Learning to live in a multicultural world: Fundamental rights and

Initiatives of Change
Learning to live in a multicultural world:
Fundamental rights and multiculturalism in Europe
2-7 July 2010, Caux, Switzerland
Conference Report
Offices:
P.O. Box 3909
CH-6002 Lucerne
Tel. +41 41 310 12 61
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Conference Centre:
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CH-1824 Caux
Tel. +41 21 962 91 11
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ACKNOWLEDGMENTS
The conference organizer and editor of the report, Angela Mattli, would like to especially thank Nina
Frei, Erwan Floc’h, Rochus Peyer, Evi Lichtblau, Nouria Ali-Tani, Nathalie Moore and Anne-Claire
Huet for their contributions. A special thank you also goes to all the volunteers for note-taking
during the different sessions of the conference; the conference team members for their hard work
and the speakers and facilitators for their contributions.
Initiatives of Change International and CAUX-Initiatives of Change would like to thank all the
volunteers, the media team, the conference organizers, the note-takers as well as the interpreters
and translators.
The conference was made possible by the financial support of:
- Service for Combating Racism of the Swiss Federal Department of Home Affairs
- Robert Hahnloser Foundation, Luzern
- Irene Prestwich Trust, UK
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CONTENTS
EXECUTIVE SUMMARY
5
1. MULTICULTURALISM: A CHALLENGE FOR DEFENDING FUNDAMENTAL RIGHTS?
6
Fundamental rights: Source for multicultural peace or cultural conflicts?
6
Islamic legal norms in Europe: The example of Sharia Courts in the UK
7
Roma in Europe: Minority rights at risk?
8
2. CHILDREN’S RIGHTS IN A MULTICULTURAL SOCIETY
9
The rights of the child in a changing multicultural society: New perspectives for the future
generation
9
Development of social pedagogy and its contribution to a multicultural society
10
Show Racism the Red Card –an anti-racism programme for school children based on football
10
3. WOMEN’S RIGHTS AND SEXUAL IDENTITY VERSUS CULTURAL PRACTICES
12
Women’s rights in a multicultural society – beyond universalism versus particularism
12
Developing empowerment for immigrant women in Switzerland
13
Lesbian, gay, transgender and bisexual immigration within global diversity
14
4. EUROPEAN MIGRATION POLICY: EUROPE – THE FORTRESS?
15
European migration policy and the protection of fundamental rights
15
Contribution of diaspora communities: African community in Switzerland
16
Who benefits from the culturalization of conflicts?
17
5. PRACTICAL TOOLS FOR SOCIAL CHANGE
18
5.1 Religious diversity and anti-discrimination training
18
5.2 Respectful approaches to multicultural education: Tools for parents, teachers and child
education professionals
18
5.3 Conflict transformation in an intercultural context
19
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5.4 Culture, values and ‘citizen’ practices
19
5.5 The role of the media in creating intercultural understanding in Europe
19
6. GET ACTIVE – NEXT STEPS
20
6.1 Discussion groups
20
6.2 Results from discussions focusing on self-reflection
20
6.3 Results from the discussions channelling thought into action
20
Fundamental rights and multiculturalism
Children’s rights
Gender and sexuality
European migration
21
21
22
22
6.4 International Peace Day
22
6.5 Initiatives of Change - A launching pad
23
7. ATTACHMENTS
25
7.1 Conference programme
25
7.2 Biographies of speakers
25
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EXECUTIVE SUMMARY
Europe has become more culturally and religiously diverse. This context provides a rich opportunity
for intercultural experiences, and a responsibility of communities for intercultural dialogue and
understanding. Undeniably, Europe has simultaneously become the scene of many modern- day
conflicts in intercultural relations. The following debates on the protection of fundamental rights
demonstrate the reality of the above statements.
In the Charter of Fundamental Rights of the European Union, launched in 2000 but only ratified in
2009, member states have agreed that to be able to share a peaceful future, the protection of
fundamental rights is essential and needs to be strengthened. At the same time, there are ongoing
discussions about implementing laws which often infringe crucial aspects of fundamental rights.
Emotional discussions especially between host communities and immigrants have become
common place. The banning of the construction of Minarets; forbidding headscarves or the forced
deportation of Roma people encapsulates a few of these controversial talks. There is thus a
challenge to the protection of fundamental rights in relation to religious freedom; gender equality;
minority rights; anti-discrimination and freedom of speech of those parties on both sides of the
debate.
The conference is a sequel to the successfully launched 2009 conference ‘Learning to live in a
multicultural world’. The aim of the 2010 conference was to find ways and means of reconciling a
respect for diversity with the protection of fundamental rights. Commitment is needed across the
board, from governments, civil society and individuals to build a common and peaceful future for
everyone. Everybody should take responsibility for engaging in the protection of fundamental rights
so that this becomes a uniting and integrating force in our society.
The conference also aimed to inspire action amongst participants. During the conference,
participants had the opportunity and space to work concretely on their personal action plans. The
21 September 2010, the International Day of Peace, was allocated as one occasion to start
implementing the conference outcomes. We are looking forward to the results.
Angela Mattli
Conference Organizer
CAUX-Initiatives of Change
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1. MULTICULTURALISM: A CHALLENGE FOR DEFENDING FUNDAMENTAL RIGHTS?
PANEL
Fundamental rights: Source for multicultural peace or cultural conflicts?
