ambassadors for dialogue - extended impact study

AMBASSADORS FOR DIALOGUE - EXTENDED IMPACT STUDY

Als Research APS marts 2017

01 ExtendedImpactStudyofAmbassadorsforDialogue ALSRESEARCH

TABLEOFCONTENTS

TABLEOFCONTENTS 1

Introduction 2

Chapter1 3

1. BackgroundandObjectivesoftheImpactStudy 31.1. ObjectivesoftheExtendedImpactStudy 31.2. ThePurposeoftheAFDProgrammeinShort 41.3. TheFivePhasesofAFD 51.4. MethodologicalConsiderationsandCriteriaofSuccess 51.5. DataSetandResearchMethods 61.6. StructureoftheReport 9

Chapter2 10

2. ExecutiveSummary 10

Chapter3 15

3. MappingofProgrammeRelatedActivities 153.1. ActivitieswithinandinthePeripheryoftheAFDprogramme-ExtentandReach 153.2. SettingsandCharacterofActivities 173.3. HowParticipantsReceivetheActivities 18

Chapter4 20

4. CasesofExtendedImpact 204.1. Case#1–Rwaad,Egypt 204.2. Case#2–SelmyaMovement,Egypt. 244.3. Case#3–NationalCouncilforChildhoodandMotherhood,Egypt 314.4. Case#4–Withdialoguewecanriseupandprogress,Jordan 364.5. Case#5–NazalSchool,Jordan 414.6. Case#6–AllJordanianYouthCommission,Tafileh,Jordan 484.7. Case#7–ØregårdGymnasium,Denmark 51

Chapter5 56

5. BestPracticeAssessment 565.1Understandingthesettingofdialogueactivities 565.2Apositivechange–theeffectoftheactivitiesoftheAFD 585.3Whydoesitwork? 595.4Arippleeffect–dialogueisnotonlyforyoungpeople 615.5Anchoringofdialogueactivities 615.6Challengestotheeffectofdialogueactivities 62


INTRODUCTION

ThisreportpresentstheresultsoftheExtendedImpactStudyoftheDanishYouthCouncil’s(DUF)programmeAmbassadorsforDialogue(AFD)-aninterculturaldialogueprogrammeincooperationbetweentheWECentreinJordan,theEgyptianYouthFederation(EYF)inEgyptandDUF.TheextensionbuildsonthefirstphaseoftheimpactstudyconductedbyAlsResearchin2015,andtogetherthetwophasesmakeupthecompleteimpactstudyoftheAFDprogramme.TheextendedimpactstudywasconductedforDUFovertheperiodJunetoDecember2016.

Theextendedimpactstudyisaprimarilyqualitativestudybasedoninterviewswith53personsrelatedtotheselectedcases,aswellasparticipantobservation.Additionally,thestudydrawsonquantitativedatafromanonlinesurveyamong170youngvolunteers.

AlsResearchwouldliketothankallinformantswhoparticipatedinthestudy.Withoutyourcontributions,personalexperiencesandopinionsthisextendedimpactstudywouldnothavebeenpossible.Also,wewouldliketothankthemanagementoftheWECentreinJordanaswellastheEYFinEgyptforassistanceinregardstocollectingdatafortheJordanianandEgyptiancasesrespectively.

TheimpactstudyhasbeenconductedbyconsultantsLineSeidenfadenandKiradeHemmerJeppesen.TheresponsibilityforallresultsandconclusionsisplacedsolelyonAlsResearch.

Copenhagen,March2017


CHAPTER1

1. BACKGROUNDANDOBJECTIVESOFTHEIMPACTSTUDY

1.1. ObjectivesoftheExtendedImpactStudy

In2015,DUFconductedanimpactstudyoftheAmbassadorsforDialogueprogramme(AFD),withthemainobjectiveofexploringanddocumentingtheintendedandunintendedimpactoftheprogrammeonitscorevolunteers–the‘ambassadorsfordialogue’-bothintermsofresultsandprocess.Hence,thefirstphaseoftheimpactstudyfocusedprimarilyonthelearningoftheambassadors;whattheambassadorslearnedandgainedfromtheirparticipationintheprogramme,whichsignificantchangesitleadtointheirlives,how,whenandwheretheambassadorslearnedandlastlyhowandwhereambassadorsusewhattheyhavelearnedandgainedfromtheirparticipationintheprogramme.

Thisextensionandsecondphaseoftheimpactstudybuildsonthefirstphase,settingouttoexploreanddocumenttheimpactoftheAFDprogrammeontheworldasaresultofactivitieswithinaswellasoutsidethe‘sphereofcontrol’oftheprogramme.1The‘sphereofcontrol’isheredefinedassettingswithintheprogramme,i.e.nationalandinternationaltrainingofvolunteersanddialogueactivitiesorganisedby-andcarriedoutbyvolunteersfrom-oneofthethreepartnerorganisations(DUF,EYFandWECentre).Hence,‘outsidethesphereofcontrol’makesupsettingsoutsidetheprogramme,inwhichambassadorsorotherpersonsinfluencedbytheAFDprogrammeimplementdialogue.InthisproposalandToRweshallcallthisimpactontheworldthe‘extendedimpact’.

TheobjectiveofexploringanddocumentingtheextendedimpactoftheAFDprogrammewillinthisstudybereachedthroughamappingofprogrammerelatedactivities,theunfoldingofbestpracticecasesandabestpracticeassessmentsummingupexamplesofextendedimpact.

Thefirstphaseoftheimpactstudytouchedonthismatterofimpactonthesurroundings,asitexaminedtheambassadors’subjectiveopiniononhowandwheretheyusewhattheyhavelearnedandgainedfromtheAFDprogramme–inprivate,professionalandorganisationallife.

Theobjectiveofthesecondphaseistocreateanoverviewofallprogrammerelatedactivities–boththosewithinandoutsidethesphereofcontrol-andadeeperinsightintotherippleeffectthattheAFDprogrammemayhaveontheworldviaambassadors(orotherpersonsinproximitytotheAFDprogramme),astheyconductworkshopsinsettingsoutsidetheprogramme,employandimplementdialogueinworkplaces,organisationsandeducationalinstitutionsorinitiatenewdialogueprojects.

Throughthestudyofextendedimpact,DUFaimstogatherknowledgeanddocumentationon

1TermsofReference,draft2015


bestpracticewhenitcomestoextendingtheimpactoftheAFDprogrammebeyonditsimmediatebeneficiaries–theambassadorsfordialogueaswellasworkshopparticipants.

DUFfurthermoreaimstodevelopthecurrentself-evaluationpracticeofworkshops,includingindicatorsforimmediateandmorelong-termimpactforparticipants.

Aswiththefirstimpactstudy,DUF’smotivationforcarryingoutthesecondphaseoftheimpactstudyisdual.First,DUFseekstogaininsightsfromthestudyinordertofurtherdevelopandstrengthentheAFDprogramme–inparticularpertainingtobestpracticeregardingtheanchoringofdialogueinvarioussettings.Second,andinordertoboostitsabilitytojustifytheexistenceandcontinuationoftheprogrammevis-à-visdonorsandpotentialsceptics,DUFwishestoharvestdocumentationoftheAFDprogramme’simpactbeyonditscorevolunteers.

1.2. ThePurposeoftheAFDProgrammeinShort

TheAFDprogrammeisaco-operationbetweentheWECentreinJordan,theEgyptianYouthFederation(EYF)andDUFandbeganasapilotprojectin2009.TheprogrammeisfundedbytheDanishMinistryofForeignAffairsundertheDanishArabPartnershipProgramme(DAPP).TheoverallaimsoftheAFDprogrammecurrentlyareto:

• Fosteradialogicalcultureamongyouth(inDenmarkandtheArabworld);toinspireyouthtobeandbecomemoredialogical–andpracticemoredialogue–intheirdailylives.

• EnhancemutualunderstandingbetweenyouthinDenmarkandtheArabworld(EgyptandJordan),andbetweenyouthinJordanandEgypt.

• Enhancemutualunderstandingbetweenyouthacrossethnic,religious,ideologicalandotherdividesinternallyinEgyptandJordan(andotherArabcountries).

• StrengthenDUF’smemberorganisations’internationalworkandpartnerships(fundedbyDUF).

Inthegreaterschemeofthings,theintentionoftheprogrammeisthustocounterpolarizationandpromotepeacefulcoexistencebetweenandamongyouthinDenmarkandintheArabworld.

Inpractice,youngvolunteersfromJordan,EgyptandDenmarkreceivetrainingindialogue(experience,practiceandimplementation)andworkshopfacilitation,andarethusbuiltas‘ambassadorsfordialogue’.Thereareapproximately25ambassadors/volunteersengagedinternationallyatthesametimeforatwo-yearperiod,andnewinternationalambassadorsarerecruitedeverysecondyear.TheinternationalambassadorsimplementinteractiveandparticipatorydialogueworkshopsforyouthinJordan,EgyptandDenmark–engagingthemindialogueaboutvalues,culture,religionandotherissuesofrelevancefortheyouth.Gatheringonceineachcountrythroughoutatwo-yearcycle,theyimplementinterculturalworkshopsinteamsoffour(oneJordanian,oneEgyptianandtwoDanes,oneofwhomhasArabic/Muslimbackground).


Inbetweenandaftertheinterculturalactivities,theambassadors–togetherwithlocallytrainednationalambassadorsandformerinternationalambassadors–implementnationalactivitiesintheirrespectivecountries.Currently,approximately40locallytrainednationalambassadors(notengagedattheinternationallevel)areactivelyengagedintheprogrammeinEgyptandJordanrespectively.

Since2009,dialogueactivitieshavebeenimplementedforapproximately20.000youth(May2016)inEgypt,JordanandDenmark(andasmallernumberinotherArabcountries)withintheframeworkoftheprogramme.Thusfar,120volunteersfromEgypt,JordanandDenmarkhavebeentrainedandengagedasinternational‘ambassadorsfordialogue’.Andintotal,approximately300volunteers/ambassadorshavebeenengagedonthenationalandinternationallevel.

1.3. TheFivePhasesofAFD

TheAFDprogrammebeganasapilotprojectin2009focusingonthedevelopmentof‘methodsforeffectivedialoguebetweenyouthinDenmarkandtheArabworld’.In2010–2011,asecondphasewasimplementedfocusingonenhancingDanish-Arabunderstanding,andsearchingforwaysto‘anchor’thedialoguemethodsintheambassadors’ownorganisations.

In2012–2013,focusontheanchoringofthedevelopeddialoguemethodsinvariousorganisationalandinstitutionalcontextswasstrengthened,whileenhancedDanish-Arabunderstandingremainedthedefiningobjective.

Initsfourthphase(2014-2015),whileDanish-Arabunderstandingremainedessential,focusshiftedfurthertowardsfosteringadialogicalcultureandbridginginternaldividesamongyouthinternallyinJordanandEgypt.

Inthefifthandcurrentphase(2016-2017)anewfocushasbeenplacedonkeepingformerinternationalambassadorsinvolvedintheprogrammeviaaso-calledTRACKB.Thisisbasedontheaimofstrengtheningandsupportingtheoutreachandimpact–the‘ringsinthewater’.2Furthermore,theAFDpartnerorganisationsarecurrently(May2016)intheprocessofexpandingtheprogrammetoTunisiabymeansof–andincooperationwith–alocalpartnerorganisation.

1.4. MethodologicalConsiderationsandCriteriaofSuccess

AstudyoftheextendedimpactoftheAFDprogrammeentailsanumberofmethodologicalconsiderations.Furthermoreitcallsforadefinitionofthecriteriaofsuccessrelatedtotheextendedimpact.

Thecriteriaofsuccessregardinganextendedimpactis,inthisstudy,definedasapositive

2AmbassadorsforDialogue2016-2017–aConceptpaper


changewithinthecommunity,organisation,workplaceoreducationalinstitutioninwhichtheambassadorfordialogue,oranotherpersoninproximitytotheAFDprogramme,engages.Thispositivechangemaytaketheformofanincreasedabilitytocollaborate,fewerconflicts,improvedlisteningandcommunicationskills,lessprejudice,anincreasedunderstandingofothersandtheiropinionsetc.–awayof‘beingintheworld’.Hence,thesuccesscriteriaofanextendedimpactmaynotbevisibleintheformofdialogueexercisesoractivities,butmayratherbeinternal,inherentlysubjectiveandsubsequentlychallengingtomeasure.

Therefore,thisstudy-asdidthefirstimpactstudy-reliesheavilyonthesubjectiveexperiencesofthepersonsinvolvedintheselectedsettingsofresearch,thesebeingtheambassadorsorthepersonssurroundingtheambassadors.Theresultsofthisimpactstudythereforerelyontheinterviewees'abilitiestodetectanddescribeexperiencesofchange–whereandiftheyarepresent.

Asa‘bestpractice’-impactstudy,thismethodologicalchallengeisminimized.Thisisdoneatthecostofincludingthosesettingswheretheimpactislessnoticeable.

1.5. DataSetandResearchMethods

Theimpactstudyisbasedprimarilyonaqualitativedataset,supplementedbyaquantitativedataset.

Thequalitativedatasetismadeupofinterviewswithatotalof53personsinvolvedwithAFDandthesevendescribedcases,aswellasparticipantobservationatthreesettingsrelatedtothecases.

