Memorandum submitted by the Glencree Centre
for Reconciliation
1. INTRODUCTION
TO GLENCREE
CENTRE FOR
RECONCILIATION
Glencree Centre for Reconciliation is an organisation
that provides facilities and programmes devoted to peace building
and reconciliation within the island of Ireland, between Britain
and Ireland, and beyond. It is a unique organisation, 12 miles
from the centre of Dublin and situated in the Wicklow Mountains.
Glencree offers safe supportive and inclusive facilities to all
individuals and groups who wish to work on issues related to peace
building. Programmes delivered directly by Glencree target young
people, schools, victims/survivors, former combatants as well
as political, religious and community groups.
Glencree's programmes are based on a belief
that new ways can be found to deal with diversity and conflict
in a democratic society. In addition victims/survivors of the
conflict from all the parties affected can be helped to come to
terms with their loss and suffering. At Glencree it is recognised
that trying to reconcile centuries-old differences and grievances
requires patient courageous and unremitting effort in waging peace
through our programmes, projects and initiatives.
As a non-governmental organisation, we remain
flexible to ensure that programmes reflect the changing political,
cultural and religious environment within which we work. Glencree
strives to identify gaps and to satisfy needs in the peace building
process. We endeavour to complement and support the efforts of
others both governmental and non-governmental. The present range
of programmes were introduced from 1994 onwards and developed
in the light of needs and experience.
1.1 MISSION
The Core Mission of the Glencree Centre is to:
— Provide services and facilities that
are expressly devoted to the building of peace within and between
communities in both parts of Ireland and Britain.
— Offer programmes and space to help
manage conflict in a democratic society.
— Enhance understanding of the complex
relationships on these islands and to facilitate the future development
of pluralism in Ireland.
— Contribute to the formation of new
relationships and trust building within and between these islands
leading to the consolidation of peace.
1.2 STATUS
Glencree is a registered charity and a company
limited by guarantee. Registered charity No. CHY 5943
1.3 THE GLENCREE
CENTRE—SAFE
SPACE FOR
PEACE BUILDING
The buildings that comprise the Centre were
originally constructed in 1801 as an army barracks. The buildings
were substantially upgraded and refurbished by the Irish Government
in 2000 at a cost of
2.5m. A primary investment of £150,000 by the
International Fund for Ireland in 1996 enabled the first upgrade
of facilities. The Centre provides safe and inclusive space dedicated
to addressing issues of peace building and reconciliation. The
Centre facilitates a wide range of peace and reconciliation groups
and initiatives and has the respect of all political parties,
paramilitary groups and Churches.
The Centre currently comprises:
— Residential accommodation for 60
people with some bedrooms en-suite and others with shared facilities.
— Accommodation for conferences/meetings,
providing up to 300 overall places comfortably. There are five
meeting/conference rooms catering for groups from 30 to 90 people.
— Full dining facilities for 90 people
at any one time.
— Exhibition Centre catering for peace
and reconciliation issues.
— Peace Resource/Study Centre.
The Glencree Centre catered for over 11,000
people in 2002. The Centre is presently staffed by a small group
of professional staff assisted by 10 full-time residential volunteers
from all over the world together with some local part-time volunteers.
1.4 CORE PROGRAMME
WORK
In addition to making its facilities available
to local, national and International groups involved in peace
and reconciliation activities, the Centre organises and delivers
directly, six main programmes:
1.4.1 Political Dialogue and Training Workshops
These political workshops for politicians and
political activists from Ireland, north and south and Britain
are held on a regular basis with a total of 16 planned for 2003.
The dialogue workshops are inclusive and private occasions where
participants are facilitated to listen to the experiences and
concerns of each other. Every political party in Ireland, north
and south and from Britain have participated in the dialogue workshops
with some more frequent than others. Feedback from participants
suggests that one of the main values of the workshops is most
evident when political vacuums appear and through the workshops
at least some contact can be maintained. There are three main
ground rules to which participants sign up:—
— Participants control the content/agenda.
— Glencree facilitators control the
process.
— Following the workshop participants
inform their parties of any outcomes but do not attribute remarks
to specific individuals.
In addition to the structured dialogue, participants
also have the opportunity to talk informally over the weekend
and get to know each other at a personal level. This often leads
to ongoing and fruitful contacts when they return home. Usually
they come to appreciate that it is possible to talk to people
across the cultural and religious divide without betraying their
principles and identity.
