain way.
It invites us to go on a research expedition, to examine how
discrimination functions on a societal, institutional and
­inter-personal level, and to recognize our own involvement
in it. It questions concepts like “normal” and “different”, and
creates space to reflect on the issue of discrimination in
relation to the young people’s own experiences and issues.
In this case, diversity-consciousness means critical
­self-­reflection and an active stance against all forms
of ­discrimination.
2015
Referendum in Ireland for gay marriage
2020
•
30
Diversity- ­consciousness ­means critica l of d iscrimination !
What would you do if ...
… someone says “nigger”?
… neo-Nazis demonstrate?
… a wheelchair user is insulted?
… gay people are attacked?
CRITICIZE?
PARTICIPATE?
HELP?
LOOK AWAY?
RESIST?
JUSTIFY?
In practice, the “lemon exercise” is initially about lemons,
but quickly becomes an intense exchange on individuals’
own experiences of discrimination. In small groups, the
participants address various situations and how they feel
about them. Their joint deliberations can lead to a real
­understanding of stereotyped thinking and discrimination,
and enable solidarity and empowerment.
Of course, methods aren’t everything. The challenge lies in
taking up all the disparate threads and using (unintentionally)
discriminatory statements or discriminatory structures as
an occasion for reflection.
The project leaders support the learning processes and
­enable the young people to discover the means and effects
of discrimination, as well as ways to make changes beyond
“right” and “wrong”.
Diversity- ­consciousness ­means critica l of d iscrimination !
Anti-discrimination as an integral purpose
Over the last two decades, the fundamental concept of
­diversity-conscious education as described here has
­significantly changed the theory and practice of international
youth work. Ongoing critical reflection on the aspects of
“classic” intercultural learning has increased awareness of the
opportunities, but also the potential pitfalls, of international
youth work. Diversity-conscious education is critical of
­discrimination. Anti-discrimination has increasingly become
an integral purpose of this field of work.
Us and the others
Discrimination as a topic of international project work
If discrimination is the explicit substantive focus of an
­encounter, the topic should be focused as closely as possible
on the lives of the participants. Starting with hip-hop or
rap lyrics, for example, can be a wonderful way of making
the connection to prejudices, stereotyped thinking and
discrimination in general, and to trace these phenomena in
participants’ everyday lives and contexts. If the project is
focused on discrimination against a particular “group”, it is
also good to create a connection to discrimination in general,
in order to open participants’ eyes to discrimination in their
own environments.
The others with us
•
Discovering our own diversity –
living together in diversity
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32
Diversity- ­consciousness ­means critica l of d iscrimination !
In Münster I met many nice people who
are working against discrimination. The
experiences from these projects and
workshops have encouraged me to pass
along the message to other young people
that skin colour and religion do not
­matter in friendships.
Ljeta Ajetovic
Participant in the project, “Stars beyond Borders”
A youth encounter on the topic of persecution and
­discrimination in historical context connects its reflections
with thinking about one’s own experiences with stereotypes
and discrimination.
Without comparing. Without judging.
In order to understand – and to change.
Central to the success of diversity-conscious education is
the attitude of the project leadership. In fact, effective
­facilitation requires intensive and continuous reflection,
including of one’s own prejudices, as well as of educational
goals and practices.
Questions for the project leaders:
In the process, it is important to always connect the
­interpersonal level of discrimination (e.g. direct hostility on
the street) with the institutional/structural level of discrimination (e.g. laws and procedures such as in the search
for a job or apprenticeship) and the ideological/discursive
level (e.g. the production of “normality” in advertisements
or TV series).
Diversity-conscious education aims to continually draw
connections between the specific experiences and reflections
of the group, social and structural situations and injustices,
and young people’s the daily lives and actions.
— Can I recognize and reflect on my own “stereotypes”
and perceptions of norms/normality?
— Am I able to open up about myself and my own learning
processes and uncertainties?