Nora Refaeil, Lecturer, Department of Public Law, University of Basel, Switzerland/Iran
Daniel Bolomey, Secretary General, Amnesty International, Switzerland
In 2009, 57.5% of Swiss voters accepted a popular initiative banning the construction of minarets
in Switzerland. This ‘erroneous vote’, as Nora Refaeil labelled it, initiated a lively discussion about
questions resulting from cultural diversity. Can the majority demand the minority to comply
boundlessly with the local norms, mainly deriving from a Christian tradition? How far does the
majority have to tolerate ‘deviant’ practices exercised by cultural or religious minorities?
Refaeil stated clearly that under the doctrine of fundamental rights, it is not permissible to curtail a
minority’s freedom of religion just in order to protect an inherited tradition of a country. This view is
supported by a recent decision by the European Court of Human Rights (the Grand Chamber is
currently reviewing this decision). In an Italian case, the applicant argued that the display of
crucifixes in classrooms of public schools constituted a violation of the ‘freedom of religion’ as
cited in the European Convention on Human Rights. The Court ruled that states have to be neutral
and impartial. States must not impose any religious belief in public areas, even if the majority might
support this particular belief.
Daniel Bolomey pointed out, that in spite of a great number of legal texts on fundamental rights,
discriminations and violations of minorities’ rights occur frequently in Europe. According to him, the
reasons for this situation are twofold: Firstly, fundamental rights issues are too often considered as
a judicial matter only. Bolomey argues that legal texts alone do not guarantee respect for
fundamental rights. These sets of norms will be adhered to only if they are reinforced by individuals’
positive fundamental values, independently of their cultural, national, religious or sociological
backgrounds. Secondly, he argues that it is especially during times of economic difficulties that the
elite and politicians use immigrants or minorities as scapegoats of blame.
What is the solution to conflicts related to the discrimination and violation of fundamental rights of
minorities?
Refaeil stated that peace-making is a dynamic process. It requires an honest dialogue between the
different cultures. Minorities and majorities must be ready to question their respective backgrounds
and recognize their present fears and intentions.
Firstly, the process of Inter- cultural dialogue has to be mindful that policies on fundamental rights
are there to protect the needs of cultural minorities. Secondly, these policies also provide a
framework that guides the responsibility of minority groups towards the majority community in
which they wish to integrate themselves. For Bolomey, the key is the active participation of the
people concerned. Those whose rights are violated should participate in the process to reach a
peace based on inclusiveness. Together with civil society bodies, those who have been
discriminated against are responsible to bring their concerns to the politicians and in this way be
active in the recognition of their rights. Their participation should not only focus on claims, but
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include suggestions for solutions. The grassroots communities know better than any elite group
what their needs are.
Taking up the issues raised in the morning, the case studies in the afternoon specifically explored
the question of how to deal with the issue of minority rights in Europe.
Case Study 1
Islamic legal norms in Europe: The example of Sharia Courts in the UK
Arif Arwan, Founding Member of MAT – Muslim Arbitration Tribunal, UK
Saira Malik, Lecturer in Islamic Studies, Cardiff University, UK
Petra Bleisch, PhD candidate, Department of Comparative Religious Studies, University of
Fribourg, Switzerland (Moderator)
Petra Bleisch set off the panel discussion by tackling an integral question: How should countries
approach, the growing demand by many European- Muslim communities for their respective
European states to institutionalize Islamic legal norms within their official law?
To start with, a few clarifications about what is meant by Sharia were needed: Unlike the
widespread opinion in Europe, the term Sharia includes not only criminal or civil law but it also
regulates the formal acts of worship or social interaction. It is a complex whole including various
elements and different schools of law.
Arif Awan stated that the right to freedom of religious thought and religious expression, which are
provided for in the Convention on Human Rights and Fundamental Freedoms, should form the
corner stone of the debate. He also acknowledged that reality is quite different. Fears and/or
islamophobic sentiments hinder fruitful discussions. The MAT, founded in 2007, provides a formal
basis for resolving disputes between Muslims who seek to apply the tenets of Shari. It is based
upon what is described in law as ‘alternative dispute resolution’. The MAT has been incorporated to
operate within the legal framework of England and Wales, under the Arbitration Act of 1996.
Awan pointed out two main advantages of the MAT: Firstly, any determination or award thereby
reached can be enforced through the existing means of enforcement via the civil courts therefore
preventing some of the shortcomings of informal arbitration. Secondly, it is conducive towards
helping the Muslim community to further integrate as a minority within the host community.
Saira Malik, lecturer in Islamic Studies at Cardiff University, agreed with Awan that Islamic
arbitration is happening on a private level. Muslim immigration to other, non-Muslim countries is
increasing. With the foundation of the MAT as the official Sharia councils, the Islamic arbitration
moves to a more formal level.
The decision to settle certain disputes within the structures of Sharia -based arbitration has to be
freely taken and this is one of the most crucial requirements. Sharia should not be seen as a
counter power to the state. Rather, certain practices of the Sharia can be meaningfully replicated in
spheres of British life deemed ‘private’ and recourse to Muslim religious ‘legal’ norms can be
accommodated within these areas.
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To conclude, both speakers agreed that any implementation of Islamic legal norms in Europe can
only be within the law of member European states which in turn are subject to the European
Convention on Human Rights and Fundamental Freedoms. The need for free choice in its
application was emphasized. As it is the instance in the UK, its implementation has to be restricted
to the private sphere and personal domain.