In addition to the dialogue workshops, the Centre
offers politicians, political and community activists, skills
training programmes in negotiation, mediation, public relations
and general Alternative Dispute Resolution skills. The main recipients
of this training are those who are making the transition from
paramilitarism to politics. International expertise, particularly
from Canada and the USA is usually availed of for such training.
1.4.2 Victims/Survivors Project LIVE (Let's
Involve the Victims Experience)
This programme has been developed to allow the
victims/survivors of the protracted social conflict, involvement
in the peace process. "LIVE" is intended to complement
and support the work of both governments and other concerned organisations
and is effectively a relationship building initiative for those
who have been most directly affected by the conflict.
The victims/survivors come from the following
four groups:
— N.I. Nationalist/Catholic
— N.I. Unionist/Protestant
The main objectives of the programme include
the acknowledgment of past hurts and wrongs and support for victims
from all sides of the conflict to live together while dealing
with their pain. The project includes a series of bilateral workshops
and multilateral conferences. Finally victims/ex-combatants dialogue
is arranged where appropriate and mutually acceptable.
1.4.3 Ex-Combatants Programme
Modelled on and created by demands from the
LIVE programme, the Ex-Combatants Programme aims to create opportunities
for dialogue between former combatants, both paramilitary and
state.
1.4.4 Religious Believers
This programme involves groups of religious
believers in cross-border and cross-community workshops, exploring
peace and reconciliation building as they concern the main Christian
Churches. The programme seeks to build relationships across traditional
religious boundaries. Many new and active relationships, from
which new understandings emerge, have resulted from participation
in this programme. This programme has very significant potential
in tackling the roots of sectarianism. In other international
contexts the Church has been instrumental in bringing about positive
change, Glencree in working with religious believers attempts
to harness some of the potential of believing communities to bring
about sustainable change in how we relate to each other across
religious divides.
1.4.5 Women's Group
A Glencree Women's group is working to develop
and secure links with other women's groups in Northern Ireland
and Britain to improve cross-cultural understanding. Their relationship
building activities include workshops and seminars, which are
aimed at improving understanding of the many complex issues which
impact on peace building and reconciliation.
1.4.6 Education Programme
Given that this memoranda deals primarily with
Glencree's attempt to provide education for young people on the
issues of sectarianism, the following section 2.0 gives more detail
on this particular area of Glencree work.
2. PEACE EDUCATION
FOR SECOND
LEVEL STUDENTS
The main purpose of this programme is to prepare
young people for their role as autonomous, participative and responsible
members of society and to develop inclusive mindsets. The Programme
also helps them to understand their role and potential in peace
building. Participants are also encouraged to develop a sense
of shared responsibility for the conflict rather than only seeing
those of different political, religious or cultural backgrounds
as being responsible.
Participants in the Peace Education Programme
come from mainly the Republic of Ireland; however we do have a
number of schools participating from Northern Ireland. In addition
we have a number individual young people and youth groups from
Northern Ireland who take part in our advanced programme. Up to
2,000 second level students participate in this programme each
year.
It is the intention of the Glencree Centre to
see Peace Education introduced to the mainstream school curriculum.
In 2000 we published a relevant curriculum aid entitled "Northern
Ireland: A Place Apart?" We are currently finalising a newly
updated Peace Education resource pack which will be formatted
to provide modules for use within the Irish education system.
Specifically for the following subjects: Junior Certificate Civic,
Social and Political Education, Junior Certificate Religious Education,
Transition Year and Leaving Cert Applied Religious Education.
Training will be provided for teachers in the use of the new resource
pack.
2.1 AIMS OF
THE PEACE
EDUCATION PROGRAMME
The aims of this programme are to:—
— Help the participants understand
the complexity of the Northern Ireland conflict.
— Break down the dynamics of the conflict
and assist participants in developing an understanding of conflict
management skills.
— Open minds to difference and promote
respect for diversity.
— Enhance the participants' communication
skills.
— Discover personal links to the conflict.
— Support participants practical engagement
in peace building.
2.2 METHODOLOGY
Programmes can be adapted to meet the needs
of the participants, however all modules apply the following approach:
— Challenging preconceptions.
The programme takes a participative approach
and includes discussion, debate, film and media analysis, guest
speakers, political debates, outdoor activities and drama workshops.