— Are there situations in which my well-intended
­explanations or lack of reaction may be contributing to
a reinforcement of one-dimensional or discriminatory
perspectives?
—Do I have a feeling for when issues that are personally
significant for the group are being touched upon?
Diversity- ­consciousness ­means critica l of d iscrimination !
Pedagogical questions:
For further reading:
— 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 forms of discrimination?
— Are individuals visible in their different
­multidimensional, subjective identities?
— Are we creating space for participants to share their
­experiences with stereotyping and discrimination?
— Are examples of social and structural inequality
­identified and questioned?
— Are we strengthening constructive reactions to
­uncertainty and complexity?
Ansgar Drücker/Karin Reindmeier/Ahmet Sinoplu/­
Eike Totter (Hg.), Diversitätsbewusste (internationale)
­Jugendarbeit. Eine Handreichung, Düsseldorf/Köln 2014.
Rebecca Pates/Daniel Schmidt/Susanne Karawanskij
(Hg.), Antidiskriminierungspädagogik. Konzepte und
Methoden für die Bildungsarbeit mit Jugendlichen,
Wiesbaden 2010.
Ahmet Sinoplu/Anne Sophie Winkelmann, free in MOVE
ON. Diversitätsbewusste Reflexionen rund um eine
­internationale Jugendbegegnung zu Hip-Hop, Vielfalt
und Diskriminierung mit sogenannten benachteiligten
Jugendlichen, in: Forum Jugendarbeit International.
­Internationale Jugendarbeit und Chancengleichheit
2008–2010, S. 90–104.
Anne Sophie Winkelmann, More than Culture – Diver­­
sitätsbewusste Bildung in der internationalen Jugend­
arbeit, Bonn 2014, https://www.jugendfuereuropa.de/
ueber-jfe/publikationen/more-than-culture.3628/.
www.vervielfaeltigungen.de
www.anti-bias-werkstatt.de •
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36
From Idea
to ­P roject –
­C hecklist
International youth exchange is about
­intercultural experiences, broadening horizons
and working ­together. Additionally, at the core
of the ­EUROPEANS FOR PEACE programme is
the ­thematic project work of the young people.
In the process, perspectives are expanded and
diverse skills acquired. Through the project
work, young people ideally take responsibility
for their projects alongside their project leaders
and teachers at all stages: from the choice of
topic, to the preparation of questions, to the
organization and implementation.
In preparing and implementing the project,
the following five phases of project work
should be considered: conception, planning,
­implementation, presentation and evaluation.
(1) Conception
The following points should be
­considered:
• Can we deal with the topic of discrimination
in our international partnership on an equal
­f ooting?
• Are the young people from both countries
­interested in the project?
• Have we formulated a concrete set of questions
for the project?
• Have we established goals?
• Do we know where and how we will organise your
project encounter?
• Are there interesting partners for dialogue that
can be involved in the project?
• Is it clear how we will secure the overall funding
for the project?
F rom I d ea to P roject – C hec k l ist
37
For projects with a historical
­approach:
• Have we determined which historical topic that we
will investigate along with our partner? And which
form of discrimination will we address?
• Is sufficient material (e.g. reference sources)
­available on our chosen topic?
• Are our partners and we able to make regional/­
local connections to our chosen topic?
• Can we interview eyewitnesses?
• Are there products (e.g. books, films, eyewitness
interviews, etc.) that we can use?
• Can we apply historical knowledge about experiences
of injustice to contemporary experiences?
Ideally, the partner groups begin working on the
­selected topic before their first meeting. They collect
information and consider methods for implementing
the project work. In this phase, the content and
­organisation of individual project steps are also
planned.
(2) Planning
For projects with a contemporary
­approach:
• Which form of contemporary discrimination do we
wish to focus on with our project partner?
• Are we considering the following perspectives: Who
or “what” discriminates? How does ­discrimination
function? And who is discriminated against?
• Can personal experiences of discrimination in
­everyday life be incorporated?
• Have we already decided on the methods for your
project work?