Thequantitativedatasetismadeupofasurveydistributedtoandcompletedby170internationalandnationalambassadorsfordialogue,aswellasothervolunteersthathavebeenactivetoacertaindegreeintheparticipatingcountries.

Interviewswith53personsinvolvedwiththesevencases

Thecornerstoneandmostimportantdatasetoftheextendedimpactstudyconsistofsemi-structuredinterviewswith53personsinvolvedwiththesevencases.ParticipantsfortheinterviewswererecruitedbyDUF,EYFandtheWECentre.Eachcasehasbeenbuiltaroundthreelevelsofinterviewees;theambassadorwhohasinitiatedorbeenresponsiblefortheimplementationofdialogue,amanageroftheorganisationorinitiativeandparticipantstakingpartinactivitiesoftheinitiative.

AsignificantpriorityofthestudywastoconducttheinterviewsinpersonandthustheconsultantstravelledtoEgyptandJordanduringthemonthsofSeptemberandOctober2016toconductinterviewsandparticipantobservation.The53intervieweeswereinterviewedeitherindividuallyoringroupsconsistingofthreetoeightpersons,dependingonthetypeofrespondents.Ingeneral,managersandambassadorshavebeeninterviewedindividually,whileparticipantshavebeeninterviewedingroups.AfewinterviewswereconductedindividuallyviaSkype.


InterviewswereconductedinEnglishwiththeuseofanArabic-Englishinterpreter.AfewinterviewswithinternationalambassadorshavebeenconductedinEnglishwithoutinterpreter.TheinterviewshavesubsequentlybeentranscribedinEnglish.Duetodifficultiesregardingoneoftheemployedinterpreters,itwasnecessarytotranslatetwooftheinterviewsfromArabicintoEnglish.Thishashadaninfluenceonparticularlyonecase(#4),whichthereforeisdescribedlesscomprehensively.

Interviewswithprogrammeandprojectcoordinators

Inordertogatherinsightontheimplementationofdialogue,interviewswereconductedwithprogrammeandprojectcoordinatorsofEYFandWECentreinadditiontotheinterviewswithcasespecificpersons.TheseinterviewswereconductedinEnglishasone-on-oneinterviewsatlocationsinEgypt,JordanandDenmark.Theinterviewedprogrammeandprojectcoordinatorsare:

• RanaGaber–ProgrammeCoordinatorfortheAFDprogramme,EYF• AmrAbdel–ProgrammeAssistant,EYF• MahmoudHishmah–ProgrammeCoordinatorfortheAFDprogramme,Founderand

DirectoroftheWECentre• AfnanHalloush–SeniorProjectsCoordinator,WECentre

Participantobservation

Inconjunctionwithinterviewsforthecases,participantobservationhasbeencarriedoutatthreesettingsdirectlyrelatedtoacaseineachcountry;SelmyaMovementinEgypt,NazalSchoolinJordanandØregårdGymnasiuminDenmark.Duringparticipantobservationtheconsultantshavetakentheroleofmereobserverssittingbehindthecircleofparticipantsduringworkshops(SelmyaandØregård),andasbystandersatadialogueeventheldintheschoolyardofBishop’sSchoolinAmman,Jordan.

Surveyamongnationalandinternationalambassadors,aswellasothervolunteers

Thequantitativedataset,andtheprimarysourceofthemappingofprogramme-relatedactivities,consistsofanonlinesurveyconductedduringthemonthsOctober-November2016.Theonlinequestionnaireincluded16-46questions,dependingontheactivityleveloftherespondent.

Country,genderandageThesurveywasdistributedto587personsandcompletedby170volunteersfromthefollowingcountries:

• Egypt(79respondents)• Jordan(34respondents)• Denmark(25respondents)• Tunisia(12respondents)• Morocco(10respondents)


• Lebanon(8respondents)• Palestine(2respondents)

Thereisafairlyequaldistributionbetweenmenandwomen:90respondentsaremaleand80arefemale.Mostoftherespondentsareintheirtwenties.Theyoungestrespondentisaged17andtheoldestisaged40.97respondentsareaged20-25and56respondentsareaged26-30.14respondentsareaged31-40and3respondentsareaged17-19.

ParticipationintheAFDprogrammeInordertogetanimpressionoftheprofilesoftherespondents,theywereaskedwhichactivitiesoftheAFDtheyhavepreviouslybeeninvolvedin,andwhichtheyarecurrentlyinvolvedin.Model1showsthatmostrespondentshavepreviouslybeenengagedinnationalactivities,while67respondents(40pct.)havebeeninvolvedininternationalactivitiessuchasseminarsandworkshops.

Model1.WhichtypeofAFDactivitieshaveyoupreviouslybeenengagedin?

Model2showsthathalfoftherespondents(85persons)arecurrentlyengagedinnationalactivitiesasparticipants,whileapproximatelyoneoutofthreerespondentsarecurrentlyengagedasfacilitatorsofnationalactivities.37respondentsarecurrentlyengagedininternationalactivitiessuchasseminarsandworkshops.

21respondentsarenolongerinvolvedinactivitieswithintheAFDprogramme,while17respondentsarenolongerinvolvedinanydialoguerelatedactivities.52respondentsarecurrentlyengagedin“ActivitiesinspiredbytheAFD,arrangedbyyourselforotheroutsidetheAFDprogramme”.

125

79

77

67

47

23

44

15

10

0 20 40 60 80 100 120 140

Nanonalacnvinesasparncipant

NanonalacnvinesasfacilitatorforAFDvolunteers

NanonalacnvinesasfacilitatorfornonAFDvolunteers

Internanonalacnvines

RegionalacnvintesinMEaspartcipant

RegionalacnvintesinMEasfacilitator

Exchangeofexperience'-seminarsasparncipant

Exchangeofexperience'-seminarsasfacilitator

Internanonal'juniortrainer'involvedintheinterculturalseminars


Model2.WhichtypeofAFDactivitiesand/oractivitiesinspiredbytheAFDareyoucurrentlyengagedin?

1.6. StructureoftheReport

Thisreportfallsin5chapters:

Chapter1providesthebackgroundandobjectivesfortheextendedimpactstudy,aswellasanoutlineforthedataset.

Chapter2presentsanexecutivesummaryoftheextendedimpactstudy,outliningfindingsandconclusions.

Chapter3providesthemappingofprogrammerelatedactivitieswithinthe‘controlled’sphereaswellasintheperipheryoftheAFDprogramme.Itshedslightonwhereandhowdialogueactivitiesareimplementedandonhowdialogueactivitiesarereceivedbyparticipants.

Chapter4presentsaselectionofsevencasesillustratingbestpracticeconcerningextendedimpactoftheAmbassadorsforDialogueprogramme.Thecasesillustratebestpracticeinregardstoimplementation,anchoringandimpact.

Chapter5providesabestpracticeassessmentsumminguptheexamplesofextendedimpactgiveninthecases.ThroughdescribingvariousformsofimpactfoundthroughouttheimpactstudyweidentifyelementsofinfluenceregardingtheextendedimpactoftheAFDprogramme.

85

51

59

37

6

52

21

17

0 20 40 60 80 100

Nanonalacnvinesasparncipant

NanonalacnvinesasfacilitatorforAFDvolunteers

NanonalacnvinesasfacilitatorfornonAFDvolunteers

Internanonalacnvines

Internanonal'juniortrainer'involvedintheinterculturalseminars

AcnvinesinspiredbytheAFD,arrangedbyyourselforotheroutsidetheAFDprogramme

NolongerinvolvedinacnvineswithintheAFDprogramme

Nolongerinvolvedinanydialoguerelatedacnvines


CHAPTER2

2. EXECUTIVESUMMARY

ThisextendedimpactstudyshowsthattheAmbassadorsforDialogue(AFD)programmeindeedhasanimpactontheworld,whichstretchesbeyondthespheresofcontrol’oftheprogramme.ThusmanyambassadorsimplementdialogueactivitiesindependentlyoftheAFD,andparticipantsandcollaboratorsreceivetheseactivitiespositivelyandregardthemashavingaverypositiveimpactonthesettings,wheretheyarecarriedout.

MappingofProgrammeRelatedActivities

TheextendedimpactstudyoftheAmbassadorsforDialogueprogrammeincludesamappingbasedondatacollectedbyDUF,EYFandtheWECentrecombinedwithdatafromasurveyconductedamongst170ambassadorsfordialogueintheautumnof2016.

ThemappingshowsawideextentofdialogueactivitieswithinaswellasoutsidetheframeworkofAFD.Datacollectedbytheprojectholdersshowsthattherehavebeenmorethan18.000participantsindialogueactivitiesconductedwithintheAFDfrom2009-2015.3

Furthermore,datafromthesurveyshowsthat75pct.oftherespondingambassadorshaveconducteddialogueactivitiesoutsidetheframeworkofAFD.ThisindicatesthatthereachoftheAFDismuchgreaterthantheprojectholders’registrationlistsdocument.Itisdifficulttogiveanexactextentofthereachofactivitiesasnotallambassadorsfordialoguehaveparticipatedinthesurveydatamustbeconsideredwithsomereservation.Butdatafromthesurveyindicatesthatapproximately3.000activitieswithatotalof30-40.000participantshavebeenconductedintheperipheryofAFD.Manyoftheseactivitieshavebeentargetedatyoungparticipants,mainlyinyouth-organisations,projectsandinitiativesandineducationalinstitutions.Theoverallimpressionoftheambassadorsisthatthedialogueactivitiesare’well’or’verywell’receivedbyparticipants,andthat–totheextentoftheirknowledgeoftheimpactoftheactivitiesinthetimefollowing–dialogueactivitieshaveapositiveimpactonaspectssuchasmutualunderstanding,socialrelationsandinternalcooperation.

ImpactoftheAFDprogramme

ThestudyshowsthattheapproachoftheAmbassadorsforDialoguehasauniqueabilitytoengageparticipantsandgivethemanincentivetoapplyAFDmethodsandexercisesintheirschools,organisationsandworkplacesaswellastotheirpersonalandprofessionalrelationships.Thesevenbestpractisecasesofthestudyillustratehowdialogueactivitieshaveresultedinbetterlearningenvironmentatschools,astrengtheningoforganisationalcultureandcorporationbetweengroupswithdifferentsocialandpoliticalbackgrounds,andinthisway,stepbystepandpersonbypersonaddstoacultureofdialogueinJordanandEgypt.Oneoftheintervieweesofthestudyphrasesitthisway:

3Datafrom2016isnotincludedinthestudy


“Weareinaveryearlystatewhenitcomestospreadingthecultureofdialogue.HoweverIthinkthatthisnewwaveofkidstheyhaveworkedwithlatelyareatruetreasurebecausetheyarespreadingthecultureofdialoguespontaneouslywithouteventakinganyinitiative”

Thisalsoillustratesthattheimportanceoftheprogrammeisrelatedtothecontextinwhichambassadorsfordialogueareworking–inthisstudymeaningEgyptandJordan.Dialogueactivitiesaredescribedaspowerfulandimportantbyinterviewees,becausetheyareimplementedincountries,which–intheeyesoftheinterviewees–arenotcharacterisedbyastrongcultureofdialogue.TheexercisesanddialogicalapproachoftheAFDoffersanewwayofcommunicatingaboutsensitivetopics,ofenhancingunderstandingandtolerancebetweendifferentgroups,andaddressingtargetgroupsindisadvantagedurbanareasorareascharacterisedbyconservativevalues.FurthermoreintervieweesdescribedialogueandtheAFDapproachasanimportantwayofaddressingandofferinganalternativeunderstandingoftheworldtoyoungpeoplelivingincountrieswithadifficultpoliticalsituationandafearofreligiousradicalisationetc.

Lookingacrossthecases,morespecifically,AFDactivitiescancreateapositivechangeonthesettingby:

• strengtheningoftheinternalcorporationbetweenyouthindifferentsettings,wheretheymeet.Notonlydoesthisdiminishtheconflictleveloftheparticipantsandthushasaninternaleffect.Itcanalsohelpcreatingtangibleresultsbecauseanorganisationlessoccupiedbyinternalconflictsismorelikelytocreateexternalresultsandtoeffectonsurroundingssuchasthepoliticalsetting,inwhichitisworking

• supportingadialogicalculturebyteachingworkshopparticipantstoexpresstheirownopinionsandbeconfidentdoingthis,aswellaslisteningtoandrespectingotherpeoplesperspectives

• strengtheningoftheorganisationalcultureofNGO’s,networksetc.throughtheexercisesandapproachoftheAFD

• addingtoanimprovedleaningenvironmentatschools,whereteachersseeapositiveeffectofamoredialogicalapproachtoteaching,wheredialogueactivitiesaredescribedascreatinglessconflictsbetweenthestudents,andabetterrelationshipbetweenteachersandstudents,becausethestudentsfeeltheyareheardandthusactinasmootherwaytowardsteachersandpeers

• makingitpossibletoimplementNGO-activitiesincommunitiescharacterisedbyconflictsorbyconservativevalues

• introducingawayofaddressingsensitivetopicssuchasabortionandearlymarriage,religionortheEgyptianrevolution.Byaddressingthesesubjectsthroughdialogueexercises,theparticipantsfeeliteasierandlessdangeroustotalkabout–andevenfeelthattheyareofferedanewvocabularywhenaddressingtheseissues


Casesofextendedimpact

SevencaseshavebeenselectedtoqualitativelyillustratebestpracticeconcerningextendedimpactoftheAmbassadorsforDialogueprogramme.Thecasesrepresentdifferentaspectsofbestpractiseinregardstoimplementation,anchoringandimpactonlocalcommunities,educationalinstitutions,organisationsandinitiativesinEgypt,JordanandDenmark.Casebycase,thefindingsofthestudyare:

• Case#1–Rwaad,Egypt:RwaadisanNGOworkingondevelopmentofadisadvantagedurbanareaofCairo.WithintheRwaadframeworkaseriesofdialogueactivitieshavebeenimplementedaspartofprogramme,whereyoungpeoplecommitthemselvestovoluntaryworkinreturnforreceivingeducationalscholarshipsandworkshops.InRwaad,dialogueisexperiencedtohaveallowedtheNGOtoworkinthedisadvantagedurbanarea.Furthermore,Rwaadparticipantshasusedthedialogicalapproachasatoolinordertotakeapartinsolvingsomeofthelocalconflictsarisinginthearea,andtheyhaveapplieddialogicalmethodstotheirvolunteerworkandinnewinitiativesinspiredbyAFDworkshops.