The discussion might have left the impression that the solutions are relatively straightforward to
seek after. Shared ideas emerged that in order to engage in an authentic dialogue both parties
have to actively listening to each side. The participants had the occasion to further discuss their
questions, concerns or fears over mealtime and during the next day.
Case Study 2
Roma in Europe: Minority rights at risk?
Ivan Ivanov, Executive Director, European Roma Information Office (ERIO), Brussels,
Belgium/Bulgaria
Ivan Ivanov started with an overview of the situation of Roma in Europe. He stated that awareness
about the Roma has evolved a great deal over the last six years. The term ‘Roma’ was still often
thought of as referring to people originating from Romania or Rome. Nevertheless, as he pointed
out, the Roma population can be said to be the most discriminated and disadvantaged people in
Europe. Still widely spread, the stereotypes and prejudices labelling Roma as lazy beggars,
criminals, parasites exploiting the welfare system, and pimps remain strong. Time and again, in
Italy, but also in Spain, Ireland or the UK, newspapers are warning against a so-called ‘tsunami of
Roma coming’. This stimulates prejudice and fear in the society.
Roma people are facing discrimination in various sectors such as healthcare services, housing,
schooling and education. According to Ivan Ivanov, a great challenge is the lack of access that this
population has to information. The Roma are badly informed about their possibilities, rights and
responsibilities. Their low level of education leaves them dependent on other people or institutions.
In this way, they are easily exploited and abused.
Strong efforts in capacity building are needed to enable Roma to escape their victimization. Ivanov
accuses the Governments throughout Europe of a lack of real will and commitment to address the
situation of the Roma. In this light, Ivan Ivanov recognises the great responsibility and opportunity
for ERIO to provide a network of Roma organizations that aim to promote access to information;
advocacy and lobbying on European policy level; networking and capacity building for Roma issues
He strongly advocates the implementation of a European- Roma strategy by the European council
in which Roma are directly involved. According to him, Roma involvement in policy-making is
crucial. Policies must consider the culture and traditions of the Roma.
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2. CHILDREN’S RIGHTS IN A MULTICULTURAL SOCIETY
Panel
The rights of the child in a changing multicultural society: New perspectives for the future
generation
Bernard Defrance, Philosopher, Teacher, Trainer, DEI-Defence for Children International,
France
Urszula Markowska – Manista, Maria Grzegorzewska Academy of Special Education,
Warsaw, Poland
Daniel Halperin, Pediatrician, President, Swiss Jausz Korczak Association, Switzerland
The panel discussion was opened with an invitation to reflect on individuals’ perceptions and
considerations for children. Do we allow children to actively participate in the expression and
recognition of their human rights needs; or are they supposed to be passive recipients of what
adults prescribe their needs to be?
Daniel Halperin spoke about the contribution of Janusz Korczak. Janusz Korczak was a polish
pedagogue who founded two orphanages in the Warsaw ghetto in the beginning of the 20th century.
His work advocated for the participation of children in their own development and inspired the
writing of the international convention of children rights which celebrated its twentieth anniversary
this year. Allowing children to express their needs, could transform a destructive frustration they
have into productive energy. The management of the behavior of rebellious youth was considered in
this context. In the US, corporal punishment is still allowed in the schools of some states. This also
occurs in France. Repression rather than an educational approach has often been adopted towards
antisocial youth.
Urszula Markowska-Manista, a Polish researcher from the Maria Grzegorzewska Academy for
specialized education, argued that there is a great shortage of knowledge of child rights. She
explained that children are often the initiators of social change in their societies. She said that
children are influential in the future of our societies, and so it is important to make them aware of
their specific rights so that they can learn how to constructively deal with differences. This would
help to improve conditions for multicultural dialogue.
Bernard Defrance, French philosopher, trainer and a board member of Defence for Children
International (DCI), addressed three challenges related to the youth. Firstly, the educational
relationship between youth and other generations has changed. Every four years, the amount of
knowledge in the world is doubled. This knowledge can no longer be transmitted by older
generations. Children must be encouraged to have enquiring minds and to question and challenge
damaging attitudes. This often implies challenging the views of authorities. The last challenge is to
ensure that their education reinforces ethical thinking. This need reinforces the idea that children
must be encouraged to think critically.
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Taking up the issues raised in the morning, the case studies in the afternoon explored the
principles of advocating for child rights by understanding their relevance in real- life situations.
Case Study 1:
Development of social pedagogy and its contribution to a multicultural society
Laurent Ott, Educator, Researcher, President, Intermèdes Robinson, France
Laurent Ott, Teacher, Social Philosopher and Activist, has created the Intermèdes-Robinson
association. Laurent realized that the structure created for community education was no longer
adapted to the poorer populations. Simultaneously, according to French policy, public spaces were
being used as transiting spaces. No consideration was taken to use public spaces as areas for
community activities and socializing.
Inspired by the work of the French pedagogue Célestin Freinet, Laurent’s organization launched a
program for community street activities. The structure of the program, typical to this pedagogy is
unplanned. The primary principle of this pedagogy is to settle in a public space, like a playground,
and for individuals of the organization to be there for community members to interact with in
educational and fun ways. There are games; opportunities for listening to community members and
possibilities for create activities. The organization’s way of operating has no strategy. There is the
unconditional availability and time of its members to the disposal of communities as they wish to
use these resources.