• Has the exact procedure for the project been
­established?
• Have we determined who will be responsible for
which tasks?
• Can all the participants identify with the project?
• Can we ensure that the participants will be able to
understand each other during the encounter?
• Are the chosen methods suitable to the project
plan, and are they suitable for the young people?
• Is the partnership and the participatory cooperation
assured?
• Are the project results assured? In what form?
• Have you divided up roles within the project
­leadership?
• Is an evaluation planned?
38
F rom I d ea to P roject – C hec k l ist
Once the processes have been clarified, tasks allocated
and financing secured, the project can be implemented
through a multi-day encounter or encounters. Ideally,
the partner groups would visit each other in their
­respective countries (departure and return encounter).
(3) Implementation
• Have local accommodations been found?
• Are there opportunities to get to know the host
country, city, and people?
• Is the core work of the project done during the
­encounter?
• Is the project jointly developed, reflected upon and
presented by the participants?
Time, energy, enthusiasm and a lot of work go into
each project. Make the results visible and available.
Learning outcomes, skills acquisition and experiences
make an impression – at school, in families and in the
local community.
(4) Presentation and
Securing of the Results
• Have we chosen a form for our results (e.g. exhibit,
film, theatre, newspaper, brochure, artwork,
­website, etc.)?
• Are the languages of each of our partners taken
­into account in our results?
• Has a relevant public (e.g. school, family,
­community) been invited to the presentation?
• Have members of the press been informed and
­invited?
New ideas and engagements may arise from the
monitoring and evaluation of the project. Contacts
may be made, and existing partnerships deepened.
Take a deep breath and take some time to look back
on the project.
(5) E valuation
• What did the project do for the participants, the
team, and the community?
• Which objectives have we achieved?
• Which aspects should receive more attention
next time?
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The Funding Processs
1.
Funding Programme
EUROPEANS FOR PEACE
Since 2005, the funding programme EUROPEANS FOR
PEACE of the Foundation Remembrance, Responsibility
and Future promotes international encounters for young
people from Germany, the countries of Central, Eastern
and South-Eastern Europe, and Israel. Schools and
­non-school educational institutions are invited to form
an ­international partnership and apply for funding for a
joint project.
Funding may be provided for travel expenses, costs of
­accommodation and board, materials for project work and
presenting the results, and personnel costs (fees).
EUROPEANS FOR PEACE strengthens historical awareness
and bolsters the active commitment of young people to
human rights and understanding between peoples.
2.
Annual Theme
“DISCRIMINATION. WATCH OUT!”
Projects on Exclusion Then – And Now
The Universal Declaration of Human Rights (UDHR) of
1948 aims to protect the dignity of every person and to
protect against discrimination. It was a fundamental
­answer to diverse experiences of injustice, in particular the
unprecedented Nazi crimes. Article 2 of the UDHR therefore
states that everyone is entitled to all human rights, without
distinction of any kind such as race, colour, sex, language,
religion, political or other opinion, national or social origin,
property, birth or other status.
In order for us to combat discrimination, we must reconize
it and call it out. This requires addressing the ways of
thinking that exclude other people, or that paint them as
threatening or inferior. Therefore, the Foundation supports
projects partnerships that jointly explore concrete examples
of discriminatory practices in the past and present.
•
42
T he F un d ing P rocesss
The historical reference point for these projects is the
­history of National Socialism and the Second World War in
Europe. The young people can explore different forms of
the systematic exclusion, disenfranchisement, persecution
and extermination of people, and examine how these were
legitimized ideologically. In the process, they can also discuss
how histories of violence in their countries continue to shape
today’s society. This can be done in many different ways:
Joint projects explore the exclusion and systematic murder
of persons with disabilities and the mentally ill. How were
these crimes organized at the time, and how were they
justified to the population and to the families of victims?
Did the views propagated by the Nazis live on after 1945,
and influence the thinking of post-war generations? Do they
still influence us today? Do these prejudices exist outside
Germany, e.g. in the young people’s home countries?