• Case#2–SelmyaMovement,Egypt:SelmyaMovementisanumbrellastylenetworkwiththeaimofcoordinatingbetweeninitiativesandprojectswithinEgyptiancivilsociety.Themovementispromoting‘acultureofpeace’andtransparencyanddialogueactivitieshavebeenimplementedinordertocontributetoconflictssolution.SelmyaandAFDhavehadaclosecorporationsincethefoundingofSelmyain2012.AFDhashadapositiveimpactonSelmyaasreliable,wellpreparedandinspiringfacilitatorsofSelmyaworkshops,andtherebye.g.inspiringactiviststoengageinSelmya,whohavebecomeleadingfiguresoftheorganisation.FurthermoretheAFDdialogueexerciseshavebeenimportantinstrengtheningthecultureofdialogueinsidetheSelmyanetwork.

• Case#3–NationalCouncilforChildhoodandMotherhood,Egypt:TheNationalCouncilhastwoprogrammesforyoungpeople,whereadialoguecomponenthasbeenimplemented:TheprogrammefortheHealthofTeenagers,andtheEgyptianChildForum.Inbothprogrammesdialogueactivitieshavebeenusedwiththeaimofstrengtheninginternalcorporationandexternalcommunicationtopeersandofficialrepresentatives.AFDinspireddialogueactivitieshavebeenimplementedasinthecapacitybuildingoftheyoungparticipants,andhavestrengthenedtheunderstandingbetweenparticipantsofdifferentbackgroundsandtherebyreducedconflictsbetweenparticipants.Furthermoredialogueactivitieshavehelpedparticipantsexpressingtheiropinionsandgiventhemastrongerfundamenttoinfluencegovernmentofficialsanddecisionmakers.

• Case#4–Withdialoguewecanriseupandprogress,Jordan:ThisinitiativeisinspiredbyAFDapproachandmethodsandusingthesewhenimplementingdialogueinschoolsanduniversitiesandinthePrincessBasmaCentreinSouthernJordan.TheinitiativehasinspiredseveralotherinitiativesbasedinthePrincessBasmaCentre,e.g.aprogrammeformothersaboutraisingchildren.Thedialogicalapproachhasalsoinspiredtherestructuringofaprogrammeforchildrendroppingoutofschool,andhasallowedforanew–andsuccessful–wayofapproachingparentsandstrengtheningthedialogueand


understandingbetweenparentsandchildren,andaddingtopreventionandsolutionofconflictsbetweengenerations.

• Case#5–NazalSchool,Jordan:NazalSchoolisagirls’schoollocatedinanareainhabitedbyPalestinianrefugeesineasternAmman.AmbassadorsforDialoguehaveimplementedseveralworkshopsattheschoolwiththeaimofaddressingchallengessuchasearlymarriageandpoverty.Teachersandstudentsfeelthatdialogueworkshopsgavethemanewwayofaddressingthesesensitivesubjects.Dialogueactivitieshavefurthermorebeenexperiencedtohaveapositiveinfluenceonthelearningenvironment,becausetheteachersusetheexercisestomakethestudentslistentoeachother,andbecauseparticipationsintheworkshophasastrongeffectonsomeofthemoreinfluentialstudents.

• Case#6–AllJordanianYouthCommission,Tafileh,Jordan:TheYouthCommissionisresponsibleforcarryingoutgovernmentaldevelopmentprojectsfortheJordanianyouthinTafileh.Withinthisframeworkanumberofdialogueactivitieshavebeenimplemented,i.e.trainingyouthtoimplementdialogueintheirschools.Thedialogueactivitiesareseentohavemadeapositivechangeatschoolsbyresultinginacalmerattitudeofthestudentsandamorerespectfulapproachtotheirteacher.Thefocusondialogueisbeinginstitutionalisedbytrainingselectedstudentsas‘mini-ambassadorsfordialogue’andbyteachersimplementingdialogueprinciplesintheirclasses.

• Case#7–ØregårdGymnasium,Denmark:ØregårdGymnasiumisapublichighschoolinHellerup,Denmark,whichhashadaclosecooperationwiththeAFDthrougha4-yearperiod.AtØregårdhighschoolthemainaimofimplementingdialogueworkshopshasbeentoincreasetheinterculturalunderstandingofthestudentsthroughdialoguewiththeinternationalAmbassadorsforDialogue.ThestudentsseeapositiveeffectofthemeetingwithJordanianandEgyptianambassadors,becauseoftheopportunitytoaskquestionsandtobesurprisedbytheopinionsoftheambassadors.Theteachersseethedialogueactivitiesasaddingtothegeneralordemocraticeducationofthestudentsaswellastotheirunderstandingofthemoretheoreticalapproachtosubjectssuchasreligion,integrationandtheMiddleEastasdiscussedinclass.


AmbassadorsforDialogueatInternationalPeaceDay,Alexandria,SelmyaMovement


CHAPTER3

3. MAPPINGOFPROGRAMMERELATEDACTIVITIES

Chapter3providesthemappingofprogrammerelatedactivitieswithinthe‘controlled’sphereaswellasintheperipheryoftheAFDprogramme.Itshedslightonwhereandhowdialogueactivitiesareimplementedandonhowdialogueactivitiesarereceivedbyparticipants.

3.1. ActivitieswithinandinthePeripheryoftheAFDprogramme-ExtentandReach

DUF,EYFandtheWECentrecontinuouslycollectdataonactivitieswithinthe‘controlled’spheresoftheAFDprogramme.Whenthisdataissupplementedwiththedatacollectedinthesurveyconductedaspartoftheextendedimpactstudy,weareprovidedwithanideaofthetotalamountofactivitiesconductedasaresultoftheAFDprogramme.

DataprovidedbyDUFshowsthatnationaldialogueactivitieshavereachedatotalof11.226participantsfrom2009-2015,andthatthedialoguevanhasreached1.050participantsduringit’stourinJordanin2015.Furthermore,activitiesconductedbytheinternationalteamofAFDhaveinvolved4.511participantsfrom2010-2015.Thus,accordingtotheserecordsatotalnumberof18.429participantshavebeeninvolvedinAFDactivitiesfromthebeginningin2009uptotheendof2015.Thedatadoesnotprovidenumbersfrom2016.

ThedataalsoshowsthatthemainpartofnationalactivitiesofAFD,havebeenconductedinJordan(6.001participant)andEgypt(5.212participants).InDenmarkasmallernumber,1060participants,havebeeninvolvedinnationalactivities,whichisnotsurprisingsinceDenmarkhasnonationalteamwithintheAmbassadorsforDialogueprogramme.

Furthermore,thedatagatheredbyDUFshowsthatthenumberofparticipantsreachedbytheactivitieshascontinuedtogrowduringtheprojectperiod.Thusatotalof1.450participantswerereachedatthebeginningoftheAFDprogrammein2009-2010,whileatotal5.088peopleparticipatedin2015,thisnumberincludestheparticipantsindialoguevan-activitiesinJordan.Table1.AFDparticipants2009–2015

Year National Intercultural Regional TOTAL

Jordan Egypt Denmark Total Jordan Egypt Denmark Total

2009-2010 483 483 484 1.450 1.4502010-2011 623 597 647 1.867 169 230 504 903 0 2.7702012+2013 1.192 1.964 258 3.414 561 703 802 2.066 0 5.4802014+2015 3.136 2.654 155 5.945 467 521 554 1.542 192 7.679

Dialoguevan* 1.050 1.050 1.050

TOTAL 6.001 5.215 1.060 11.226 1.197 1.454 1.860 4.511 192 18.429*Dialoguevan,Jordan


ActivitiesintheperipheryoftheAFD-programme

ThemappingofthedialogueactivitiesconductedintheperipheryoftheAFDisnotaspreciseasthedatafromDUF.Thisisduetothefactthatnotallambassadorshaveparticipatedinthesurvey,andthatmostdialogueworkshopsareconductedbymorethanoneambassador.Thismeansthatthenumberofactivitiesinthesurveyisprobablyartificiallyhigh,becauseeveryworkshopmighthavebeenregisteredbymorethanonerespondent.Furthermore,theambassadorshavebeenaskedtoanswerquestionsabouttheiractivitiesfromtheybecamepartoftheprogramme,whichforsomemeanssevenyearsagoin2009,whichincreasesthechanceofinaccuracyinthenumbersreportedbytherespondents.Therefore,surveydatamustbeconsideredwithsomereservation.

Thistakenintoaccount,surveydatashowsthatalargepartoftherespondentshavecarriedoutactivitiesoutsidetheAFDprogramme.Asshownintable2,only34ofthe170respondentssaythattheyhavenotfacilitatedactivitiesoutsidetheAFDprogramme.Thismeansthatapproximately75pct.ofrespondentshaveimplementeddialogueactivitiesoutsidetheAFDframework.Table2:Respondentswhohavefacilitateddialogueactivities(dialogueworkshops,seminars,trainingsetc.)outsidetheframeworkoftheAFDprogramme

Denmark Egypt Jordan Lebanon Morocco Palestine Tunisia Total

Youthorganisations/initiatives/projects 20 51 21 3 5 1 11 112

Non-youthorganisations/initiatives/projects 7 20 10 1 0 1 6 45

Workplace/professionalsettings 11 21 9 0 1 2 2 46

Educationalinstitutions 9 27 15 3 2 0 7 63

Urban/ruralcommunitybasedinitiatives 5 12 12 0 2 1 0 32

Don'tknow 1 3 3 0 0 0 0 7

IhavenotfacilitateddialogueactivitiesoutsideAFD 4 17 7 3 3 0 0 34

Other 2 2 1 0 2 0 1 8

Table2alsoshowsthatmostoftherespondentshaveimplementeddialogueworkshopsinyouthorganisations.

SurveydataonextentandreachofdialogueactivitiesintheperipheryoftheprogrammerepeatsthepatternfromDUFdatawheremostactivitieshavebeencarriedoutinEgyptandJordan.

AccordingtothesurveydataaverylargenumberofactivitieshavebeencarriedoutintheperipheryoftheAFD,andahighnumberofparticipantshavebeenreachedthroughtheseactivities.Theambassadorswhohavefacilitatedactivitiesinyouthorganisationsestimatethattheyhavecarriedoutanaverageof14activitieswithanaverageof10participants.Inforexampleeducationalinstitutions,therespondentshavefacilitatedanaverageof10activities


each,withanaverageof13participants.Thispatternisapproximatelythesameintheothersettings.Thus,surveydataindicateatotalofapproximately3.000activitieswithatotalof30-40.000participants.

3.2. SettingsandCharacterofActivities

SurveydatashowsthathalfofallactivitiesimplementedintheperipheryofAFD,arecarriedoutinyouthorganisations,initiativesorprojects(49pct.).19pct.ofactivitiesareimplementedineducationalinstitutions,16pct.innon-youthorganisations,initiativesorprojects,10pct.inworkplaceorprofessionalsettingand7pct.incommunitybasedinitiatives.

Model3illustratesthepatternofsettingsoftheactivitiesineachcountry.ThemodelshowsthatinEgypt,morethanhalfofactivities(547dialogueactivitiesor53pct.)arecarriedoutinyouthorganisationsand13pct.(128dialogueactivities)arecarriedoutinworkplacesorprofessionalsettings,whereasinJordanabitmoreofactivitiesaredistributedbetweencommunitybasedinitiativesandeducationalinstitutions,andonlyasmallnumber(56activitiesor5pct.)areimplementedinworkplaceorprofessionalsettings.

Model3.Settingswhereactivitiesareimplemented,bycountry

IntheAFDprogramme,therearedifferentwaysofworkingwithdialogueactivities.Andthreeoverallcategoriesareoftenusedtodescribedifferentformofdialogueactivities:

1) Dialogueworkshop/activityaboutdialogueastopic(e.g.amethod,anapproach,anidea)2) Dialogueworkshop/activitywithdialogueaboutsomethingelse(e.g.aimingtoenhance

mutualunderstandingand/orimproverelationsandcooperation)3) Otherworkshop/activityintegratingdialogicaltools/exercisesetc.

Itisnotalwayseasytodistinguishbetweenthethreecategories,andoneactivityorworkshopcanincludeelementsofallthreecategories.Wehaveaskedparticipantstodistinguish

257

547450

61

245

89

146

156

103

99

128

56

120

159

217

97

45151

0

200

400

600

800

1000

1200

Denmark Egypt Jordan Lebanon Morocco Palesnne Tunisia

Urban/ruralcommunitybasedininanves

Educanonalinsntunons

Workplace/professionalsepngs

Non-youthorganisanons/ininanves/projects

Youthorganisanons/ininanves/projects


betweenthethreecategories,inordertogetanideaofhowtheAFDapproachisimplementedoutsidetheofficialframeworkoftheprogramme.