The aim is to make children the primary actors in determining their abilities and recognizing the
various possibilities for learning available in the resources they have. This method is intended to
give children of poorer communities their sense of ownership back.
These activities are intended to be highly visible, so that other children join and their parents are
reached too. Gradually, with the use of this expressive space, children are empowered to express
their emotions and share their stories. With these actions of the organization, the communities
have started to reclaim their public space. They are rebuilding a new multicultural society in which
they are taking ownership of their needs and choices.
Case Study 2
Show Racism the Red Card –an anti-racism programme for school children based on football
Craig Bankhead, Show Racism the Red Card, UK
The NGO ‘Show Racism the Red Card’ was established in 1996. This educational charity is founded
by Ged Grebby and Shaka Hislop, an ex footballer. Role models of famous football players help
children reflect on racism.
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Currently, the project gives workshops in nine schools a week in the North-East of England. This
area is recognized as one of the most deprived areas of the UK with high unemployment and
poverty rates. The area is comprised of a 97% white population and it has seen the rise in
exceptionally right- wing parties. The population of this community has not had much contact with
black or Asian races and knows little about them. Statistics regarding attitudes to ethnic minorities
have shown that people with less contact with minorities are more prejudice. Young people are also
very keen on football in the area which gave rise to the idea for this project.
In the project, children play a football game which is arranged by a famous football player. The
game is followed by an educational workshop with questions and answers. The children are
between 9 and 11 years old. All the footballers who participate have been victims of racism even
up to the present day. These workshops, freely provided, are funded by nine local authorities. A
workshop activity includes discussing headlines from British tabloids and that incite racial
prejudice. To engage children with the topic, a film is sent to schools beforehand. The film defines
racism, talks about its roots and football players and children alike talk about experiences of being
victims of racism or marginalization. The film explains how children can deal with racism, by telling
someone (their football coach, a teacher, a parent) if they fall victim to it and sharing the
experience. The film talks about how to campaign against racism and shows how football
encourages togetherness through a team game of participants of different cultures, classes,
continents and religions. Craig named three ways in which people can combat racism i.e through
being open to learn, understand and respect. The feedback has shown that children’s attitudes to
race change with the workshops and teacher feedback has been unanimously positive.
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3. WOMEN’S RIGHTS AND SEXUAL IDENTITY VERSUS CULTURAL PRACTICES
Panel
Women’s rights in a multicultural society – beyond universalism versus particularism
Annemarie Sancar, Senior Gender Advisor, Swiss Agency for Development and Cooperation
(SDC), Switzerland
Samia Allalou, Journalist, member of the ‘Women Living under Muslim Laws’ international
Solidarity Network, France/Algeria
Looking at the Gender Equality Statistic from the EU, there is an undeniable fact that women are
still facing discrimination in the workplace and also within their families. Every 5th women is a
victim of domestic violence. On the other hand, at a European level, women are still earning an
average of 18% less than their male colleagues at similar positions.
Annemarie Sancar mentioned that we often think that the violations of women rights are a problem
of the South and of immigrant communities. Therefore, the current discourse on the position of the
immigrant women in Europe is often based on a post-colonial attitude. This comes up in the current
debate on banning headscarves and niqabs which is taking place in several European countries.
Interestingly, some right wing parties which are often the author of such campaigns are also
passionate defenders of women rights issues. On the other side, there are also some feminists who
are in favour of the ban by arguing that the ban would stop the oppression of women and liberate
the Muslim women. According to them, banning headscarves will automatically set the immigrant
women free and lead them directly to integration. Sancar highlighted that banning headscarves in
the name of women’s right and gender equality will violate fundamental rights. Additionally, this ban
would rather isolate Muslim women in their homes than liberate them.
Instead of focusing on the liberation of Muslim women by banning headscarves and niqabs,
European countries should give priority to the implementation of the Beijing Platform for Action.
This platform works on removing the obstacles to women’s public participation in all spheres of
public and private lives. It advocates for a full and equal share in economic, social, cultural and
political decision making. Samia Allalou advocates for making a clear distinction between cultural
practices and religion when it comes to women’s rights in Muslim countries. She highly encourages
Muslim women to study the original sources of the Holy Qur’an regarding their role in Islam. She
pointed out that there is no contradiction between being a feminist and an observant Muslim. With
her organization, she is fighting against legal discrimination of women in Muslim countries with
campaigns, videos and gatherings. For her, legal norms have to be detached from religion and
guarantee equal rights for everybody.
Taking up the issues raised in the morning, the case studies in the afternoon explored the
principles of the empowerment of immigrants in Europe by understanding their relevance in reallife situations.
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Case Study 1:
Developing empowerment for immigrant women in Switzerland
Alicia Gamboa, Project Manager, CFD-The Feminist Peace Organization, Switzerland
The case study further developed the idea of ‘the othering’ discussed in the morning panel. In a
concrete approach the speaker Alicia Gamboa from the Swiss NGO ‘CFD-the Feminist Peace
Organization’ reported from her work with migrant women in Switzerland. She also gave some
insights into her own experience as a migrant woman.
Gamboa started her presentation with an overview of her own journey from Mexico to Switzerland.
Her journey developed from her being a restaurant owner, politically engaged and with lots of
hobbies to becoming a voiceless and invisible dish washer. This journey was proceeded by her own
empowerment process and finally finding her place and her voice back in the hosting country.