2.3 PEACE EDUCATION
PROGRAMME CONTENT
One, two and three-day Peace Education Programmes
are available. A one-day programme is normally restricted to Module
1, however where appropriate elements of Modules 2 and 3 can be
added when the group returns for a second visit. All schools are
encouraged to undertake the 3-module programme on a residential
basis but curriculum pressures and close proximity to the Centre
sometimes prevent this. Naturally the two and three day programmes
address a wider and deeper range of issues:—
MODULE 1: FOCUS
ON ME
— Understanding Opinions (our own and
others).
— Awareness of Prejudice, Stereotyping,
Discrimination.
— Introducing Conflict Analysis.
MODULE 2: UNDERSTANDING
DIVERSITY—(THEM
AND US)
— Influences on Irishness and Britishness.
— Historical Relationships and Context.
— Issues Relating to N.I Conflict.
MODULE 3: BUILDING
THE FUTURE
— Dealing with the Effects of the Conflict.
— My Role in the Peace Process.
— How Can I Make a Difference?
2.4 REACTION
OF THE
PARTICIPANTS
Almost without exception the young people participating
in our programme appreciate the freedom and autonomy the approach
outlined above affords them. Often the young people come to Glencree
with a number of negative expectations about what the programme
will be like. Most expect it to take the form of a series of long
talks and to be extremely boring. When they find out that they
will have the opportunity to express their own points of view,
many feel frightened of speaking out in public. However, the programme
is laid out in such a way that the participants gradually feel
more and more comfortable with their environment, to reach the
stage that they are able to make valuable contributions to the
programme. At the end of the day the majority of participant's
view the programme as having been a worthwhile experience and
in fact one that they thoroughly enjoyed.
Often comments in the evaluation form cite that
the students have never before been given the opportunity to think
about and express their opinions on the issues that arise in the
programme.
Some comment from participants:
"The game which involved interviewing each
other was very enjoyable because it gave us an insight into each
others ways of thinking and our opinions on different issues.
I found the two days really enjoyable because it also gave us
the opportunity to find out more about the troubles in the North."—Transition
Year Student, Cola«iste Eoin, Hacketstown, Co Carlow
"I enjoyed the debates the most. I thought
it was very interesting to hear other peoples views on very public
and social issues that you wouldn't usually get to talk about."—Transition
Year Student, Cola«iste Chillian, Clondalkin
"I really liked the way the leaders were
welcoming and got everyone of us involved in the exercises. They
were good listeners and also good at talking about the different
issues."—Participant from Rainbows Group, Clondalkin
"I liked the "All Change" game
because it broke the ice and made it easier after that for everybody
to speak."—Transition Year Student, St. Joseph's College,
Ballinasloe, Co. Galway
"I enjoyed the whole workshop. I thought
the game about the survivors was brill. It was interesting to
see how much we rely on our first impressions in our daily lives."—Transition
Year Student, Holy Child School, Killiney, Dublin
"I enjoyed the exercise where we had to
design facilities for the Travellers as well as the "Secret
Friends" exercise and the debating exercises where we got
to air our opinions. It was a good way to interact with other
people and really use our skills together."—Transition
Year Student, Newpark Comprehensive School, Blackrock, Dublin
"The only thing that I can say about the
programme is that it is too short. We were all getting into it,
learning and having fun and then we had to go home."—Transition
Year Student, Sligo Grammar School
"I really enjoyed the debating exercises
because nobody felt too shy to speak up. It was open and friendly
yet we were arguing our points at the same time. I thought that
the whole trip was a great experience and everyone participated
well. The group leaders were wicked! I would recommend this to
anyone who enjoys debating and learning."—4th Year
Student, Newtown School, Waterford,
"It was a great experience; I made new friends
and played lots of interesting and enjoyable games. It was also
a good way to learn about the `North'."—4th Year Student,
St. Columba's College, Portaferry, Co. Down,
"It was interesting to make the Travelling
Site posters because it made us think logically."—4th
Year Student, Alexandra College, Dublin
"I liked the discussion where we associated
the words called out to us with other words in our heads (`NOT
ME'). It really opened our eyes to how stupid and narrow-minded
some people can be. I was also very surprised with all the negative
words associated with Britain."—Transition Year Student,
Drogheda Grammar School, Co. Louth
"I enjoyed the discussion on Northern Ireland
because it was informative and interesting and also the `Not Me""
game. I honestly had never realised how prejudice some people
are."—6th Year Student, Loreto High School, Rathfarnham,
Dublin
"I enjoyed the moving debate because we
learned to have different opinions while getting on and learned
to debate calmly. The `River Wild' game was also cool because
we learned to co-operate while still having fun and finally the
`Beautiful Green Island' game was great because it taught us not
to judge people before we get to know them."—4th Year
Student, Coláiste Bride, Enniscorthy
2.5 THE PROCESS
When given the statement "There Should
be a United Ireland" during the "Moving Debate"
exercise, the Peace Education participants usually respond in
the following ways:
— The majority move to the "Agree
Side"" and cite 800 years of oppression and tyranny
as legitimate reasons for Britain to give them the rest of their
country back.