Surveydatashowsafairlyequaldistributionbetweenthethreedifferenttypesofactivities,slightlyweightedinfavourofdialogueworkshopsoractivitieswith‘dialogueaboutsomethingelse’,asshowninmodel4.

Model4.Typesofdialogueactivities,bycountry

Dataalsoshowsthatthedistributionbetweenthethreecategoriesofactivitiesisthesameacrossdifferentsettings.

3.3. HowParticipantsReceivetheActivities

Therespondentshavebeenaskedabouttheiroverallexperienceofhowparticipantsreacttoandreceivethedialogueactivities.Surveydatashowsthattheexperienceofambassadorsisthatdialogueactivitiesreceiveaverywarmwelcomebytheparticipants.Thus,morethan90pct.oftherespondentsthinkthatthedialogueactivitiestheyhavefacilitatedwerereceived“well”or“verywell”.4Wefindthehighestnumberinrelationtonon-youthorganisations,initiativesorprojects,where98pct.oftherespondentsthinkthattheactivitiestheyfacilitatedwerereceivedwellorverywell.

ThesurveythusshowsthattheoverallexperienceoftheambassadorsfordialogueisthatparticipantsinthedialogueactivitiesareverypositivetowardstheapproachandmethodsoftheAFD.Butdotheparticipantsbenefitfromtheactivitiesinthelongterm?Anddoesthedialogueactivityaffectthesettinginthetimefollowingtheactivity?

4Thequestionwas:”Howwerethedialogueactivitiesreceivedingeneral?”

0

100

200

300

400

500

600

700

Denmark Egypt Jordan Lebanon Morocco Palesnne Tunisia

Dialogueasatopic

Dialogueaboutsomethingelse

Otherworkshops/acnvinesintegranngdialogicaltools


Respondentshavebeenaskedtoconsidertheimpactoftheactivityrelatedtofactorssuchas‘mutualunderstandingandrespect’,‘socialrelations’,‘conflictresolution’,‘internalcooperation’and‘cooperationwithothers’.Model3illustratesrespondents’assessmentoftheimpactinthetimefollowingthedialogueactivity.Theoverallimpressionoftherespondentsisthatdialogueactivitieshaveaverypositiveimpactonyouthorganisations,initiativesorprojects,especiallywhenitcomestomutualunderstanding,socialrelationsandinternalcooperation.Thepictureisapproximatelythesameacrosssettings.

Model5.Impactofdialogueactivitiesonyouthorganisations,initiativesorprojects,bynumberofrespondents

96 96

68

92

72

0

20

40

60

80

100

120

Mutualunderstanding

Socialrelanons Conflictresolunon

Internalcooperanon

Cooperanonwithothers

Idon'tknow

Neganveimpact

Noimpact

Posinveimpact


CHAPTER4

4. CASESOFEXTENDEDIMPACT

ThischapterpresentsaselectionofsevencasesillustratingbestpracticeconcerningtheextendedimpactoftheAmbassadorsforDialogueprogramme.Thesecasesaretoqualitativelyillustratebestpracticeinregardstoimplementation,anchoringandimpactonlocalcommunities,educationalinstitutions,organisationsandinitiativesinEgypt,JordanandDenmark.

Thecasesillustratehowdialogueactivitiescanaddtothedevelopmentofaculture,whereyoungpeoplefeelempoweredandwheredialogueisexperiencedtohelpsolveproblems,preventconflictsinfamilies,atschoolsoratamorefundamentalsocietallevel.FurthermoretheapproachoftheAFDcanhelpstrengtheninganorganisationalsettingbyinspiringparticipantsandbyofferingastrongidentityandadedicatedcultureofvolunteers.

ThecaseshavebeenselectedbyDUF,EYFandWECentreandincludetheecasesinEgypt,threecasesinJordanandoneinDenmark.Thecaseshavebeenselected,astheyarebelievedtobeexamplesofbestpracticeintherespectivecountries.TogetherthecasesexemplifyextendedimpactofAFDinNGO’s(#1inEgypt),networks(#2inEgypt),governmentalprogrammesandinstitutions(#3inEgypt,#4inJordanand#6inJordan)andeducationalinstitutions(#5inJordanand#7inDenmark).

Eachcaseincludesaminimumofthreelevelsofpersons;theambassadorfordialogueresponsibleforimplementingdialogueactivitiesinthespecificsetting,arepresentativeofmanagementofthesettingandparticipantsoftheactivitieswheredialoguehasbeenimplemented.TheroleoftheambassadorandtheAFDvariesinthesevencases.

Thecasesarealldescribedfollowingthesamestructure;thenatureandextentoftheproject,theinitiativeorsettingofthecase,theaimofimplementingdialogue,theeffectofimplementingdialogueonaparticipantlevelaswellasatanorganisationallevel.

4.1. Case#1–Rwaad,Egypt

Intervieweesforcase#1:

-AhmedElNashar(22yearsold),projectcoordinatoratAFD

-AbdelazizYoussuf(25yearsold),projectcoordinatoratRwaad

-8participantsofRwaad(19-23yearsold),studentsandengagedwiththeorganisationfor1-3years

RwaadisanNGOworkingwiththedevelopment–economicempowerment,educationetc.-ofadisadvantagedurbanareaofCairo.Itofferseducationalscholarshipsandworkshopson


varioustopicstoyouthfromthelocalareaandthesurroundingcommunities.Inreturn,Rwaadparticipantsaretocommitthemselvesto8hoursofengagementperweek;fouroftheseareallocatedtoattendingworkshopsandfourofthemtoworkingwiththeyoungerpeopleandchildrenofthelocalarea.Rwaadalsorunsaprojectforlocalchildren,providinga‘safespace’forexpression,capacitybuildingandskilldevelopment.ThesurroundingcommunitythereforeprimarilyseesRwaadasa‘safespace’whereyouthandchildrenarekeptoffthestreetsandawayfromthetroublethismightleadto.

Rwaadacceptstwowavesofparticipantsayear,eachconsistingof25-30youngpeople.CurrentlyRwaadhas86activevolunteersaged20-25.Volunteersarechosenbasedontheirneedforscholarship,motivationforeducationandabalancedcompositionofgenderandeducationalgoals.Thescholarshipsprovidedeithercoveruniversityfees,EnglishorItaliancoursesoralternativelyvocationaltraining.BybeingpartofRwaadtheparticipantsfurthermorecommittosucceedingintheireducationalprogramme.

AimsofimplementingdialogueatRwaad

Abdelaziz,whocoordinatestheactivitiesandtrainingofRwaad,knowsaboutAFDthroughtheSelmyaMovement.BothRwaadandAFDarepartoftheSelmyanetwork(seecase#2).

TheinvolvementofAFDbeganwithoneworkshopfacilitatedbyAhmed.HereafterRwaadaskedformoreworkshopsinordertobuildthecapacityoftheirvolunteers,andhavethemtrainedasworkshopfacilitators.AccordingtoAhmed,Rwaadwantedtoimplementthedialogicalelementinordertoimprovethewayparticipantsworktogether,aswellasutilizeitintheworkdonewithinthecommunity.HefindsthisparticularlyimportantsincetheareainwhichRwaadworksisrather‘closed’anddifficulttoaccess.

AbdelazizexplainstheaimsofimplementingdialogueinRwaadasmultiple.Firstly,therevolutionmademanyyoungpeoplerealisetheneedandimportanceofdialogueskills.HealsosawthisneedamongtheyouthofRwaadandwantedtoofferthemtrainingindialogicalvalues:“AFDoffersabunchoftools,dialoguetools,thatactuallystimulatesthecuriosityoftheyoungpeopleandmakethemaskquestionsonhowtoapplyitonthegrounds,intermsofinitiatives.”Secondly,hefindsthatthevaluesofdialogueisanimportantskillforyoungpeopleatuniversityage,inordertopreparethemforthelabourmarketandgivethembetterjobopportunities.Lastly,AFDtools“enableyoungpeoplefromdifferentpoliticalviewsandbackgroundstosharetheiropinionsinasafemanner,andgivethemtheopportunitytogettoknoweachotherinameaningfulway.”

TheAFDfacilitatebothshorterone-daydialogueworkshopsandlongerthree-dayTOF(trainingoffacilitators)workshopsforRwaadvolunteers.Bothkindsofworkshopsusuallyhave20-25participants.TheTOFworkshopconsistsofactivitiesregarding“respectingandputtingyourselfinotherpersons’shoes”,dialoguetools,values,facilitationtoolsandexercisesfocusingonfacilitation.Thisisintendedtoequipthevolunteersforbeingworkshopfacilitatorsthemselves.TheAFDcheckupontheneedsofRwaadregularlyandseethedemandformoreworkshopsasanindicatorthatRwaadvolunteersareinfactusingthedialogicaltools.


Effectonsetting

DialoguecomponentsareimplementedintoallactivitiesofRwaadinordertoimproveacceptanceoftheNGO’sworkintheurbanareaoftheirwork.InAhmad’swords:

“They[Rwaad]usedit[dialogue]tocustomisethecommunitywiththembeingexistingintheslumarea.Itisaveryclosedarea,sotheywerenotreallyacceptedtoworkintheareaatthebeginning,buttheyusedthedialogueworkshoptotalktotheminthecommunityandgetacceptedbythem.Alsowhentheydoawarenesssessionsorsomesortofcapacitybuildingintheprogrammeintheareatheyusethetoolsofdialoguewithinthesessions,nomatterthesubjectofthesession.”

Besidesfromthis,dialogueisusedbyRwaadanditsvolunteersintheirworkon“findingsolutionstolocalproblems.”ParticipantsunderlinethatdialogueisespeciallyimportantintheurbanareaofwhichRwaadworks,sincetheyexperiencemanyissuesandconflictsamongtheinhabitants.Theyhaveimplementedthedialogicaltoolsintotheirvolunteeractivities,andtheyhave“invented”newactivitiesbuildondialogue,inordertoaffectthesettingtheyareworkingin.Someofthemexplain:

“Istartedaninitiativebecausealotofpeopleinmystreetwerehavingdisputesandarguments,anIstartedaninitiativeonestablishingdialoguebetweentheconflictingpartiesinmystreet”

“IattendedtheworkshopbecauseIreallylikethenameoftheprogramme,AmbassadorsforDialogue,andIthinkthatitisaveryneededskillespeciallyin[nameofarea]becausepeopleareveryviolentandtheydisagreeaboutanything.Ireallylovedtheworkshop,itwasveryusefulformeandIthinkitshouldgetoutofthesmallsessionorroomsoftheNGO,itcouldbespreadwithinthestreetsformorepeople”

BothAbdelazizandtheparticipantsthemselvessaythattheparticipantsofRwaadusethedialogicaltools,theinteractivemethodandtheDialogueHandbookwhenconductingworkshopswithinRwaad.FurthermoresomevolunteershaveestablishedanewinitiativethatintendstospreadthevaluesofdialoguetopersonsoutsideofRwaad.Aparticipantexplainshowshehasbeenabletopassonwhatshehaslearnedtothechildren’sprogrammethatshevolunteersin.Also,sheaskedtheAFDtoconductasessionforthechildrendirectly.Anotherparticipanthasbeenabletoimplementtheexercisesintotheall-women’selectricityclasssheisteaching.Athirdparticipantgivesanexampleofhowtheyareusingthedialogicalattitudeinamoresubtleway,e.g.whendealingwithmembersofherchurch,appointingaleaderetc.

Inthisway,intervieweesdescribedialogueasaveryusefultoolintheiractivitiesinandbeyondRwaad,andtheyfeelthatitisessentialforthemtoachievethegoalsofthedifferentinitiatives.However,bothAbdelazizandtheparticipantscontinuallyfinditchallengingtoworkintheurbanarea,andimplementingthedialogicaltoolsintotheireverydaylife.Egyptiansocietyhassimplynotembracedthesevalues.Thismeansthatwhilevolunteersmightletothersfinishwhenspeaking,otherswillnotrespondwiththesamebehaviour:

“Formeitisfrustrating,whenItrytolistentopeopleonthestreetandletthemfinish,butthentheydon’tgivemethesamechance.Idon’tknowhowtoenforcethis,thevaluesthatIhavelearned.Idon’twanttogeneralize,butIthinkthattheEgyptian


societydoesnotembracethosevaluesanditishardformetoimposeitorteachthemhowtodoit.SometimesIwaitforsomeoneuntilhefinishes,buttheotherpersondoesnotdothesameforme,sothatisveryfrustratingforme.ItisalsoveryfrustratingthatIwillpickopinionsatfacevalueonthestreetorinthesocietyandtheyhaveready-madelabels.Sowhenyoureallyexpressyouropinion,youarelabelledaseitheryouareaMuslimbrotherhoodoryousupporttheregime,soyouarelabelledwitharadicalstigma.Soitisveryhardtoexpressyouropinionwithoutgettinglabelled.”

AbdelazizadvisestheAFDtoworkonsimplifyingthedialoguetools,inordertomakethemeasiertouseinthevolunteers’homesandworkplaces.