Through this personal journey Alicia introduced the ‘Kompetenzbilanz/ Biographiearbeit’ (Work on
competence and biography). This is a specific approach of the CFD to identify the specific qualities
every migrant woman has.
The organization tries to empower migrant women on a personal level. They work towards
strengthening the self-confidence and economical independence of migrant women. CFD also
lobbies for the rights of migrant women educates the Swiss public. It is envisaged that people learn
to overcome their stereotypes.
The speaker continued with a more theoretical approach to explain the process of exclusion of
migrant women; challenges of violence and ways for individual, collective and cultural
empowerment.
To further illustrate these ideas, Alicia introduced the audience to some of the projects CFD has
been running in the last few years. These include projects entitled ‘Flying Wisnina’ (1998);
‘Combine’ (2003); ‘Mentoring for migrant women’(2007); ‘Geld-Ein-Fluss/ Remittances and
Gender’ (2008) and ‘Teilnehmen – Teilhaben/ Political mentoring for migrant women’ (2010). All
projects were designed in the above mentioned spirit have been successful in their outcome.
After this colourful and vivid presentation the floor was opened for questions. The mainly female
audience showed their deep interest. They asked questions about the results of the projects; the
accessibility of migrant women; political participation; international contacts with other
organizations working in the field and the response of the Swiss public.
This gave Alicia the incentive to further underline the empowerment approach of the CFD. This
approach includes mentoring, strengthening self-confidence, visibility and activism, participation as
equals e.g. in universities, on the job market or in political organizations.
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Case Study 2
Lesbian, gay, transgender and bisexual immigration within global diversity
Rodrigo Araneda, President, ACATHI- Catalan Association for the Integration of Homosexual,
Bisexual and Transexual Immigrants, Spain
Being gay and an immigrant in Barcelona, Rodrigo Araneda and some of his friends saw the need to
set up an association which would help others like themselves. They tried to join in with other
associations but the immigrant associations said that they were not interested in them and that
they should join a gay association. However the gay and lesbian associations did not want them
either, saying that their problems were basically immigration related. Consequently ACATHI was
founded dealing with the problems associated with the double handed prejudices they faced for
being both gay and immigrants.
ACATHI’s aim is to provoke a social change. It is open to everyone and their aim is to include
everyone. ACATHI provides a series of voluntary services which tackle particular problems related
to gay immigrants. Rodrigo explained that gay immigrants arrive in a new country with the hope
they will easily find a job, develop a good lifestyle and that they will be free to express their gay
identities as they wish. The reality is often quite different. Often jobs cannot be found and they
have no social support networks such as family, neighbours or religious groups that will accept
them. For that reason these communities can become very lonely and desperate.
Another problem is that families are often not supportive. They often physically abuse sons or
daughters who are gay. If these families are immigrants, the children have nowhere else to turn to.
ACATHI in collaboration with the city council of Barcelona are trying to set up a home for minors.
However, these projects are expensive.
The International Lesbian and Gay Association (ILGA) has recently published a map of the world
showing in which countries gays can exercise their fundamental rights. Unfortunately there are very
few. Gay marriages or a substitute of marriage is recognized in Spain, South Africa, Holland and
some states in Canada. In order to improve the situation INTEGRATION, SENSITIVITY AND
VISIBILITY are needed.
The future challenges that the association faces are as follows:
1. Finding accommodation for all those in need
2. Making themselves known in Spain to other associations
3. Sharing their experience
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4. EUROPEAN MIGRATION POLICY: EUROPE – THE FORTRESS?
Panel
European migration policy and the protection of fundamental rights
Christine Adam, Legal Officer, International Migration Law and Legal Affairs Departement,
IOM – International Organization for Migration, Brussels
Simone Röthlisberger, Ethnologist, Senior Migration Affairs Officer, Federation of Swiss
Protestant Churches (SEK-FEPS), Switzerland
Silja Klepp, Ethnologist, University of Leipzig, Germany
There are a total of 200 million migrants worldwide nowadays. Discussions about integration, media
reports about boat refugees, border control questions and mobility within the EU make clear that
migration is something societies around the globe are struggling with. While one group enjoys an
increasingly higher mobility (within EU), others are more and more excluded which is often justified
by security concerns. The question of fundamental rights is considerable in the context of
migration. The three speakers of the day, Christine Adam, Simon Röthlisberger and Silja Klepp
helped shed some light on the question whether European migration policies had really turned
Europe into the Fortress that so many people are referring to.
Christine Adam, a Legal Officer at the International Migration Law and Legal Affairs Department of
the International Organization for Migration (IOM), based in Brussels, started by providing a general
overview on migration and the migration policy of the European Union. Christine posed the
question of how current policies and practices in the field of migration are compatible with the
protection of fundamental rights. She referred to two important documents: the European Charter
on Fundamental Rights and the Stockholm Programme. The Stockholm Programme is the EU's five
year plan (2010-2015) in the area of freedom, security, and justice that underlines a ‘Global
approach to migration’ as a key element.
According to Adam, one of today's greatest challenges is to balance the needs of getting highly
qualified third-country migrants to improve the economy, whilst preventing irregular migration and
safeguarding migrants' human and fundamental rights on the other hand. Overall, she positively
referred to the recent emphasis on fundamental rights as the overarching principle within the EU.
