Tolerance Matters -
International Educational Approaches

by Seamus Dunn, Karl Peter Fritzsche, Valerie Morgan

The International Network – Education for Democracy, Human Rights and Tolerance - was established in April 1999. The Network allows activists, researchers and academics from organizations across the world to exchange ideas and experiences, analyze their own practice and develop joint programs and projects. One of the vital elements in this process is comparing the situations in which different groups and individuals work, the approaches they have adopted and the successes and failures they have experienced. Out of the detailed analysis made possible by four years of face to face interactions members of the network developed the set of case studies which form the basis of the book entitled ‘Tolerance matters – International Educational Approaches.‘

From the outset, members from Israel, the United States, the Philippines, Germany, Poland, Northern Ireland, the Netherlands, South Africa, Brazil and Chile, although working in very different social, cultural, political and economic situations, found that they were linked by a common concern to explore the potential of education to foster tolerance. Out of this emerged a process through which members tried to document the range of experiences and approaches represented within the Network in a coordinated and comparative manner. Eventually each of the organizations represented agreed to develop a case study, describing the context in which they operate and the nature of the educational work, which they are involved in or support as well as the challenges they face.

In order to provide coherence a structure was developed which would give the case studies a common framework, whilst allowing enough flexibility to reflect the enormous economic, social, political and cultural differences which shape the work of each organisation. Thus everyone began by providing a brief overview of the social and historical context within which they work, focusing particularly on the central problems and issues which their organisation attempts to address. They then looked at the actual educational approaches, which are being developed and implemented. Having set the scene in this way they then discussed the social or political processes by which initiatives have been implemented, including the relationship to other institutions and to public policy.

In a strong connection to this stands the assessment of the strategies developed to ensure that projects become established, promoted and disseminated. In many contexts the use of education to develop the values of tolerance, democracy and human rights are a matter of controvercy, so the authors of the case studies also examined the responses as well as attitudes of a wide range of groupings and constituencies within their societies as well as the impact of contextual changes such as economic or social crises, a change of government, a sudden increase in violence, new government initiatives, the input of more money or the reduction in current spending. Finally they addressed the difficult area of evaluation by attempting to estimates the impact of their work and suggesting possible new developments and initiatives.

The resulting case studies provide direct insight into a variety of methods adopted in many different regions and countries and by a range of types of organizations and how these relate to the specific contexts in which they are embedded. Reading these case studies makes it clear that there are great difficulties involved in trying to draw out common ideas from such a complex range of individual situations; especially since many of the groups are operating in contexts which are themselves changing rapidly. The book must, therefore, be seen as a first attempt to identify emerging international patterns, issues and problems that are affecting educational programs which aim to promote and influence such subtle and complex concepts as tolerance, democracy and human rights.

Different approaches – Underlying themes

To expect that clear over-arching patterns emerge would have been naïve but there do appear to be significant underlying themes. For example, several writers point to the need for a more subtle analysis of the relationship between tolerance, democracy and human rights. Some of the case studies show that encouraging tolerance can, of itself, have only limited impact or importance in their attempts to remedy the difficulties and dangers of their lives. When people within a society live and suffer under conditions of inequality, their first demands are not for tolerance, but for human rights and democracy. The power of tolerance may then follow. A quotation from the chapter provided by the International Fellowship for Reconciliation makes this clear:

"In an imbalanced power situation, the weaker party has no choice other than to ‘tolerate’ the stronger. The only way for them not to tolerate the stronger party is actively to rebel... to talk of teaching human rights is much clearer… It is therefore clear that, in many situations where there are serious economic and/or political inequalities, and where the cleavages are very deep, it may, initially, be impossible to build bridges and to construct the ties of tolerance. This conclusion is not intended as a rejection of tolerance, but it is a recognition of the fact that in many situations social and political change is necessary in order to establish the pre-conditions for tolerance."

An overview of the case studies also suggests that in many situations a number of fundamental dichotomies have to be balanced as part of the process of designing educational initiatives which address the promotion of tolerance, democracy and human rights. These include:

• In many contexts we have to relate our activities to two different (sometimes opposing) target groups: for example in the Philippines the experience has included working with both the people and the police, even though they are sometimes placed in the opposing roles of the victims and the perpetrators.

• We often support two different imperatives: that is, don’t discriminate and stand up for your rights.

• We foster two different competencies: the need to control and limit power and empowerment.

• We work within a framework made up of both civil society and the state.

• We work in the field of diversity, which demands that we promote tolerance; but also of disparity and violence, which demands the promotion and protection of human rights.

Can impact be measured?

Perhaps the most difficult task for those writing the case studies was the attempt to evaluate the impact of their work. In many cases subjective judgements have to be the basis on which the impact of initiatives is assessed. However all the organisations try - to use their accumulated experience to identify future needs. As we have noted in a number of cases, the problems of addressing conflict and violence appear to be so immense at present that the only realistic objective may be to try to maintain some ongoing work and a degree of contact with all sides in the conflict. In other situations it is possible for organisations to identify specific targets. Such as, working on human rights awareness with relatively junior members of the security services.

The argument here is that such people may be more open to new ideas than more senior officers who have been immersed in older less democratic structures. Such a long-term view is characteristic of thinking across the Network. It reflects a sophisticated understanding of the complexity of the problems which its members are seeking to address.

There are no ‘quick-fixes’, just as there are no easy ways of transforming ideas and approaches wholesale from one context to another. But with time and a supportive environment people can both learn from each other’s experiences and help to bring about positive changes. In a sense this is the key significance of the Network. It gives high quality time and space to people who rarely have the opportunity for professional reflection in a supportive international environment.

Index: Podium

Tolerance Matters- International Educational Approaches
by Seamus Dunn, Karl Peter Fritsche, Valerie Morgan

Is Participation the key?
by Michael Seberich

Taking the Network's workshops one step further
by Katrin Uhl

The Center for Applied Policy Research

The Nonviolent Peaceforce
by Nicholas Mele