Effectonparticipantlevel

AhmedfindstheRwaadparticipantsofAFDworkshopsveryperceptiveandinteractive.TheAFDdoworkshopsformanytypesofparticipants,andcontrarytowhatonemightthink,Ahmedfindstheyouthoftheurbandisadvantagedareamucheasiertoworkwiththane.g.universitystudents.ThereasonbehindthisisthatNGO’saremoreaccustomedtothetrainingculturewhilestudentsaremoreaccustomedtobeinglectured.

TheparticipantsofRwaadhaveallheardaboutRwaadthroughthelocalcommunity,andhaveinitiallyjoinedduetointerestsintheatre,music,footballetc.TheynowstudyvarioussubjectsandvolunteeratRwaadwithe.g.tutoringatachildren’sprogramme,teachingelectricityclassesandtrainingasportsprogramme.Simultaneouslytheyfeeltheyhaveenhancedtheirskillsintheirareasofinterestthroughattending‘softskillsworkshops’;workshopsoncommunication,dialogueandleadershipskills.Apartfromtheworkshopsgivenby‘experts’,Rwaadprovidestheopportunityforpeer-to-peerworkshopsontopicsofinterest.SomevolunteershaveonlyparticipatedintheshortAFDworkshop,whileothershaveparticipatedintheTOFtoo.

TheparticipantsfindtheAFDworkshopsusefulonbothpersonalandvolunteerlevel.AccordingtotheparticipantstheworkshopsgivenbyAFDfocusedmainlyonthecultureandprinciplesofdialogue,howtoaccepttheother,andhowtoconductandfacilitatedialogue.Whilesomeparticipantshadsomethoughtsaboutdialoguepriortotheworkshop,mostparticipantsdescribe,howtheyhavegainedamuchdeeperunderstandingoftheconceptofdialogueandthedifferencebetween“argument,debateanddialogue”.Thatthepurposeofdialogueisnot“toconvincehim,andifheisnotconvincedyouwouldinsulthim,andtellinghimthatheisjuststupid.…Itisokaytoletsomeonehaveadifferentopinionandjustendthedialoguewiththis.”Theyparticularlymentionthetalkingstickandthelinegameasinterestingandusefulexercisesthatteachthemtobegoodlisteners.Mostparticipantsclaimthatdialoguehasbecomeanintegratedpartoftheirbehaviour;“aninteractiveprocessthatweliveineveryday”.

Abdelazizparticularlyseestheimpactonthewordingthatthevolunteersusebetweenthem.Hence,youwilloftenhearthemsay:“Pleaselistentome”or“Let’shaveadialogueaboutthis”.


Effectonanorganisationallevel

AbdelazizandtheparticipantsagreethatthedialogicalcomponenthasmadeiteasierfortheRwaadvolunteers,whocomefromverydifferentbackgrounds,toworktogether:

“AmbassadorsforDialoguehavehelpedalotoftheactualvolunteersofRwaad,because(…)theyareverydiverseandtheycomefromdifferentbackgrounds,soIcanseethevalueofdialoguewithinthemorganisingthemselvesandactingonactivitiesandimportantthings.”

AsthedialogicaltraininghasprimarilybeengiventovolunteersandnotthestaffofRwaad,theeffectcanprimarilybeseenontheyoungpeopleandtheirimplementationofprojects.However,somemembersofstaffhaveparticipatedinworkshopstogetherwiththevolunteers,whichAbdelazizbelieveshashadasmallimpactonthewaytheydealwitheachother.

4.2. Case#2–SelmyaMovement,Egypt.


-RadwaIbrahim(24yearsold),internationalambassadorsince2012,memberofthenationalteamandacademicadvisorattheAmericanUniversity

-KhalilElMasr(28yearsold),presidentoftheSelmyaMovement

-2participantsofSelmyaMovement,Amr(21yearsold)andAshour(22yearsold),membersoftheAFDnationalteaminAlexandria

BasedonfounderKhalil’sexperienceofagrowingneedforcoordinationofinitiativesandprojectswithintheEgyptiancivilsociety,SelmyaMovementwasfoundedasanumbrellastylenetworkinJune2012.Themovementpromotes‘acultureofpeace’andtransparencyandcurrentlyincludesmorethan60memberorganisations.Thesehavebeenselectedfromamassofapplicants.

SelmyanetworkbeganasaFacebookgroupforcontactsmadeduringtherevolutionaswellasworkshopparticipants.Themovementcontinuestousesocialmediaasaprimaryplatformforitswork.Selmyabeganfacilitatingtwo-threedayworkshopsandcampsonthecultureofpeace,conflictresolution,diversitymanagementanddialogueandhascontinuedtoexperiencelargeinterestinthese.SinceKhalil,whowasfacilitatingtheworkshops,hasgonebacktohisITcareer,variousinstituteshavetakenoverthefacilitationofworkshops,andthisincludestheAFD.Workshopsusuallyhave20participantsandarefacilitatedindifferentsettingswithinCairo,AlexandriaandothergovernoratesofEgypt;aculturalcentre,universityfestivals,andamosque.

AimsofimplementingdialogueatSelmyaMovement

In2011,priortotheofficialformationofSelmya,KhalilparticipatedinanAFDworkshopfacilitatedbytheinternationalteam.Hence,althoughthefocuswasprimarilyonnon-violent


communication,theAFDactivitieswerepartofSelmya’sworkshopsfromthebeginning.FurthermoreAFDhelpedinviteparticipantsfortheveryfirstSelmyaworkshop.MoreactivelytheAFDandtheEgyptianYouthFederationhasbeenpartofSelmyaMovementsinceitssecondworkshop,Sept2012,atwhichRadwasuggestedthatanAFDambassadorshouldbeco-facilitatingwithKhalil.InOct2012shebecameinchargeofthedialogueelementoftheworkshops,andRadwaalongsideotherAFDambassadors,hassincefacilitatedmanyworkshopsandcamps,implementingAFDcomponentsandactivities.Sheexplainshowshesawapotentialforaddingtheoriesandactivities–i.e.activelisteningandawarenessofonesownjudgements-foundedintheAFDtoSelmya,inordertocontributetoconflictssolution.

HencetheAFD-inspireddialoguecomponenthasbeenpartofSelmyasinceitsinceptionandthetwoprojectscontinuetobeintertwinedandoverlapping,bothintermsofcontentandvolunteers/members.InthissenseKhalilalsoseestheAFDasafoundingelementofSelmya.

Effectonsetting

AccordingtoKhalil,AFDhashadapositiveeffectonSelmyaasasettingindifferentways.

Firstofall,asmentionedabove,theAFDapproachwaspartofSelmya’sworkshopsfromthebeginning,becauseKhalidin2011–andhencebeforeSelmyawasfounded–participatedinandwasinspiredbyanAFDworkshop.ThisapproachwasstrengthenedbythetimeRadwabegunfacilitatingworkshopstogetherwithKhalil,andappliedthedialogueexercisesandapproachofAFD.

BesidesfromthisveryspecificeffectonSelmya,theapproachoftheAFDhasalsoaffectedSelmyawithitsuniquededicationandthestrongidentityoftheambassadors,whichKhalilfindscharacteristicoftheAFD.AccordingtoKhaliltheambassadorsfordialoguearedistinguishedfromothervolunteersbytheirreliability,strongidentityandsenseofbelongingtotheAFDprogramme:

“Iguesswhatisreallyuniqueaboutambassadorsisreliability.Theyarereliable.BecauseifI’mworkingwithanyotherfacilitatorinanyotherstructure,theyarecomingasvolunteers.Hereit’svolunteers,withambassadorsit’sdifferent.Whenyouhaveastrongidentitylikeambassadors,Ifeelthattheyhavethisidentityandtheyfeelthattheybelongtoambassadorsfordialogue.Onthecontrarywithotherinitiativeswheretheyhavebeenvolunteeringwiththisinitiativeortheytooktrainingwiththisinitiative.Sohereits,wheneverwehavetheAFDIcanalwaysrelyonthem.Iknowthattheyarethere;maybealsobecausethereissomeonewhoisalwayscoordinatingtheparticipationandtheymakesurethattheyarethere.Idon’tknowhowit’sworkinginternally,butIknowthattheywillbereliable,theywillshowup,theywillbethere.Youknowweneedto,ifwearedoingaworkshopinthisplace,weneedtobethere.Andsometimeswehavechallengeslikethat.Sometimeswecancelthingsandweapologize.Hopefullyallthetimeitsbefore,notano-showattheday.Beforethatsometimespeopleapologizefordifferentreasons.Hereyouwillfindpeoplewhomightreplaceothers(…)theywillbethere.AndalsowhatIseefrom,whenIfollowupwithanyofthephotosthatareposted[onsocialmedia]byanyofourmembers,theyareall,mostofthemarefriends.Icanseethattheyaredoingalotwhenitcomestosearchthecommunityandthebonding.Soitwasabouttheretreatsthattheyaredoing,thecamps,theworking


campseven,orasnationalteamortheinternationalteamcomes.Soalloftheseactivities,on-goingactivitiesarecontributingtomorestrengthandmoreresilienceforAFDasanorganizationorinitiativeandasambassadors.”

Heseesambassadorsasreliableandashavingastrongidentity,butalsoasremarkablywellprepared:

“OneofthethingsthatIremembernowisthehat.Likethefirstworkshopthatshe[Radwa]didwas,I’mnotreallygoodatpreparationIlikegointheworkshopswithmoreofimprovising.IgowiththeflowandIdon’treallyhave,yeahIknowthatIneedtocoverthesethings,butifthisfirstactivitywentlikemoreofthetimeIwillcutfromthesecondone.AndsometimesIdon’tpreparethetools,soIdoitatthetimeandIknowaboutallthetoolsandthiscanbenoworganisedinfiveminutesinabreakbetweenactivitiesorsomethinglikethat.ButwithRadwaIfoundthatallthestructureandthetoolsthatsheiscomingwithisplanned.Andalsowhenshedidit,itwasthefirsttimeevenformetosee,wedidn’thavethisactivitywhenIdidtheworkshopwithMaseriati.Somethingthatisrelatedtothehatandhowwehavedifferenthatsandwitheachhatwecantalkwithdifferentstyle,differentperspectives.”

Furthermore,accordingtoKhaliltheexercisesofAFDhaveastrongeffectontheparticipants,andareveryinspiringtotheparticipants.Whenworkshopsareevaluated,theexercisesofAFDarementionedassomethingspecial,morethane.g.astrongpersonalityoftheambassadors.Theyalwaysevaluateactivitiesintheendoftheday:

“Attheendevaluationofthedaywejustask»maybesomethinghasstuckwithyouorthatyougotoutofit?«Mostofthepeoplewillpointtothe,whattheycall‘mindswitch’or‘brainswitch’.Thisiswhenweinvitepeopletostandinapositionandinvitethemtothinkorputthemselvesintotheshoesoftheothers.Andthishasalwaysbeenoneofthethingsthatparticipantsreallyappreciate.Andathingthatwehavefoundchallenging,butithasbeeninspiringtodothatattheendoftheday.”

InKhalil’sopinion,actuallythedialogueactivitiesimplementedbyRadwainthe3rdworkshopofSelmyainOctober2012inspiredabiggergroupofparticipantstoengageinSelmya,whomhaveforalongerperiodoftimebeenleadingmembersoftheorganization:

“IcanseethatalotofthepeoplewhohavebeentothethirdworkshoptheyweremoreengagedinSelmyathanbefore.Sotheymusthavecomeupwithamore,whatistheword,amoreuniqueexperience.UntilnowthepeoplewhohavereallydevelopedSelmya,theyweretheparticipantsinthethirdworkshop.”

TheactivistsofSelmyaanditsmemberorganizationsareoftencharacterisedbybeingveryengagedanddedicatedtotheirpoliticalopinionsetc.ForthisreasonsomesubjectscanbedifficulttodiscusswithinSelmya,andsubjectslikereligionandpoliticsaresometimesavoided.However,theyhaveexperiencedthateventhedialogueexercisescanbedifficult,buttheycanalsoresultinactuallycreatingadialoguebetweensomeofthemembers:

“Atthelastcampwehadasituationwhereoneoftheparticipantsdidn’twanttodothebrainswitch.Itwasabouttherevolutionandshewasreallyintotherevolutionandwe


invitedhertoseeanotherperspectiveandshehadbigresistance.Butwhatwasreallyinspiringisthattheseconddayshecameandsheapologisedandshefeltlike,»Idon’tknowwhyIactedlikethat.«Andshesaidthatsheisresistingitandsheunderstandswhybutshecannotdoit.Shewasveryemotionalafter.”

AccordingtoKhaliltheprincipalsofadialogicalculturearenotonlyimportantwhenitcomestoSelmyaasanorganisation.BecauseofthepoliticalsituationinEgypt,heseestwotrends,whichcallfortheintroductionofaculturebasedondialogue.Firstofall,heseesatendencytowardspeoplenotlisteningtoeachother.ThisbecomesapparentwhenoneoftheAFDexercisesisintroduced,thetalkingstick:

“Thegamewiththestickwechoosethatwearerepeating,andweare.Ithasbeenhilarioustoseethepeoplewhoaresittingwiththetalkingstickandtheyarenotabletorepeatwhathasbeenshared,becausetheyhadbeenpreparingtheirownanswer,theirownargument.Thisisverychallenging.Andsometimesit’shardeventomaketheonesayingitwithouthelpingtoit.”