With regard to the Fortress of Europe, Simon Röthlisberger, a social anthropologist and the Senior
Migration Affairs Officer of the Federation of Swiss Protestant Churches (SEK-FEPS), not only called
attention to the growing border control towards the outside but also to the trend of closing up the
fortress from within. To illustrate this he mentioned the situation of the so-called ‘sans-papiers’ –
immigrants without any legal status – and their insecurity regarding the future, a feeling which he
said had been tangible in all of his conversations with them.
Furthermore Röthlisberger referred to the ban of the construction of minarets in Switzerland. He
expressed that he believed this legislation violated fundamental rights, as the freedom of religion
also guarantees the freedom to practice this religion (which includes having a mosque with a
minaret). He stated, however, in order to provide equal opportunities and rights, we need clearly
regulated structures and integration, not specific - and more and more ethicized - rules and bans.
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His last example was the current asylum policy in Switzerland which, in many cases, leads to
precarious or even irregular legal forms of residence. To conclude, he stressed the important role
of NGOs in bridging existing gaps, in being the thorn in the side of a state and government and in
raising awareness amongst the public.
Silja Klepp, a social anthropologist at the University of Leipzig, focused on the situation in the
border region between EU and Non-EU territory, specifically on sea migration in the Mediterranean
Sea. There is a conflict of interests between border control and refugee protection in the European
Union. Since the 1990s sea migration changes dramatically. The routes have become longer and
increasingly dangerous; the boats are smaller to avoid military checks and often there are no more
traffickers but only migrants on the boat without any nautical skills.
What was most striking for Klepp doing her research and the point most strongly emphasized in her
talk was the legal ambiguities and ad-hoc measures she often experienced. The irony is that the
original legal situation was clear: everyone who is in distress at sea must be rescued. But by now,
many different bodies are in charge, different national rules apply, questions of authority,
responsibilities and processes to be followed arise and legal ambiguities are the norm. As a
consequence, the legal gaps are filled on site by ad-hoc decisions made by security forces or
border police. This often leads to a violation of human rights and its justification afterwards.
Coming back to the question if Europe can be called ‘the fortress’ Klepp rather opted for the term
‘filter’ only allowing the strong and best-skilled migrants in who are thought of contributing to
European economy.
Taking up the issues raised in the morning, the case studies in the afternoon explored the
experiences of Diaspora Communities through making reference to real-life situations.
Case Study 1
Contribution of diaspora communities: African community in Switzerland
Alpha Grace, President, African Sociocultural Development Centre, Switzerland
Divina Zoé Cajacob, Secretary African Sociocultural Development Centre, Switzerland
The case study addressed the situation of the African diaspora in Switzerland and their potential
contribution to both their home country and their host society.
Divina Zoé Cajacob, Secretary of the African Sociocultural Development Centre in Switzerland,
spoke of the multiple discriminations and stereotypes women migrants from Africa in Switzerland
experience. Racial, sexual and economic discrimination all conspire to keep women invisible. One
big need in her work is to bring attention of society towards African's women's experience in
Europe and raise the awareness of their specific needs. Furthermore, it is critical that African
women both here and in Africa are able to speak for themselves and ensure access to learning
opportunities. To achieve lasting results for the betterment of the whole society, she says, it is not
enough to have convictions and moral values, but we also need professional competence.
Alpha Grace, President of the African Sociocultural Development Centre in Switzerland, first
highlighted the misconception of the ‘African community’ and asked people to remember that ‘it is
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not true we are a community – Africa is a continent, not a country or a region or a village’. Referring
to the theme of the afternoon, he pointed out that migration is always both enriching and
challenging, and as such it is a mixed blessing. He strongly encouraged everyone to ask questions
such as: Why do they leave their communities and come to Europe? Why do they stay and not go
back home?
According to Grace, the host country's economy actually benefits from the cheap labour which, in
turn, acts as an impediment for the return of immigrants. Meanwhile the migrants send the money
home and therefore are impoverished, but their sense of responsibility hinders them to go back.
Additionally, false perceptions of what living in Switzerland will be like in African countries are still
very strong. Returning migrants usually do not admit that it is not a ‘land of milk and honey’.
Certainly public authorities of the respective states have to make efforts to correct false
perceptions. Community leaders both in the home and the host countries who are in close contact
with the people concerned should also be active in the awareness process.
Case Study 2
Who benefits from the culturalization of conflicts?
Judith Jordaky, Project Manager, TIKK – Centre of Competence for Intercultural Conflicts,
Switzerland
Judith Jordaky, Project Manager, presented the work and approach of the Centre of Competence
for Intercultural Conflicts (TIKK), an organization based in Zurich. The key area of TIKK involves the
public sphere that provides services in fields of crisis intervention; conflict management;
intercultural education; the design and monitoring of projects on intercultural issues, coaching,
consultation and supervision.
Asking the question ‘Who does benefit from the culturalization of conflicts’ she clearly stated
‘nobody’. On the contrary, in many conflict cases the cultural dimension is not necessarily the most
important one: ‘Culture can play a role, also a significant one, but often structural causes have a
greater impact’. Therefore, Judith further explained, that the different dimensions of influence need
to be covered to understand the real causes of so-called intercultural conflict. A premature
culturalization of conflicts, on the other hand, prevents adequate solutions. It is important to note
that individuals can internalize different cultural patterns due to their different memberships.
Different cultures are not only ethno-nationally defined but also by social classes, professions, peer
groups (sub-cultures) or companies. Furthermore she pointed out five dimensions involved in socalled intercultural conflicts: ideational (cultural), psycho-emotional, behavioural, and scarcitybased and membership conflicts. In order to find a solution to any given conflict all these different
dimensions have to be addressed choosing adequate approaches for each of them. TIKK, therefore,
works with an interdisciplinary team from the fields of social sciences, social work, conflict
management, supervision, business and public management.