— A few remain in the "Not Sure"
category, giving the reason for their decision as "I don't
know enough about it".
— And there's always one, maybe two,
who disagree and cite economic turmoil and civil unrest as the
reasons why they want Northern Ireland's problems to remain Northern
Ireland's problems.
Finding innovative ideas to get young people,
15-17 years old from the Republic of Ireland, even slightly interested
in Northern Ireland beyond the age-old debates, is somewhat of
a struggle. This struggle has lead us to present the Good Friday
Agreement through word games, pictures, role-plays and most recently
through the British, 1980's, early evening quiz show, Blockbusters.
At the start of the programme, however, talking
to young people about NI can be something of a turn off. So we
begin by looking at the sources of conflict in their own lives.
These can range from personality clashes, exclusion in terms of
social skills, different interests in terms of music, and clothes,
to wider societal issues of prejudice towards the Irish Travelling
community and the refugee/asylum-seeking community or any one
who might look like a refugee or asylum-seeker. Looking at these
issues facilitators and participants work together to try and
find the source of conflict, which usually amounts to lack of
understanding, injustice and stereotyping.
From this platform we can then move on to looking
at the conflict in Northern Ireland in terms of it also stemming
from injustice and lack of understanding on all sides. From here
then we can examine the role of the ROI in the conflict and what
part people from ROI, particularly young people, can play in the
Peace Process.
2.6 PEACE EDUCATION
ADVANCED PROGRAMME
Single-identity programmes can help to create
an awareness of in-built prejudices and stereotypes that the participants
face. However our experience of cross-border youth and school
exchanges has shown that there is always an immensely greater
learning on both sides. Issues affecting Northern Ireland suddenly
become real for a young person from the ROI when they meet and
get to know somebody their own age from the other side of the
border. And vice-versa, for a young person from NI, myths and
misunderstanding about the ROI can be easily addressed by meeting
their peer from the other side of the border.
Students who have participated in the Peace
Education Programme have opportunities later to become involved
in the "Advanced Programme"". The Advanced Programme
represents an opportunity for those who have completed the basic
Peace Education Programme to take their learning to a new and
practical level. The advanced programme varies slightly from year
to year. Generally it includes:
— An International Exchange Programme
involving groups who young people from areas of conflict around
the world.
— Third-level cross-border seminar.
This event allows those young people who have graduated to third-level
education and who may have been participants in the Peace Education
Programme to explore issues of sectarianism and other peace-related
issues in greater detail.
— The Tim Parry Project, which brings
together 24 young people from Ireland north and south and Warrington,
England in the three jurisdictions to study aspects of peace building.
— The Young Citizens at Peace Project,
which brings together 24 young people from disadvantaged communities
from Ireland north and south and Warrington, England in the three
jurisdictions to study aspects of peace building.
— A series of north-south youth exchanges
with partners from Northern Ireland.
2.7 CROSS-FERTILISATION
WITH OTHER
GLENCREE PROGRAMMES
The Glencree Peace Education Programme greatly
benefits from using participants from other Glencree programmes
as guest speakers. In particular we have called upon participants
from the victims/survivors (LIVE) programme, the ex-combatant's
programme, the Churches Programme and the Political Programme.
The students appreciate being given the opportunity to ask questions
of such guest speakers in a safe space where genuine dialogue
is able to take place. The guest speakers are also winners in
this process as they are able reflect on their own experiences
through the feedback given by the young people. A example of this
is occurred when a broad section of the LIVE programme requested
a group of young people from our Peace Education Programme to
form as a panel during a conference organised by the LIVE Programme.
The LIVE programme participants where eager to hear the viewpoints
of young people as the majority of the LIVE participants felt
that young people generally were aloof to their experiences of
tragedy and loss as a result of the Northern Ireland conflict.