TheseexamplesillustratethatAFDexercisesareveryhelpfulinstrengtheningacultureofdialoguewithinSelmyaasanorganisation.Butalsoonamorefundamentallevel,KhalidseesaneedforstrengtheningthedialogicalcultureinEgypt.Hehasseenalotofpoliticaldisillusionarisingsincetherevolution,peoplehavestoppedlisteningtoeachother,andtheyhavelostfaithinthesystemandinpoliticalpartiesandactivities:

Khalil:“Iguessaproblemisinourculture(..)It’shardtofindpeoplewhoarereallyengagedinourpoliticalparties.Rightnow,aftertherevolutionIresignedfromthepoliticalpartythatIwasamemberin.ButsincefourmonthsagoI’mnowagainamember.Andstillafterfouryearsinthepoliticalpartymeetings,peoplearenotlisteningtoeachother.Andsonowweneedthisculturetobemorepromoted.(…)Iknowthatlotsofpeoplewhoareinthenetwork,theydon’tbelieveinthepoliticalgame.Wearenotplayingwiththempolitically,butatleastweneedtobetheretosupportthesepoliticalactiviststoapplymoreofthesethings.Itwillhelpthemalot.”

Interviewer:“Soyouweresayingthatalotofpeopleinthenetworkaredisillusionedaboutpoliticssotheydon’tthinktheycanchangeanything?”

Khalil:“Theyknowthattheycanchangebuttheydon’tbelieveanymoreinthesystemandinthepoliticalpartiesandthepoliticalactivities.Becauseofwhathasbeenhappeninginthelastfouryearsisthattheylosttheirbelieve.(…)”

Interviewer:“Areyouthentryingtoencouragethis?”

Khalid:“Personallyyes.OnapersonalbasisI’mamembernowofapoliticalpartyandI’m(...)tryingtosupportthemembersoftheculturalcommittee.AndI’mtryingtohelpthemapplythesedifferentskills.”

Hence,KhalilhimselfactivelyusesdialogicaltoolstotrytoaffectthepoliticalsettingassuchinEgypt.



Whenconsideringeffectonparticipantlevel,thiscasehastwolevelsof‘participants’:theparticipatingorganisationsofthenetworkandworkshopparticipantsofSelmyaworkshops.

AccordingtobothKhalilandRadwatheworkshopparticipantsaregenerallypositivetowardstheworkshopsheldthroughSelmya.Somearescepticalatfirst,and,aswehaveseen,facilitatorsneedtobecarefulwhattopicsarechosenforthedialogueexercises.Participantsoftenrespondthattheyfeelinspiredafterworkshops,andSelmyaexperiencesanincreaseddemandasthewordisspreading.Khalilbelievesthattheknowledgeisimplementedintoparticipants’organisations,andhefurthermorehasknowledgeofseveralnewinitiativesthathavesprungupasaresultofSelmya.

RadwaexplainshowbeingpartofSelmyaisofthesamenatureasbeingpartofAFD:“SometimesIgetcaughtupinwork…(but)wheneveryouarepartoftheseaffiliationsyoucannotgetoutofthem.YoucannotsaythatI’mout.”ShedescribesSelmyaasalargecommunitywithsub-communities,allrelatingtotheconceptofpeace:“Whateverwethinkleadstopeaceorleadtowell-beingofthecommunitycouldgounderSelmya”.InthissenseRadwaconsiderstheAFDasub-groupofSelmya,whileAshourseesitasapartnership.

IntermsofAFDasaparticipantintheSelmyaMovementtheaffiliationhas,accordingtoRadwa,openedupnewopportunitiesofpartnership–forinstancewithRwaad(case#1).FurthermoreAFDandSelmyahavelargelyinfluencedeachotherasorganisations.

ThetwointerviewedparticipantsoftheSelmyaMovement,AmrandAshour,arebothmembersofthenationalteaminAlexandriaandconsiderthemselvespartofSelmya.SelmyaMovementinAlexandriameetonceamonth,withanattendanceof30-40persons,andarrangeforinstancetheInternationalPeaceday.

TheyseeSelmyaasanetworkbetweeninitiativesthatexisttosave“time,effortandmoney”astheinitiatives“sharethesameprinciples”andworktogether.AlthoughAFDcanbeseenasasteptowardspeace,andhenceconnecttothemessageofpeacethatisthecoreofSelmyaMovement,Selmyadoesnot,intheireyes,haveits“owncontent”,contrarytotheAFD.NeitherdotheyassociateSelmyawithworkshops,whiletheybothfacilitateworkshopsaspartoftheAFD.Selmyaismerelyanetwork;asumofitsparticipatinginitiatives.

ApersonaloutcomeofSelmyaisthefriendshipsthattheparticipantsbuild;“friendshipwithpeoplewiththesameconcept,thesameideas…thatyoureallybelievein.…Wetrytohelpeachotherinourpersonallife,…inourcareer,inourstudy…”InthisprocessoffriendshipwithpeoplefromotherinitiativestheparticipantsalsosharetheskillslearnedwithintheAFD.Ratherthanusingexercisestheydothisinasubtleway,througheverydayinteractions.AnotherwayinwhichtheparticipantsapplytheAFDprinciplestoSelmya–andothersettingsaswell-iswhentheyfacilitatemeetings.

ManynewinitiativesarestartingupinAlexandriawithSelmyamembersasthedrivingforce–e.g.oneoftheparticipantshasinitiatedanEnglishlanguageclub.However,theparticipantscannotclaimthatAFDorSelmyaarethemainreasonbehindtheseinitiatives.



AsdialogueissuchacentralelementinSelmyaMovement,itnaturallyinfluencesthewaymembersofthenetworkdealwitheachotherandtheinternalconflictsthatinevitablyarise.Onanorganisationallevelitisnotsomuchtheactualtools,suchasthetalkingstick,thatarebeingused.Itisratherthemethodsof“acknowledgingwhathasbeensaid–liketosummarizeandrepeatit”,to“tryandputthemselvesinotherpeoplesshoes”,to“haveempathytowardstheother”andtolistenthatarebeingused.Inshort,thecoretoolsoftheAFDprogramme.Otherelements,suchasnon-violentcommunication,areinspiredbytheorganisationMaseriatiwhereKhalilreceivedtraininginfacilitation,whichhasalsoinspiredSelmyaMovementinitsstartupphase.

Khalil:“Mostoftheconflictswhichhashappenedinournetwork,thesolutionwasjusttocreateaspaceforthedifferentpartnersorpartiestocomeandtalktoeachother.Butinawaythatisfacilitatedtoguaranteethattheywillreallylistentoeachother,activelylistentoeachother.”

Interviewer:“Soyou’repractisingthenwhatyouteach?”

Khalil:“Yeahdefinitely,definitely.Becausewehaveourconflicts.(…)Wedon’tusethetalkingstick,butwesometimesinvitepeopletoacknowledgewhathasbeensaid,liketrytosummariseandrepeatit.Wedon’tmakepeopleswitchpositionsbutwetellthemtomaybetaketheirtimetotryandputthemselves,soit’saboutthecoreofthetool.Totrytoinvitepeopletobeinthisattitude,tohaveempathytowardstheothers,toreallylistentotheothers,toacknowledgedwhathasbeensaid.Allofthishasbeenveryefficientandeffective.”


AFDworkshopduringInternationalPeaceDay,Alexandria,SelmyaMovement

Thetalkingstickexercise,AFDworkshopduringInternationalPeaceDay,Alexandria,SelmyaMovement


4.3. Case#3–NationalCouncilforChildhoodandMotherhood,Egypt


-MohammedGaber,nationalambassadorfordialogue

-Head5ofmonitoringandevaluationunitattheNationalCouncilforChildhoodandMotherhood

-5participantsoftheEgyptianChildForumand1participantoftheHealthofTeenagersprogramme(all15-16yearsold).

TheNationalCouncilforChildhoodandMotherhoodhastwoprogrammesforyoungpeople,whereadialoguecomponenthasbeenimplemented:TheprogrammefortheHealthofTeenagers,andtheEgyptianChildForum.6

TheHealthofTeenagersisatrainingprogrammeforteenagersaged15-18.Theprogrammeaimsatraisingawarenessabouthealthissuessuchastheimportanceofhygieneandhealthynutritionaswellasavoidingsmokinganddrugs.Thetrainingalsoaddressesbroadersubjectssuchashowtosucceedinschooloratwork,orhowtoavoidviolence.Thetrainingisconductedinschoolsbyvolunteersfromthecivilsociety,incollaborationwithteachersfromtheschool.

TheChildForumisaforumforchildrenorasortofchildren’sparliament,wherechildrenfromEgypt’sdifferentgovernoratesareelected.Theforumconsistsof155childrenfromalloverthecountry,whorepresenttheirpeersintheirgovernorate.Theforumisconstructedsothatchildrenwithdifferentbackgroundsarerepresented,e.g.childrenwhoareinschool,childrenwhohavedroppedoutofschool,childrenwhoareworking,streetchildrenetc.TheroleofthemembersoftheChildForumistorepresenttheirpeersinrelationtothegovernmentofficials.Thechildrenaretobeinongoingcontactwiththeirpeersinthegovernorateinordertorepresenttheirpointsofview.

AimsofimplementingdialogueattheNationalCouncilforChildhoodandMotherhood

ThedialoguecomponentwasimplementedintothetwoprogrammesontheinitiativeofMohammedGaber,whoispartoftheAFD.MohammedGaberhasbeenworkingfortheNationalCouncilforsevenyears,butafterhebecamepartofthenationalteamofAFDin2015,hegottheideaofimplementingdialogueintotheprogrammeshewasalreadyworkingon.

AccordingtoMohammedGaber,themainaimofimplementingthedialoguecomponentintothetwoprogrammeswastoenabletheyoungpeopletobeagoodrepresentationfortheirpeers,whileatthesametimeteachingthemhowtotalktoandpresenttheirideastogovernmentofficialsinaconstructiveway.Theheadoftheunitexplainswhyhe–atamore

5Unfortunatelywedonothavearecordofhisname


fundamentallevel–thinksthatitisimportanttoworkwithdialogueinrelationtoEgyptianyouth:

“BecauseoftheconflictsinEgyptwealwayswanttoworkonhowtobuildpeacewithinteractionbetweenthechildrenandhowtoworkwithpeace,dialogueandthesenseofbelongingwiththekids.Andalsohowtorespecteachothersopinion.”

IntheHealthofTeenagers,dialogueisusedasatoolinaninteractivewayofteachingaboutthesubjectsintheprogramme.IntheChildForum,thetrainingisimplementedwhenthemembersoftheforumhavebeenelected.Thetrainingfocusesontheimportanceofdialogueandrespectingotherpeople’sopinion,andonhowtocommunicatewiththeirpeersandgovernmentofficials.Inbothprogrammesthedialogueactivitieslastsapproximatelyforoneortwodays.

Effectonsetting

Effectsofthedialogueactivitiesonthesettingaredescribedondifferentlevels.Firstofall,thedialogueactivitieshavebeentargetedathelpingthechildrenandyoungpeopletoexpresstheiropinionsandfeelconfidentdoingit.ThemanagerfromtheNationalCouncildescribesitinthefollowingway:

“Thechildren(…)aresomehowshy,sothedifferenttoolsareusedtohelpthemexpressthemselvesbetter.Onethingisthetalkingstick,whichhelpsthembygivingthemanequalchancetotalkandhelpthemarticulatetheirthoughtsbetter.(…)IusetogetfeedbackfromthechildrenafterthesessionsofAmbassadorsforDialogue,andoftenakidcomestomeandsaysthathefeelslikethe‘kingofthesession’.Usuallyoneortwowillsaythat,buteachtimeitcomesfromdifferentpeople,whichisspecial.(…)Everyonefeelstheyareheard”.

Accordingtothemanageritisveryimportantforthechildrentolearnhowtoexpressthemselvesandtobeconfident,becauseintheEgyptiansocietyitisageneralchallengefacingchildrenandyoungpeoplethattheyare“notaprioritysomehow”.MohammedGabersharesthisopinion.Inhisview,thisabilityhasalreadyhadavitaleffectontheirsetting–inthiscasetheEgyptiansociety.ThishasmanifesteditselfinthatthemembersoftheChildForumhaveactuallycontributedtotheNationalStrategyofChildhoodinEgypt:

“…TheyactuallywerepartofsettingtheNationalStrategyforChildhood,andoutofthiscamemostofthelawortheamendmentsoftheLawoftheChildProtectionorServicesinEgypt.Sothis[theabilitytotalktogovernmentofficialsandformulatetheirneedsinagoodway]hasenabledthemtocontributetothestrategymuchmoreefficiently.”

Thisisaverytangibleexampleofhowdialogueactivitieshaveaffectedthesettingonalargescale.

Onasmallerscale,theparticipantsmentionavarietyofexamplesoutsidetheiractivitiesrelatedtotheChildForumandtheHealthofTeenagers.Oneexampleistheparticipantexplaininghow:


“…IhavebeenhelpingthepeopleinmyownstreetonhowtodealwiththeirproblemsandmisunderstandingsusingthesameideasthatIgotfromtheworkshop.”

Theyalsoseeaneffectontheinternalcorporationoftheprogrammeparticipants.E.g.thereislessbullyingbetweentheyoungpeopleafterthedialoguecomponenthasbeenaddedtotheprogrammes.Theheadofsectionexplains:

“IntheFaceBookgroupsthattheyhavetogettogetherbeforethetraining,therewillbemorefightsthanafterthedialoguetraining,morefightsandbullyingeachother.Afterthedialoguetrainingitismoreinteractiveandthetoneislessaggressiveandmoreaccepting”.