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5. PRACTICAL TOOLS FOR SOCIAL CHANGE
An innovative element of the conference included workshops which provided capacity-building in a
very practical way. The conference participants had the opportunity to choose between 5 different
workshops which took place every conference day.
5.1 Religious diversity and anti-discrimination training
Nina Frei, Trainer, CAUX-Initiatives of Change, Switzerland
Judith Jordaky, Project Manager, TIKK - Centre of Competence for Intercultural Conflicts,
Switzerland
Besides providing a rich opportunity for intercultural understanding, religious diversity is also an
undeniable aspect in many modern-day conflicts. This highly interactive training programme aimed
to facilitate dialogue and sharing of experiences in the area of religion and culture. Contemporary
manifestations of prejudice and religious discrimination could be recognized and individual skills
were developed. This created an inclusive intercultural environment.
Quotes from participants:
‘The workshop leaders were well prepared, organized and the method was very interesting’
‘The workshop leaders were very cooperative, available and ready to listening.’
5.2 Respectful approaches to multicultural education: Tools for parents, teachers and child
education professionals
Ségolène Lefort, Project Manager, Peace Education Project, Initiatives of Change, France
Jonathan Lévy, Pedagogical Advisor, Peace Education Project, Initiatives of Change, France
This workshop was designed for child professionals, NGOs working with children, and also for
parents/grandparents who are concerned with these issues for the future generation. The practical
tools, techniques and teaching kits which were used during the workshop included educational
approaches to children’s rights; to Initiatives of Change’s approaches to peace and mutual respect
in the child/adult relationship.
Quote from a participant:
‘The workshop showed instruments to implement children rights in a multicultural society. The
trainers were very efficient and taught different methods which were highly appreciated by the
participants. The content was well explained and very detailed with visible interactions and group
work which led to understand the individual’s role in enhancing peace education, diversity and a
multicultural society.’
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5.3 Conflict transformation in an intercultural context
Pascal Gemperli, Institute for Integrative Conflict Transformation (ICP), Switzerland,
Tanja Mirabile, Institute for Integrative Conflict Transformation (ICP), Switzerland
The conception of culture largely defines how mediators approach conflicts in an intercultural
setting. Participants learnt how a culture model based on identity layers can provide space for
common ground beyond apparently incompatible attitudes and conflicting objectives. Furthermore,
participants reflected on the importance of needs compared to basic or human rights and how this
fits into a comprehensive model to understand the dynamics of conflict.
Quotes from participants:
‘The workshop leaders created an atmosphere were honest conversations were possible.’
‘After the workshop, I have a deep understanding of the topic. I feel ready to explain and to
interfere with the method.’
5.4 Culture, values and ‘citizen’ practices
Jamila Labidi, ‘Initiative dialogue’, Initiatives of Change, France
Alice Lemonnier, ‘Initiative dialogue’, Initiatives of Change, France
Citizenship is a hybrid concept which has reached a universal dimension. By working on our own
concepts of citizenship in a multicultural environment this workshop provided a framework for
exchanging opinions and reflection on a common European citizenship. Besides familiarizing
ourselves with this concept, the workshop offered space to work on its practical implementation in
our daily lives.
Quote from a participant:
‘The workshop was well-structured and facilitated. The exchanges were most valuable and
respectful.’
5.5 The role of the media in creating intercultural understanding in Europe
Richard Keeble, Professor of Journalism, Lincoln University; Director, Institute of Communication
Ethics, UK
Bernard Margueritte, President, International Communications Forum; former ‘Le Monde’
correspondent for Eastern Europe, France
Media has a powerful capacity to encourage global awareness and thereby promote cross-cultural
understanding, tolerance and acceptance of ethnic, cultural and religious differences in
communities across Europe. Unfortunately, the media’s potential to be a force for good can easily
backfire. By disseminating messages that create and reinforce negative stereotypes and perpetuate
misconceptions, the media frustrates dialogue and works against mutual understanding. To identify
suitable measures for encouraging constructive action, this workshop focused on tools to confront
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prejudices and discrimination associated with populism and/or xenophobia and tried to establish
personal, professional and/or community action planning on enhancing ethical principles in media
regarding cultural diversity.
Quotes from participants:
‘The trainers had expertise knowledge about the current media situation in Europe.’
‘They gave us concrete questions which helped us to collect different views, to discuss them,
review them and make them more concrete.’
6. GET ACTIVE – NEXT STEPS
6.1 Discussion groups
The diversity of contributors at ‘Learning to live in a multicultural world’, ranging from experts in the
field to local lay community members (students, teenagers and even inquisitive little children) was
astounding. An intimate opportunity was required, for all these participants to interact.
Six Discussion groups were thus formed. Everyday a time slot was provided for these members of
the Discussion groups to engage in self reflection and facilitated discussion about the theme of the
day. Participants could join a group according to their language preference and the nature of
discussions i.e. whether they were story telling or action- based related to the themes of the day.
Throughout the day, the participants’ commitment to household tasks as well, such as cooking and
dining room service, as ‘housemates’ of the Caux Palace and as such added to the feeling of
camaraderie.
