1. BELIEFORAMA A panoramic approach to issues of religion and belief

2. At the heart of Belieforama: Religious Diversity and Anti-Discrimination Training A ground-breaking training programme to raise personal and intercultural awareness, examine issues, develop strategies and inspire action. Highly inter-active and participatory methods that have proven effective in dealing with prejudice and discrimination in general. For both religious and non- religious people.

3. Religious Diversity and Anti-Discrimination Training Awarded the European Commission’s Gold Prize for adult education (2008) Listed in: “Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice” (© Council of Europe, OSCE/ODIHR, UNESCO, OHCHR 2009) Handbook available in French, German, English Handouts available in Turkish, Bulgarian, Romanian, Danish

4. Austria Belgium Bulgaria Cyprus France Germany Greece Hungary Iceland Ireland Italy Luxemburg Netherlands Norway Poland Portugal Romania Slovakia Spain Turkey UK 150 Trainers with over 700 participants recorded over 3 years

5. External Evaluation 2007-2009 – Int’l Centre for Guidance Studies at the University of Derby The integrity and quality of the training programme materials, as rated and validated by independent ‘experts’. The immediate impact of the training programme in terms of the extent to which participants valued and benefited from the programme experience. The longer-term impact of the training programme in terms of the subsequent experiences and actions of participants, and in terms of the extent of the dissemination and usage of the programme materials.

6. Academic Validation “I want to emphasize that the production of the Handbook for Educators is a superb achievement of inter-religious, intercultural and interdisciplinary collaboration. There is no doubt that the Handbook as it stands would facilitate a great deal of learning.” “I was struck by how the Handbook’s approach, at least when dealing with understanding religions, is consistent with that of the interpretive approach.” Professor Robert Jackson, Director of Religions and Education Research Unit at the University of Warwick, England; Member of drafting team for the Toledo Guiding Principles; and Researcher in the REDCo Project

7. Pedagogical Approaches to Teaching about Religions and Beliefs in Schools Phenomenological Interpretive Dialogical Contextual

8. The Interpretive Approach Representation Interpretation Reflexivity

9. Representation Concerned with how religions are represented or portrayed – critical of stereotyping and simplistic representations of cultures and the religion/culture relationship Explores relationships between individuals within the context of their religious and cultural groups, with varying understandings Acknowledges the internal diversity and complexity of religions and individuals Recognises that some individuals draw on a mixture of religious and other sources in expressing a “postmodern’ worldview

10. Interpretation Starts from learners’ current understanding, requiring a comparison between the learners’ concepts and experiences and those of others’. Development of sensitivity and empathy with understanding of others’ basic concepts Learner gets close to material being studied, seeing from “insider’s” point of view, but also taking critical distance, while remaining sensitive

11. Reflexivity The relationship between the experience of learners and the experience of those whose way of life they are attempting to understand, including the study of one’s own ancestral tradition –New perspectives are created or unquestioned presuppositions are challenged –New insights in re-examining one’s sense of identity –Critical engagement with the material and methods of study

12. Awareness AND Action – the Butterfly Effect Building the Foundation Identity Cultural Awareness Examining Issues Confronting Issues Personal and Social Action Evaluation

13. BELIEFORAMA Generating a dynamic Community of Practice Setting high standards for quality in religious diversity training through an accreditation process Continuously innovating educational materials Regular opportunities for professional development (thematic seminars, annual users’ seminars, web resources)

14. Project Partners – with support from the European Commission Grundtvig Programme

15. CEJI: A Jewish contribution to an inclusive Europe CEJI inspires, engages, trains and supports change agents in Europe to create inclusive environments within which people enjoy their full potential with all their diversity. www.ceji.org