Young participants examine how stereotypical images
were popularized under National Socialism and during World
War II in order to enshrine ideas of inferiority and threat.
They learn how the Nazi racial ideology prepared the ground
for the systematic mass murder of Jews, Sinti and Roma,
and the role of labelling, registration and d
­ isenfranchisement
in the process. They explore how the mass murder was
­organized and implemented. They investigate how people
in the territories occupied by Germany reacted to these
crimes.
They can also explore the stigmatization and persecution
of gays and lesbians under the Nazi ideology, and ask: How
were such persons persecuted under National Socialism?
Why didn’t discrimination and criminalization end in 1945?
Were gays and lesbians criminalized in other countries too?
What attitudes and prejudices towards them persist today?
From the perspective of their countries, the young people
explore the trafficking of women and men from Eastern
and Western Europe for exploitation in Germany as forced
labourers. They ask why most Germans justified the
­systematic disenfranchisement of these people during the
war, and for many decades after. They investigate how
former forced labourers were treated upon returning to
their home countries.
These questions can also be examined using individual
­biographies: What motives did people in Europe have to
help those disenfranchised and persecuted under National
Socialism, or to resist politically?
With a contemporary focus, the project partnerships ­examine
current manifestations of discrimination and d
­ iscriminatory
ideologies. They look for forms of contemporary racism,
anti-Semitism, anti-Gypsism or homophobia in their
­countries and communities. They identify the mechanisms
underlying the devaluation of others, and discuss the results
of their investigations.
T he F un d ing P rocesss
In the procress, they reflect on how social origin, national
descent, skin colour and cultural association, religion or
­political opinion, physical or mental capabilities, gender or
sexual orientation can become pretences for exclusion or
even violence. They identify disparaging thinking, whether
at school, in sports, or online. They question the interests
of those who justify discrimination.
They discuss how to combat discrimination in their everyday
lives. They investigate which persons and organisations
can help them in these efforts, and how to demand equal
treatment in practice. They present the results of their
projects to their communities, and engage in concrete
­actions to combat discrimination.
Further information on the topic of the call for
applications can be found in the list of resources for
­methods of ­international project work at
www.stiftung-evz.de/europeansforpeace.
3.
43
Who can apply?
— Applicants are institutions and registered associations
for school and non-school education. — Bi- or tri-national projects may be funded, whereby at
least one partner is from Germany, and one partner is
from Central, Eastern or Southeastern Europe or Israel.
— Projects from the following countries can be funded:
­Albania, Armenia, Azerbaijan, Belarus, Bosnia and
­Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia,
Georgia, Greece, Hungary, Israel, Kazakhstan, Kosovo,
Kyrgyzstan, Latvia, Lithuania, Macedonia, Moldova,
Montenegro, Poland, Romania, Russia, Serbia, Slovakia,
Slovenia, and Ukraine.
— For tri-national projects, the third partner to be funded
can be from one of the countries mentioned above, or
from another member state of the Council of Europe
(e.g. Turkey, France, Italy).
•
44
T he F un d ing P rocesss
Applications for the programme may only be submitted in
the context of the annual call for applications. The application
forms are available online (in German and English).
For the partnership application, please take note of the
following conditions:
4.
What can be funded?
Project financing
— The project participants are young people aged between
12 and 21 years. Projects with university students during
their studies are not eligible for funding.
— The projects are carried out between the summer of the
year in which the grant is approved, and the following
summer. The focus of the encounters is the substantive
project work. At least four days are devoted to project
work per encounter.
— The further development of partnerships is welcome.
Funding recipients may be funded through EUROPEANS
FOR PEACE in the same constilation of partners up to
three times within a five-year period.
The following can be funded: travel expenses, personnel
costs, and a flate rate for up to two encounters (departure
and return encounters) for bi-lateral projects, and up to
three encounters for tri-lateral projects. Funding may not
exceed EUR 30,000 in total.
