Watch a video in which Mariam, research fellow of our project Alternativen Aufzeigen!, speaks about how to ensure that the messages at the heart of ufuq.de’s campaigns are pitched right for young people.
The Salafist scene in Germany emerged around 2004/5 with a few prominent preachers, and since then various strains have evolved. A conversation with Heiner Vogel about current developments in the scene.
Anti-Semitic statements and worldviews present educators with particular challenges, often because they are also connected with issues and conflicts that present themselves in a plural, multi-ethnic society. In her article, Anne Goldenbogen summarises the current state of academic debate on anti-Semitism in multi-ethnic societies. She argues for a critical examination of one’s own attitudes and experiences within pedagogical work, but also calls for a greater consideration of young people’s realities of life and of their constructions of identity.
Experiences of discrimination and marginalisation are widespread among young Muslims in Germany. Mistrust and exclusion create a climate in which radicalisation becomes possible. Jochen Müller stresses the importance of addressing these issues in education.
The project “Bildmachen” promotes critical media literacy among adolescents and young adults in dealing with religious-extremist narratives in social media and encourages alternative approaches and perspectives to questions regarding one’s everyday life and environment.
Wearing a headscarf as a teacher is no longer considered a disqualifier, or ‘knock-out criterion’, in many federal states in Germany. Ever since the Federal Constitutional Court overturned the headscarf ban, vacancies in schools and for public administration staff are increasingly being filled by women who wear headscarves. Not in Berlin, however, where the so-called ‘Neutrality Law’ still applies. But for how much longer? So far, a unified stance has been elusive in the newly-elected Berlin Senate and thus the debate continues. This topic is, of course, well-suited for discussions with students. ufuq.de’s Julia Gerlach has compiled the most important facts, arguments and background information.
As part of the “Highlighting Alternatives!” project (Alternativen aufzeigen!), we have created short films and exercises to support pedagogical work with students in grades 5 and up concerning Islam, racism, democracy, and Islamism. The films tap into current issues and developments in the media affecting youths and show the differing perspectives. The films and accompanying exercises do not seek to deliver simple answers. Instead they show that there are a number of diverse viewpoints and ideas when it comes to dealing with such issues. This comes with the invitation to develop one’s own point of view.
The 9th of November was a fateful day in German history: It coincides with the proclamation of the Weimar Republic in 1918, Pogrom Night (‘Night of Broken Glass’) in 1938 and the fall of the Berlin Wall in 1989. For today’s students much of this already seems like ancient history. They weren’t yet born and in many cases, their parents and grandparents hadn’t migrated to Germany yet. What significance do these dates have for youths?