The cross-section of young people represented in the panel endeavoured
to prove this theory wrong as they expressed great interest in
learning about and understanding those experiences of tragedy
and loss. This has and continues to be followed up with various
LIVE participants speaking to groups of young people in our Peace
Education Programme. Without exception a respectful listening
ear is found among the young people and countless eager question
follow the presentation by the LIVE participant.
Another example of such cross-fertilisation
was found during a conference organised by the Glencree Churches
Programme, where a group of young people who had taken part in
our Peace Education Programme formed a panel, which gave a running
commentary on the progress of the conference from a young person's
perspective. Such was the energy created in what may have been
an otherwise conservative occasion that another group of young
people were invited back to attend a follow-up conference.
Groups of young people on our Peace Education
Programme have also listened non-judgementally to both Republican
and Loyalist former paramilitaries in order to hear perspectives
on the conflict from as wide a selection of groups and individual
as possible. The young people are always intrigued to hear how
each individual got involved in the paramilitary group in the
first place, the part they played in the conflict and most importantly
their perspective on the present Peace Process.
Young people from our programme also eagerly
grasp the opportunity to ask relevant questions of the various
representatives of political groups from the Glencree Political
Programme. The political representatives often receive a thorough
grilling from the young people, but by the end of the day they
usually manage to answer their questions in a diplomatic manner.
2.9 EVALUATION
In 2000-01 an evaluative review of the Glencree
Centre's programme activities was undertaken by an external expert
group to assess the effectiveness and relevance of the programmes.
This included a substantial review of the Glencree Peace Education
Programme. The review found the material, aims and conduct of
the Peace Education Programme appropriate and very satisfactory,
however, they made two important recommendations:
— There should be preliminary briefing
for pupils in advance of attending the programme.
— There was a need to put in place
follow-up arrangements with the schools to reinforce what had
been learned at Glencree.
These recommendations have at least been partially
implemented through the development of the advanced programme,
the delivery of "in-school" preparatory workshops prior
to participation in the programme at Glencree and follow-up workshops,
once the students have completed the programme in Glencree. Also,
as mention earlier, training in the use of the new Glencree Peace
Education resource pack will also be an option for teachers from
autumn 2004.
2.10 STAFFING
AND TRAINING
2.10.1 Staffing
Programme Staff
The programme operates currently with a Programme
Manager and a Programme Worker.
Interns
Our interns, of which we usually have two at
anyone time, provide us with a valuable resource, in terms of
facilitating the Peace Education Programme. In the last four years
we have had interns from USA, Canada, Israel, Sweden, Norway,
Northern Ireland and the Republic of Ireland. Interns usually
stay for between three and nine months. The majority of their
time is spent actually preparing for, facilitating and evaluating
the Peace Education Programme, developing new programme resources
and staffing the Glencree Peace Resource Centre. Programme participants
benefit from the international perspective on the Northern Ireland
conflict that the intern can provide. The drawback with using
interns particularly for these who stay for a shorter period is
that by the time they have been fully trained, it is usually time
for them to move on. Much time is also spent on the recruitment
of interns.
Sessional Facilitators
The Peace Education Programme also relies heavily
on a panel of around five facilitators who substitute for times
that programme staff are not available and who then work along
with interns in facilitating programmes. Most facilitators work
with us approximately two or three days per month. The difficulty
we face with volunteer facilitators is in ensuring continuity
and quality as the period that they work with us is sporadic.
2.10.2 Training
Currently the Glencree Peace Education Programme
provides two 2-day training workshops and one evaluation day per
year for our interns and facilitators. The first training session
in September usually covers general issues around the facilitative
process, while the second one in January focuses on a specific
issue relating to the programme, eg How to deal with difficult
individuals, or issues around refugees and asylum seekers. Some
training session involves trips to integrated schools and community
projects in N.I. and meeting the young people there.
Ongoing training, not only for our interns and
volunteer facilitators, but also the programme staff is vital.
New questions and challenges arise daily in each new programme.
What is needed is a space to air these challenges in an environment
where key professionals are available to answer queries and impart
the necessary skills and knowledge. This would ensure that all
our facilitators are trained to the highest standards possible
in order to equip them for whatever eventuality may arise within
a programme.
3. OBSERVATIONS
REGARDING SECTARIANISM
AND YOUNG
PEOPLE
From the experience of the Glencree Peace Education
Programme sectarianism builds due to lack of understanding and
lack of contact between individuals of different groups. In Northern
Ireland this type of problem is glaringly obvious, with the majority
of young people growing up without any meaningful contact with
the perceived "other side". The schools young people
attend, the sports they play, the places where they socialise
are inevitably either almost exclusively Catholic or Protestant.