• Travel expenses
Funding may be requested for departure and return costs
to and from the project encounters for a maximum of
15 people per countries in the amount of set flat rates.
The flat rates are valid for travel from Germany to the
partner country, or from the partner country to Germany.
Information on further flat rates (e.g. to or from other project
countries in the case of tri-national projects) is available
from EUROPEANS FOR PEACE upon request.
Information on the current flat rates is available at
www.stiftung-evz.de/europeansforpeace.
T he F un d ing P rocesss
• Programme costs
Programme costs are all expenses related to the
­implementation of approved project activities (e.g. meals,
accomodations, materials, entrance fees, local travel,
­communication costs, technology costs, rental fees for
rooms, etc.). These costs will be charged as a flat rate of
EUR 20 per encounter day and participant (in the case of
both host and guest groups).
Programme costs may be granted for a maximum of seven
full days per encounter. It is of course possible to have an
encounter over a longer period of time; however, the number
of project days eligible for funding is limited to seven. The
encounter must last at least five full days (of which at least
four days much be devoted to project work). Arrival and
departure days will be funded as half days.
Number of funded
­persons per partner
group
Programme costs per
person
Funded project duration
Up to 15 people per
­country, e.g. maximum
of 30 people total in
­bi-lateral projects.
EUR 20 per person
At least 5–7 days per
­encounter (arrival and
­departure days count as
half days)
45
• Personnel
A maximum of 15 participants may be funded per country.
This limitation on the number of participants is meant to
ensure that the international groups are able to work
­together effectively.
The ratio of personnel to young people should be 1:5.
­E xceptions may be made for projects with a higher need
for personnel (e.g. inclusive projects), but this must be
­justified in the project application.
Travel and programme costs for further personnel (e.g.
language mediators, speakers) are not eligible for funding.
• Personnel costs/fees
Costs of project management, external staff and experts
as well as language mediators and translators may be
funded to a limited extent. For personnel fees, a distinction
will be made between: (1) persons who accompany the
­project on a daily basis; and (2) persons who support the
project on an hourly basis. Overall, the total personnel
costs may not exceed the total programme costs.
(1) Daily rate for project management,
instructors and language mediators
(2) Hourly rate
Up to EUR 160 per day
Up to EUR 32 per hour
•
46
T he F un d ing P rocesss
• Product lump sum
For the creation, presentation and, where appropriate,
­duplication of project results/products with professional
support (e.g. graphic designers, theatre instructors,
­editors, etc.), a cost and financing plan may be submitted
for EUR 1,000.
A repayment of funds, in whole or in part, is only required if:
(a) the project is not implemented as approved; (b) fewer
people actively participate in the project than planned; (c)
the project duration is shortened; or (d) the overall project
costs are lower than the funding amount provided by the
Foundation.
• Own contribution and third-party funds
The cost and financing plan is a key component of the
­application, to be submitted together with the substantive
part of the project application.
Funding through EUROPEANS FOR PEACE is generally not
full funding. It is assumed that the projects will raise
­additional funding, and that the participants contribute to
the project costs as well.
• Method of Financing
Project funding will be provided in the form of a so-called
fixed sum. This means that the a fixed amount of X will be
approved for the implementation of your plan:
— For travel costs and programme costs per ­documented
participant
— For personnel costs per project manager, instructor,
workshop leader, language mediator
T he F un d ing P rocesss
5.
Application
What formal requirements are important
when filling in the application?
The application consists of two parts: (1) the application form
with the planned programme of encounters, and (2) the
­financing plan. The forms to be completed are available on
the website under www.stiftung-evz.de/europeansforpeace.
— The forms must be completed on the computer. Text
­input is only possible in the specified areas.
— Applications may be submitted in German or English.
Please use the version of the form that corresponds to
the language of the submission.
— Further information can be attached to the application
as an appendix.
— The application has to be filled in jointly by the project
partners or at least in agreement and coordination with
each other.