6.2 Results from discussions focusing on self-reflection
The following words could be used to summarize the most significant insights that emerged during
participants’ reflections in the community groups: In a Multicultural society, there is the need to
learn; understand; respect; and the need for inclusion; sensitivity and visibility.
6.3 Results from the discussions channelling thought into action
Participants deliberated about action that could be taken in the fields of Fundamental rights,
Children’s rights, Gender and sexuality and Migration issues that learning to live in a multicultural
world demands.
Depending on the participants’ resource availability in their personal lives and their careers, it was
identified that action could be mobilized in a Personal way, in participants’ Professional lives and
that existing Organizations could be approached for inspiration and knowledge.
The following Diagrams will depict the Personal and Professional actions for change and existing
Organizations which can be accessed, relating to the four areas of concern.
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Fundamental rights and multiculturalism
Personal action
Professional action
 Find out about laws
 Education about Human
related to immigration.
Rights.
 Search for information on  Conduct creative training
Human Rights.
in conflict resolution;
negotiation and
 A gathering held for
intercultural issues.
people from different
backgrounds to share in a
meal.
Children’s rights
Personal action
 Become conscious
shoppers i.e. be aware of
possible child labour
involved in the production
of goods.
 Being more aware of the
needs of children in your
area.
 Keep up to date with
developments in
children’s rights.
 Telling Children about
their rights.
 Make it visible when
children’s rights are
violated.
Professional action
 Integrating children’s
rights into the school
curriculum.
 Inviting an organization
that deals with issues
affecting children to do
presentations in schools.
 Lobby for Children’s rights
at local and National level.
 Raise awareness about
the Roma population
amongst the youth.
Organizations in the field
 Amnesty International
 International Federation of
Red Cross
 Human Rights Watch
 ICP
Organizations in the field
 DEI, France
 Janusz Korkzac
 Unicef
 Show Racism the Red
Card, UK
 RESF, France
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Gender and sexuality
Personal action
 Talking to family members
more openly about
sexuality.
 Giving moral support to
families.
 Be aware of your own
attitude towards people of
a different sexual
orientation.
European migration
Personal action
 Be inclusive and
encourage minorities to
take part in civic life.
 Provide support for
immigrants in terms of
language and legal aid.
 Raise awareness of the
local culture.
Professional action
 Inviting organizations that
are experts in the field to
do workshops in schools.
 Campaigning to make
local communities aware
of challenges of minority
groups.
 Making a set of
educational tools to teach
people about sexuality.
Organizations in the field
 LGBT
 SDC, Switzerland
 ACATHI, Spain
Professional action
Organizations in the field
 Make human rights of
 African Socio-cultural
migrants visible.
Development Centre,
Switzerland
 Send letters to authorities
to find out what is
 TIKK, Switzerland
happening at the borders.
 Include tools and games
related to cultural diversity
in the education of
children.
6.4 International Peace Day
The 21 September is recognized annually as the International Day of Peace. It is a great aspiration
of Initiatives of Change, that the conference is seen as an opportunity for all its participants to
engage in brainstorming and networking around ideas and activities which could recognize and
honour this special day across our continents. In their community groups and during the final day
when action plans were reflected upon, participants brainstormed about actions to promote peace
in a multicultural society. These ideas especially pertained to the themes of the Conference. Once
again, creative ideas ranging from individual personal tributes to greater organizational lobbying and
actions emerged. The following actions for 21 September emerged:
 As individuals we must make a conscious decision to be more approachable to people of
different backgrounds.
 We must create a visible image for acknowledging multiculturalism. Use a public space (e.g.
train station) to reach and connect all communities. Awareness raising material (photo
projections; videos) can acknowledge challenges and emphasize cultural richness.
 Show the video ‘Peaceoneday’ to friends and interfaith groups.
 Find out what local organizations are planning.
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6.5 Initiatives of Change - A launching pad
The community groups provided the perfect opportunity for the participants to identify that
personal introspection can lead to a more open engagement with others and certainly a desire to
combine resources to act at a greater global level. This is without doubt in keeping with Initiatives
of Change’s objectives that the Wheel of Change encapsulates. The Discussion groups have served
as a launching pad for each person to continue to engage in these issues when they leave Caux.
Our conference method includes three main pillars, which are complementary and equally
important.
Dialogue in diversity
If we want to understand the world, we need first to understand its diversity. We think that the best
way to do so is to meet other people from different cultural, philosophical and political
backgrounds. To discover their richness and go beyond prejudices. To understand ourselves better
also, be exposed to other valuable truths, in a world accepting pluralism. To build trust for
relationship change.
Space for reflection
Following the Socratic principle, we think ‘an unexamined life is not worth living’. Having exciting
and full lives, we need spaces to have a break, to question our choices and the link between them
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and our acts, to rethink our relationships with others and our role in our society. This should enable
us to unlock potential for personal change.
Empowerment for action
Who will bring the change the world needs if not us? So many ideas, so much potential but still too
few outcomes. We may feel powerless and lonely and it’s important to talking and reflect. But we
want to transform ideas into action, dedicated programs with beneficiaries. So we need to
empower and be empowered for action, to enable partnerships for global change.
by Kate Monkhouse
Initiatives of Change
7. ATTACHMENTS
7.1 Conference programme
http://www.caux.iofc.org/sites/all/files/llmw_programme_en_web.pdf
7.2 Biographies of speakers
http://www.caux.iofc.org/sites/all/files/llmw_biographies_en_web.pdf