This is a breeding ground for sectarian hatred to fester. If a
child grows up with just one side of the story of the conflict,
they will inevitably believe all the myths and misunderstandings
that are purported regarding the "other side". Such
myths and misunderstandings are passed on by carriers who themselves
have been the recipients of the same. What begins in the home
is further reinforced by our divided education system, by the
media and by our divided society.
3.1 WHAT STEPS
CAN BE
IN PLACE
TO MEANINGFULLY
REDUCE SECTARIANISM
AND IN
TURN SECTARIAN-RELATED
VIOLENCE AMONG
YOUNG PEOPLE?
— As mentioned earlier in this document
single-identity Peace Education, identity awareness and conflict
resolution programmes can help equip young people with the skills
to deal with conflict creatively and can contribute to a reduction
in prejudice. As mentioned above young people do not act in a
vacuum. They act out what they see in the environment around them.
For young people role models very important. Therefore Peace Education,
identity awareness and conflict resolution programmes need to
be made available to the whole population.
— But single-identity work is only
the first stage in the process of reconciliation. Increased opportunities
need to be created for bringing young people together on cross-community
initiatives where young people meet each other face to face. Relationships
can be developed which can further contribute to a reduction in
sectarianism. Organisations such as Glencree with its limited
resources can only facilitate a small amount of the contact that
is required to build normal relationships. The majority of cross-community
projects bring young people out of their living situation and
create a safe though somewhat idealistic environment. This can
be extremely beneficial for initiating new relationships, but
for the relationship to be sustained, such cross-community organisations
need to have a presence on the ground in local communities. Otherwise
the once-off cross-community experience will not make a significant
impact on the day-to-day life of the young person.
— For a sustained reduction in prejudice
and its associated violences, people's day-to-day lives need to
change. Firstly this should take the form of young people being
educated together. Increased funding for integrated education
will provide parents with a realistic choice of what setting they
would like their children to be educated in. Which will in turn
give young people the chance to make friends from the `other side'.
— Integrated education will not work
in isolation. A number of students who have taken part in the
programmes in Glencree and who have attend integrated schools
have talk about their experience of getting on quite well in school
with their fellow students, but when they return home they return
to ghettoised areas where their friends of the other tradition
would never dream of going due to fear of intimidation and violence.
So even with this limited number of young people who benefit from
integrated education, their experience can often be quite superficial
unless they are able to continue the relationship with their friends
outside the classroom. This means we not only need integrated
education but we also need integrated living spaces. Spaces where
young people from both communities live next door to one another
and play together in the same streets and playgrounds.
— While sport can often divide individuals
and communities, it can also help deliver peace rather than division.
Used creatively sport can be an instrument for cultural exchange
and mutual understanding. With emphasis on team spirit and a collective
experience sport can play its part in health promotion, personal
development and in the training of social competencies such as
leadership and teamwork. Sport can help overcome the barriers
of sectarianism and social disadvantage and encourage values such
as tolerance and fairplay. A vital part of this process is the
role that sports coaches play. Rather than solely being ultracompetitive,
coaches can be agents of social change in terms of promoting the
values outlined above.
— As a caveat to all the above any
implementation of new policies in relation to young people and
sectarian violence should not begin without first hearing the
views on the proposals of young people themselves. The young people
should be central to the consultation process and their interests
should always be paramount. With this in mind an advisory committee
made up of young people should be set up to consult with the Government
on any initiatives to be taken at national and local level. The
committee could meet on a regular basis and should consist of
a wide cross-section of the community. Such a committee should
allow the young people to examine methodologies that are being
used to tackle these issues so that information is imparted in
a culturally, socially, age, language and developmentally appropriate
fashion and so are meaningful to the young people themselves.
This committee, while physically meeting together, could also
look at exploring the issues using interactive technology in order
to engage a larger population of young people. Whatever policies
are implemented should be relevant to the social context in which
young people find themselves and there needs to be awareness that
this is an age of postmodernism, characterised by consumerism
and in which the media hold immense power in influencing young
people. Having said this the media itself can be an effective
tool in trying to tackle prejudice and reduce violent incidents
motivated by hatred.
— Finally it is important to explore
these issues in a positive framework with a positive approach.
Eg taking a draconian approach will not work, such as emphasizing
the long prison sentences that will be given to those who engage
in violence. Rather what should be focused on should be the benefits
of a shared society.
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