What content-related aspects are important when filling in the application?
• Title of the project
The project title relates directly to the issue that the partner
groups intend to address through project work. The title
should consist of a short main title and a subtitle which
­indicate who will address what topic in which countries.
47
Example: Move against Discrimination!
A dance theatre project of young people from Germany
and Bulgaria on discrimination of Jewish citizens in the
­National Socialist era and today
• Theme/Content
Only projects that refer to the call’s theme “Watch out.
Discrimination! Projects on exclusion then – and now” can
be funded. It is advisable to concentrate on one question
on the subject of discrimination. This allows for deeper
­investigations and still leaves room for approaches with
multiple perspectives. It also counteracts the risk of trying
to “work through” a comprehensive catalogue of topics.
Biographically or locally orientated approaches also help to
focus the question addressed by your project.
Make apparent the time context to which your project
­relates. Decide whether the project should address the
­history of National Socialism and World War II or should
deal mainly with present forms of discrimination. The two
perspectives can also be combined: Thus, you could examine
similarities but also differences in the causes, modes of
operation and consequences of discrimination in the past
and present.
• Project objectives
Formulate clear project objectives for the project partners,
the participants and the social environment. Define
­corresponding criteria that will later allow you to assess
whether your project was successful. Plan a joint evaluation
of the project together with your project partners at an
early stage.
•
48
T he F un d ing P rocesss
• Activities/Methods
How do you plan to implement the project idea? What types
of activities or methods will the participants use to approach
the question and collaborate in order to obtain a result? Do
the methods selected enable implementation of the project
idea in accordance with the skills and interests of the young
participants and secure their active participation?
Please ensure that the type of activities and methods are
appropriate for the content of the project. School projects
are encouraged to use non-formal instructional offerings
and other learning locations and to apply for funds (e.g. fees)
for this.
Methodological approaches to anti-discrimination teaching
are recommended to link up with the young people’s own
experiences of discrimination.
• Historical witnesses
The funding programme would like to encourage a dialogue
between generations by the inclusion of historical witnesses,
present-day victims, committed individuals or experts in
the project work.
• Participants
The participants are young people between the ages of
12 and 21. Please ensure that the numbers of young
­participants from each partner country are approximately
the same and that they are of similar age.
• Results
Plan to produce a publicity-attracting result right from the
very start. The jointly produced result should usefully round
off the project work as a whole and reflect the results of the
thematic exploration to the outside world. It is better to
concentrate here on one or two formats that show outsiders
the results of your joint work in condensed form.
Please take the interests of the young people into account.
It is expedient to state the function and goals of securing
the results and to imagine the target group. You should
­consider the following aspects when planning the result:
time and task planning for the result, technical equipment
and need for professional support, as well as financing.
For example, you might produce exhibitions, films, stage
plays, newspapers, brochures, games, works of art,
­interventions in the public arena, websites etc. – but you
can also develop new and innovative results.
T he F un d ing P rocesss
6.
Programme Schedule
Upon receipt of your application, an expert jury will examine
the applications and issue recommendations. The Board of
Directors of the Foundation will then decide on funding.
49
Selected (predominantly new) project partnerships will be
invited to a counselling seminar. In the run-up to the
­encounters, representatives of the project partners can
take part in workshops to develop their content-specific
and methodological skills on the subject of discrimination.
The project partners will be counselled on the content of
their project proposals and can jointly develop and prepare
their projects.
At the end of the project, the use of the funds must be
documented. This includes a final report reflecting on the
course of the project and the learning processes, financial
settlement of expenditures and the project result.
•
Progamme Schedule
Call for applications
Selection of applications
Project implementation
Report and
project conclusion
Sept.
Dec.
Jan.
Feb.
May
June
Jury
Counselling
seminar
July
Dec.
June
July
Aug. Sept.
50
T he F un d ing P rocesss
7.