Inhisopinion,Egyptianyouthfacealotofchallenges.OneisthattheyhaveaweeksenseofbelongingtotheEgyptiansociety.Thegatheringofchildrenfromdifferentgovernorates,backgroundsetc.intheChildForumisdescribedasanexampleofaplace,whereconflictsarisebecauseofthesedifferences.Twoparticipantsexplain:

“InthecampinCairotherewasacertainparticipantwhowedidnotlike,andwefeltthatshehadanattitudeproblem.ButthenMohammed[Gaber]gaveusanexercisetounderstandwheresheiscomingfrom,herenvironment,herbackground,andwhyisshebehavinginthatway.Andnowweareactuallyfriends”.

“InthecamptherewasalotofmisunderstandingsintheCairoteambecausewecomefromdifferentdistricts,butagainMohammed[Gaber]gaveusanexercisetounderstandwherewearecomingfromandseeeachother'sperspectiveandithelpedusalot,inlikebeinginharmonywitheachotherfortherestofthecamp.”

Thisofcourseisimportantinorderfortheyoungpeopletocorporateandcreateresults,butaccordingtotheheadofsectionitisalsoimportantwhenseeninalargercontextoftheEgyptiansociety.

“InEgyptwehavepassedthroughdifferentphaseswherewehavebeendividedandtherearedifferenttriesofworkingondividingthepeopleingeneral,sowhatpressesusforwardisacceptingtheotherandunderstandingtheother.Eventhepeoplewhosaythattheybelieveindialogue,theybelieveindialogueaslongastheiropinionistherightopinion.Andjustchallengingthatandacceptingothersopinioniswhatthisisabout.Ibelieveinthestatementthatmyopinionisright,butthatitcanalsobewrong,andotherpeople'sopinioncanbewrong,butcanalsoberight”.

Oneoftheparticipantsexpressesasimilarnotion:ThatitisageneralprobleminEgyptthatpeopledonottrytolistenandunderstandeachother’sperspectives:

“Intheworkshop(…)he[theAmbassadorforDialogue]introducedthebasictechniquesofdialogueandhowtolistentodifferentpointsofview,andtheytalkedabouthowtheycanseeotherpeople'sperspectiveandhowtheyseeonesubjectfromdifferentangles.IthinkthatthisisoneofthemainproblemsoftheEgyptiansociety.”

Intheopinionoftheinterviewees,dialogueactivitiesstrengthentheunderstandingandpositiveinteractionbetweentheparticipants.Thisdecreasesthelevelofconflictsand


improvesthecorporationbetweenthem,butinabiggerperspective,theimprovedunderstandingofpeoplefromdifferentbackgrounds,mightalsoleadtoastrongersenseofbelongingtotheEgyptiansocietyasawhole.

Effectsonparticipantlevel

Accordingtotheheadoftheunit,anevaluationofthefirstyearofdialogueactivitiesshowthat“thiswayofworkingiscausingdevelopmentinthereactionsofthechildrenduringthesessionsandtheirengagement”.Hethinksthattheinteractivecomponentandthefactthatthedialogueispracticedthroughexercises,notjustpresentedastheoreticalideas,isanimportantpartoftheexplanationofthepositiveeffectofthedialogueactivities:

“Whatwasinterestingaboutthesessions[ofAFD]isthattheyareinteractive,theyarebuildoncompetitionsanddifferentactivities,soitisadifferentwayofinteraction.Averysmallexampleishavingaone-hourlecturetalkingaboutacceptingtheother,andthenthechildrengetnothingoutofit.Insteadyoucanjustdoasimpleexerciselikethethingwiththeletterw7(…)andthentheycouldgetthemeaningoutofitinasimpleexercise.”

MohammedGaberdescribesdifferentlevelsofeffectfortheparticipants.FirstofallhehasnotedthatwhentheyouthfromtheChildForumtalktotheirpeersintheirgovernorate,theydonottrytoimposetheirownagendaonthem,anddotheirbesttolistenandgatherthedifferentopinions.Theparticipantssaythattheyusetheirknowledgeaboutdialoguewhentalkingtotheirpeers,andtheyalsoexplainhowtheyusethetechniquesinotherkindsofvolunteerwork:

“Westartedtoimplementit[thedialoguetechniques]onourownwhenwewerebackinCairo[aftertheworkshop].Sowestartedintheorphanagesandseeingwhatthechildreninneedarereallyinneedfor,sotheycanhaveit(…)Itriedtoimplementthetechniquesintermsofunderstandingthenatureofeverykidandhowtotalktoeveryoneinadifferentway.Andhowtobreaktheiceandtalkabouttheirdayandhowtheyspenttheirdayandfeelimportant.(Laughing)Itwasmucheasierforustotalktothekidsintheorphanagesaftertakingtheworkshop,becauseweliveniceandthereisadifferencetothelifestylethatthechildrenintheorphanageshave.Wethinkthatthechildreninorphanagesfeelthatwearemoreblessedthantheyare,sotheytendtobemoreaggressive.Soweusedtheworkshoptounderstandtheirperspectivesanddealwiththeminamuchbetterway-butwestillfacechallenges.”

Theparticipantsexplainthatthedialogueactivitieshavehadagreateffectontheirpersonalrelationstotheirparents,siblingsorfriends.Oneparticipantexplains:

7Hereferstotheexercisewhereparticipantssitinacirkleandadrawingofa”w”isplacedinthemiddle.Participantsfromtwosideswillseetheletterwwhileparticipantsfromtheothertwosidessee

thenumber4,whichinArabiciswritten:٤


“Iusedtohavealotofmisunderstandingswithmymotheraboutspendingalotoftimeoutofthehouse.AftertheworkshopIrealizedthatIhavenotbeencommunicatingwellenough,Ihavenotbeentellingherwhatisgoingoninmylifesomymotherwouldunderstandmore.SoIstartedcommunicatingmuchmoreandmuchbetterwithmymother,sowearenotindisagreementanymore.”

Onathirdlevel,boththeyouthandMohammedGabersaythatthedialoguetoolshaveincreasedtheyoungpeoplesunderstandingofthemselvesandtheirownopinions.Oneparticipanthighlightstheimportanceofthewaythetrainerspracticeddialogue.Theparticipantsfelttheyweretakenseriouslyandthatthetrainerswereinterestedinlisteningtotheiropinions.

Ingeneraltheparticipantsdescribeaverypositiveexperiencewiththedialogueactivities,butallofthemthinkthatadditionaltrainingwouldbepreferable.Onechallengementionedisthatpartofthetrainingfocusesonhowtocommunicatemessagestogovernmentofficials,butthattheparticipantsoftendonotfeelthattheofficialslistenenoughtotheiropinions,andtheyfeelaneedformoretrainingonhowtohandlethischallenge.

Effectsonanorganisationallevel

BecauseofthepositiveeffectofthedialogicalapproachintheChildForumandintheHealthofTeenagers,therehasbeenaninternalrecommendationforotherprogrammesundertheNationalCouncilforChildhoodandMotherhoodtouseit.Furthermorethedialogueactivitieshavespreadtoothergroupsthattheunititselfisworkingwith.Theheadoftheunitexplains:

“Mostoftheworkisfieldworkwiththechildren,soweusetheexerciseswiththechildren,butintheofficeitisthewaywethink.Weactuallyusethetoolsaswell,itisnotonlywiththechildren,weusethetoolsaswellindifferenttrainingsfortheteacherswithabiggeragegroup.Anexampleisthetrainingthatwehavebeenconductingfordoctorsfromthesocialhealthinsurance,wewereconductingthetrainingbutthetrainingwasverystiff,soweproposeddifferentactivitieswhichweactivelyusedandsoonandtheywereconsistentinthebeginningbutthenattheendtheysaidthattheycouldnotimaginethatitwouldturnoutthiswayandtheywereveryhappy.”

Hefindsthatworkingwithdialoguehashadanimpactontheteamresponsibleforthetwoprogrammes,andthatthewaytheydealwitheachotherhaschanged:

“…theysawhoweffectivethetoolswerewiththechildrenandhowtheywerehelpingthechildren,sotheychangedintoamoresimplewayandcalmlytryingtounderstandeachotherandaccepteachothersopinions”.

ThusinspiteofthefactthatdialogueactivitieshavenotyetbeenimplementedsystematicallywithinotherprogrammesattheNationalCouncilforChildhoodandMotherhood,itcanbesaidtograduallyspreadintoactivitiesondifferentlevelwithintheorganization.


4.4. Case#4–Withdialoguewecanriseupandprogress,Jordan


-Zeyad,AmbassadorforDialogue

-Abeer,ManageratPrincessBasmaCentre

-2ParticipantswhohaveattendeddialogueworkshopsfacilitatedbyZeyadinthePrincessBasmaCentre:Saher,whoisinvolvedintheprojectcalledMakaniandTaiseer,whoisnowamemberofthenationalteamofAmbassadorsforDialogueandwhohasbeenavolunteeratthePrincessBasmaCentre.

“Withdialogueweriseupandprogress”isadialogueinitiativeimplementedinMa’aninSouthernJordan.Theinitiativewasstartedbyagroupofyoungpeople,whowishedtoworkwiththeapproachandmethodsofAFD,butonlyoneofthem,Zeyad,isactuallypartoftheAFD.“Withdialoguewecanriseupandprogress”focusesprimarilyonimplementingdialogueworkshopsinuniversitiesandschools,addressingchildrenfrom10yearsoldandolder.

Furthermore,Zeyadand“Withdialoguewecanriseupandprogress”alsofacilitateworkshopsanddialogueactivitiesforyoungpeopleatthePrincessBasmaCentreinMa’an.ThePrincessBasmaCentrehousesalotofdifferentactivities,organisationsandvolunteerinitiatives,andhas38employeesand130volunteers.Thishasledtoanumberofotherdialogueactivitiesinandaroundthecentre.Oneexampleisagroupofmothers,who,afterhearingaboutthedialogueactivitiesorganisedfortheirchildren,showedinterestinparticipatinginsimilaractivities.Theactivitiesof“Withdialoguewecanriseupandprogress”thereforenowincludedialogueworkshopsformothers,implementedinthePrincessBasmaCentre.Case#4isabitdifferentfromtheothercases,becauseitdoesnotassuchrepresent3differentlevelsofinterviewees(seeparagraph1.5),butinsteadtheintervieweesrepresentdifferentprogrammes,whichhavebeeninspiredbyAFDmethodsaspresentedtothembyZeyad.

Aimsofimplementingdialogue

AccordingtoZeyad,theaimofdialogueactivitiesinschoolsanduniversitiesistoteachchildrenandyoungpeopletousedialogueasatoolinregardstounderstandingandinteractingwiththeirsurroundings,notleastbecauseofthecomplexpoliticalsituationalinJordanandtheMiddleEast:“Personally,Iliketofocusonthegroupintheschools,overtenyearsold,becausetheyareconsideredasavulnerableenvironmentfordeviation,violenceorextremism(…)Ifwecaninfluencethemwithdialogue,thentheywillbestrongenoughanditwillbehardertoaffectthemwiththenegativethings.”

Tobeginwith,“Withdialoguewecanriseupandprogress”initiatedthevisitstoschoolsthemselves,butaftervisitingschools4-5times,theschoolprincipalsstartedtoaskformoreworkshops.Subjectsofworkshopsforchildrenaretypicallytheirrelationshiptotheirfriendsandhowtocommunicatetoeachotherwithoutconflicts.


BeforeZeyadlearnedaboutdialogicalmethodsthroughhisengagementinAFD,hetrainedyoungpeopleinlifeskills,e.g.listening,angermanagementandcommunication.AfterjoiningtheAFDhedecidedtoalsoincludethedialogicalapproachintothelifeskillstraining,andhefindsthisveryfruitful.Oneelementinlifeskill-trainingisangermanagement,andbyincludingthedialogue-aspect,hecanexplaintotheparticipantsthat“wewillnotreachthepointofangerifwefollowthestepsandthevaluesofthedialogue(…)wewillnotreachangerlevelsbecausewewilllearnhowtocontrolouranger”.

Withregardstotheworkshopsformothers,adultsormothershavenotbeenagroupwhotheambassadorsaretrainedtoaddressintheirworkshops.ConsequentlyZeyaddevelopedaspecialversionofworkshopstailoredforthisgroupincollaborationwithMahmoudHishmahfromtheWECentre.Theaimoftheworkshopaddressingthemotherswastomakethemawareofthebenefitsofusingdialoguewhenraisingtheirchildren.