Selection procedure
and criteria
Regrettably, not all project proposals submitted can be
funded. In the past it has been possible to fund around
40% of the applications on the basis of a comparative
­assessment; that is, the available funds allow around
30 projects to be funded per year.
An independent jury of experts will consider the submitted
applications on the basis of selection criteria and will make
funding recommendations. Selection criteria include:
— Thematic orientation: The project work focuses on the
theme of the call for applications.
— International collaboration in a spirit of partnership:
The project is planned, carried out and evaluated jointly
by the international project partners. The opinions and
­experiences of all project partners are
integrated into
the concept. The constellation of project groups is
­diverse and balanced with regard to the age and number
of participants.
— Experience of everyday life: The issues raised, the
­questions of the project and the way it is carried out are
relevant to the interests and opportunities of the
young participants. The project is developed out of the
project partners’ immediate environment.
— Social and action-oriented learning: The participatory
and intercultural form of the project work make it
­possible to reflect on learning processes and to challenge
stereotypes.
— Results orientation: The project work produces a result
that is presented to a wider public.
— Sustainability and transfer: The joint nature of the
­project enables intensification and reinforcement of the
partnership. Opportunities are highlighted for long-term
engagement with the chosen topic. Democratic value
orientation
is encouraged, and the effects of the project
should extend beyond the group of participants.
— Intergenerational dialogue: Encounters and discussions
with historical witnesses are actively encouraged, where
these occur in the historical field and are relevant to the
project topic. Intergenerational dialogue and encounter
with persons currently affected, committed individuals
or experts can also take place in projects based on the
contemporary perspective, where this appears relevant.
T he F un d ing P rocesss
8.
Application counselling
Planning international projects is quite challenging for
­everyone involved. The Foundation is happy to offer support
in these efforts. Anyone who has an initial idea for a project
and is not sure whether it would fall within the funding
scope is welcome to obtain advice by telephone or email.
KONTAKT:
Phone: +49 (0)30 25 92 97-36 Phone: +49 (0)30 25 92 97-37
Judith Blum
Corinna Jentzsch
[email protected]@stiftung-evz.de
Information on the annual call for applications and the
­selection process is available on the website of EUROPEANS
FOR PEACE, as is a list of weblinks on the subject of
­discrimination, recommendations for project work and
methods of youth work.
www.stiftung-evz.de/europeansforpeace •
51
53
The Foundation
Remembrance,
­R esponsbility
and Future
In remembrance of the victims of National Socialist injustice,
the Foundation Remembrance, Responsibility and Future
works to promote human rights and understanding between
peoples. It also upholds its commitment to the survivors.
The Foundation is thus an expression of the continuing
­political and moral responsibility of the state, industry and
society for the wrongs committed in the name of National
Socialism.
The Foundation supports international projects in the
­following areas:
• A critical examination of history
•Working for human rights
• Commitment to the victims of National Socialism
The Foundation was established in 2000, primarily to
make payments to former forced labourers. The payments
programmes were completed in 2007. The Foundation’s
capital of EUR 5.2 billion was provided by the German
­Government and German industry. A total of EUR 358 million
was set aside as Foundation capital in order to finance ­project
support. The Foundation finances its long-term funding
activities out of the income generated by this capital.
54
Imprint
Concept: Sonja Böhme, Dietrich Wolf Fenner, Dr. Ralf Possekel
Editing: Judith Blum, Gudrun Herz, Corinna Jentzsch
Translation: Julia Brooks
Final Editing: Dietrich Wolf Fenner
Design: ultramarinrot.de
Printing: DBM Druckhaus Berlin-Mitte Gmbh
Photographs:
p. 6: Federal Foreign Office/photothek/Thomas Köhler
All other images and illustrations:
© Foundation Remembrance, Responsibility and Future, ­
Berlin 2015.
© Foundation Remembrance, Responsibility and Future, ­
Berlin 2015. All rights reserved. Texts, photos and graphics may
not be ­reproduced or distributed without the written permission
of the publisher.
www.stiftung-evz.de/europeansforpeace