Effectonsetting

ThedialogueactivitiesfacilitatedbyZeyadatthePrincessBasmaCentrehaveinspiredsomeoftheotheractiviststoimplementdialogicalactivitiesandattitudesintheiractivities.ThePrincessBasmaCentreisthereforeagoodexampleofhowactivitiesoftheAFDcanproducearippleeffectandimpactontheworldoutsideoftheprogramme.AspecificexampleofthisisAbeer,whobecameacquaintedwiththesubjectofdialoguethroughparticipatingintheworkshopsformothersatthePrincessBasmaCentre.Abeerisresponsibleforthedepartmentforsocialandpsychologicalsupportatthecentre,andsheisworkingonaprojectaboutchildrenwhoabandonschool.ShebecameacquaintedwithZeyadandAFDin2013,andhasbeeninspiredtoimplementthedialogicalattitudeinherworkwithchildrenandfamilies.Amongstotherthings,Abeerisresponsibleforaprogrammefocussingonchildrendroppingoutofschool.Shehasbeenworkingwiththisprogrammeforanumberofyears,butwasexperiencingchallengeswithactuallycreatinganeffect.AfterattendingacoupleofworkshopswithZeyadsheinitiatedameetingwithhim,andtoldhimaboutthechallenges:”Itoldhimthatthecommunityisnotreallyacceptingandrecognisingwhatwearesayingandthatweneedanewway,andIsuggestedtodoanewinitiative”.Inthisnewinitiative,dialoguewouldbecomeanimportantcomponentintheworkwithchildrenandtheirfamilies.AccordingtoAbeer,Ma’anisanareacharacterizedbyconservativevaluesand”inMa’andialogueisnotreallythecultureandpeopledon’tlistentoeachother.”

Basedonwhatshelearnedinthedialogueworkshops,Abeerthoughtthatadialogicalapproachwouldbefruitfulnotonlyinrelationtothechildren,butalsototheirparents:

”Itisnotonlyimportantwiththekids,becauseforexampleifagirlisleavingschool,youcantalktoherandhaveadialogue,butitismoreimportanttotalktotheparents,soIalsoworkwiththeparentstoteachthemhowtohavedialogueandhowtotalkthemselvesoutoftheirissues.Sointhebeginningitwasreallyhardandfrustrating,becausetheparents,itisnoteasytalkingtothemaboutthis,especiallyiftheyaresayinglike,»wegotthemoutoftheschooltowork,andnowyouwantthembacktotheschool«,butthroughtheworkshops,Iwastaughthowtobemorepatientandhowtoobserveallthesethingstogototheconclusion.Andwealsoworkedwithreligiousspeechtogotothem.Sothroughreligionitwasalso,ithelped,becausepeoplewilllisten


tomorereligiousspeech,soweusedit,howthereligionistellingpeopletohaveadialogueandnotjust»dothisanddothat«,sothroughreligionwearegettingthroughtotheparents.Nowtheprogrammeisnumberoneinthekingdom.Forfiveyearsnoonecametotheprogramme,butthenwhenwestartedwiththedialoguetoimplementthroughit,itbecamenumberoneinthekingdom,andwewererecognisedbyUSA,theUNICEFandtheQueen”

ForAbeerandherprogrammethedialoguecomponenthasbeencrucial,andinheropinionithashadagreateffectonbothparentsandchildrentoworkinthisway.Shehasusedthedialogicalapproachtowardsthechildrenasawaytoshowthemalternativestodroppingoutofschool:

”Especiallywiththefemalesinthecentreitwasreallyempowering,becauseyouaretalkingaboutchildrenwholeftschoolandtheyaretryingtoearnmoney,soitisnoteasytotellthemtocomeback.Sofirstofall,wewenttothechildrenandtoldthemtocomeandtrytalkingtous,justasanexperience.Andwegavethemlifeskills,simplelifeskills,andwedidn’ttellthemtogobacktoschoolbecauseofthecurriculum,becausethisiswhytheyleft,sowecannotdothat.Andthenwestartedtalkingtothemaboutthefutureandhowitcouldaffectthem,andwetriedtoputitinawaythat,’howtogetmoneyoutofthisthing’,becausethatiswhattheyareinterestedin.Sotheyusedthedialogueandhowtotalksmoothlywiththepeopleandthenthechildrenthatweretakingthiscoursestartedconvincingtheirparentstocomeandsee,like‘HearMrsAbeerwhatshesays’.Andsomeparentscametwoorthreetimes,notonlymothers,evenfathers,andtheyweretellingushowtheyusedto,let’ssay,hittheirchildrenorscreamatthem.Sothisisreallyanewway’howwecandialoguewithourkids’”

InthiswayAbeerandherteamstartedtoworkwiththechildrenandtellingthemabouttheiralternativestodroppingoutofschool.Theteamhasalsoworkedalotwiththeparents,bothindividualfamiliesandinworkshopswheretheyhaveworkedoncreatingadialoguebetweenparentsandchildren:

OneofthethingsthatIdidwastomakeabrainstormsessionwiththegirls,whereItoldthem»comeouttomeandtellmewhatdidyoudo,didyoudosomethingwrong?Andwheredidyoumissupinlife?Everythingisconfidentialwithme.«AndItriedtotalktothemandItooknotes,andItooksomeoftheminprivateonetoone,totalkaboutthesethings.AndafterthatIdidabiggerdiscussionsessionwiththeirmothers,andItalkedaboutwhatthegirlsweregoingthrough,withoutsayingnames.AtthesametimeIuseddialogueforthegirlsandtheirmotherstobeinthesameroomandtrytoworkouttheissues.SooneofthesessionsIdid,Iwouldbringthegirlsononeside,andtheirmothersontheothersideandbringinguptheissues,andthemotherswouldsay»nothisisimpossible,ourgirlswouldneverdothis.«AndIwouldtalktothemabouthow»Allyouthinkaboutishowtocook,howtotakecareofyourhusbands.«Andovertheretheyprefermalekidsoverfemale,so»allyourattentionistothemales,andyouareforgettingyourdaughters.Andyourdaughtersarealwaystaughtinhowtocookorcleanupandnoonelistenstothem.Sothereisalotofthingsthatarehappening,yourgirlsaregoingonFacebookontheirownwayorgoingonlineandotherthings.«AndliterallywhatIsaidinwas»Opendialoguewithyourdaughters.«”


InAbeer’sexperience,theprogrammehasresultedinconvincingthefamiliesabouttheneedforthechildrentofinishschool,andithasalsohadeffectsregardingtheapproachtoraisingchildren:

”Nowwhatishappeningisthatpeopleareaskingustocometotheirhousestohelpthemfixissues(…)Nowpeoplearetellingme»pleasecomeandconvinceherfather,becauseheisnotallowingher[mydaughter]toAmmanonatrip,socanyoucomeandhavethisconversation«,or»mychild,myboyisdoingwrongthings,soIwantyoutocomeandtalktohimaboutit«.”

Andsheisteachingtheparentsaboutwhatitmeanstohavedialoguewiththeirchildren,andthattheyneedtobuildarelationshipbasedonopennessandtrust,sothechildrenactuallytelltheirparentsaboutproblemstheymighthave.Shedescribestheeffectoftheprogrammelikethis:

”Atthebeginningtheparentswerelookingatitlikeitisjusttalk,andtheywilldonothingofwhatyouaresaying.Butthentheystartedtoseethedifferenceintheirchildren,theirchildrenarebeingmorecalm,theirchildren,insteadof,iftheparentstellthemnottodosomethingandbeangryandupset,nowthechildrenaremorerelaxed,andtheyaretalkingtotheirparentsinsteadoffightingwiththeirparentsaboutanyissue,whichmadelotsoffathersembarrassedhowtheirchildrencouldtakein,evenifsomethingtheydidnotlike,andnowmoreparentsareactuallydoingsowiththedialogue,andbelievingthatitcouldmakesomechange.”

Furthermoresomeofthechildrenoftheprogrammehaveadoptedtheapproachthemselves,andwanttododialogueworkshopstoinformthecommunityaboutthereasonsforleavingschool.Someofthechildren:

”…askedforadialoguesessionwiththeschool,theydonotgotoanymorebecauseofsometroublesorproblems.Theywantedtodoadialogueintheschoolbetweenthemandtheotherstudents,andtheywantedthemtoseethattheydidsomethingandtheyarenotnothing.Andtheydidaworkshopaboutsmoking:Isitprestigeorjustwrongbehaviour?Andthesechildrenwanttotakeitfurtherandtostarttheinitiativeofhowtoletthecommunityknow,thatevenifIleftschoolthatdoesnotmeanthatIamabadpersonandthatIwillgotojail?Sotheyarerequestingnowfordialoguesessionsinwiderarea,sothepeoplewillunderstandthis.”

InAbeer’sunderstanding,alloftheseexamplesillustratehowherparticipationinAFDdialogueworkshopshasinspiredanewapproachtoherworkwithchildrenandparents,whichshebelieveshashadagreateffectonthepersonsinvolvedandalsoatamorefundamentallevelonthecultureofcommunicationbetweenparentsandchildren.SaharrepresentsanotherexampleofhowparticipationinanAFDdialogueworkshophasledtoanotherapproachtoherwork.InspiredbydialogueworkshopsatthePrincessBasmaCentre,Saharhasimplementeddialogueinherworkwithvulnerablechildren:

“Throughourdiscussionswiththechildren,wehavenoticedthatthereisanoutbreakofextremism,e.g.thattheyseeDaesh[ISIS]likeideology(…)Wehaverecordedadialogue


sessionwiththeyouthaboutextremism,andwehaveheardtheirthoughts,whichgaveusadangerousindication,becauseitseemsthattheyholdtheideology(…)Becauseweareworkingwiththevulnerablecategoryofchildren,andwehavenoticedthattheyhavesocialproblemslikebeingsociallyoffensiveandintolerantandthoseissuesareconnectedtodialogue;thus,theyneedtogothroughdialoguetrainingsandworkshopssotheycouldunderstandthecultureofdialogueandlifeskills,sotheylearnhowtohavetolerance,howtolisten,respectthesocialdiversity,andthepositivethinking.Therefore,Zeyad’shelpisneededtotackletheseissues,sohecandodialogueworkshopsinourcentre,thatiswhyIhaveaskedhishelp.”

SaharhasinitiatedacorporationwithZeyadfocusingonadialogicalapproachwithyoungpeopleinordertoaffecttheminapositivemanner,torespectdiversityetc.:

“Nowwearefocusingonthesocialcategorythatiscalledthe“thepassivegroup”,Imeanthesegroupsofpeoplewhodon’treallyhaveaclearopinion.Somaybetheywillagreewithusandbeonoursidenow,butthenextmomenttheycaneasilydisagreewithusandtakethesideofotherpeoplewhohavedifferentideology.Thiscategoryofpeopleisveryinfluentialwhencollectingdataandsurveysusedforourwork,sooursuccessremainsonhowwecanhaveapositiveimpactonthosepeopleandinfluencetheirliveswithpositivityandrespectfortheinternationaldiversityanddevelopmentawayfromconflicts.So,whenweworkhardonthisgroup,weactuallyminimizethenumberofpeoplewhohasthispassiveattitudeuntiltheyalmostdisappearbythetime.Soitisbesttohaveastrategyonhowtoinfluencethosepeopleinapositiveway,consequentlyminimizingtheirnumbers,andthestrategyshouldcertainlynotbewiththedirectconfrontationImeantbytherealchangeintheirthoughts.Butwedonotmeanthatwewillaskthemtocreateapartywithusagainstothers,wewouldliketoinfluencepositivelyasmanyaswecanfromthepassivegroupinthecommunitysoitwillbecomeaminorityandtheoddinthesociety”

Inthiswaytheyareworkingonfightingextremismbyworkingwithdialogueandspreadingpositiveattitudestowardsotherpeople.


Zeyad’sexperienceisthatthestudentsandotherparticipantsingeneralhaveaverypositiveexperiencewiththeworkshops.InZeyad’sopinionthepositiveexperienceiscausedbytheopenapproachandthefactthattheygetattentionattheworkshop,sotheyfeelthatthefacilitatorsareinterestedinhearingwhattheyhavetosay.ManystudentshavetoldZeyadthatthedialogueworkshopwasthefirsttimeforthemtohaveatrainingthatmadethemhappy,andthatsomeonevaluedtheirjudgementandopinion.”Withdialoguewecanriseupandprogress”alsogetsverypositivefeedbackfromprincipals,teachersetc.whocontinuetoaskformoreworkshops.Theteacherstypicallyattendworkshopswiththeirclasses,andZeyadwasalsoaskedtoconducttwoeveningworkshopsforsomeoftheteachers,whowantedtoworkmorewithdialogueintheirownclasses.Zeyadknowsthatsomeoftheteachers,whohaveattendedworkshops,haveimplementedsomeofthedialogicaltoolsaftertheworkshops.Thisheknows,becausetheyhaveinvitedhimtojoinactivitieswherehehasexperiencedithimself.


TheexperienceofZeyadisthatthemothersalsohaveapositiveexperiencewithandasignificantpayofffromtheworkshops:”Wehavefeltthepositiveimpactofthesesessionswhenthemotherscamebacktothecentreaskingtoattendmoresessions,(…)theydidnotknowwhoweareexactly,andwhatAmbassadorsmeans,buttheyonlywantedustocomeandgivethemmoresessions,becausetheyfeltthatwearedifferentinaverypositiveway.Wearenotlikeotherswhodosessionstotakephotosandwastetheirtime.”


SaherexperiencethatthedialogueactivitieshaveeffectedtheenvironmentatthePrincessBasmaCentre,wheretherehasalsobeenspecificdialogueworkshopsfortheemployeesatthecentre.Inheropinion,theynowhaveamorepositiveattitudetowardseachothersproposalsandopinions:”Welearnedhowtounderstand,respectandcommunicatewitheachotherascolleaguesandtorespectthepressureofworkeveryonehas,andbeflexible.”

4.5. Case#5–NazalSchool,Jordan


-LinaandBayan,nationalambassadorsfordialoguewhohaveimplementedworkshopsatNazalSchool.BothhavealsopreviouslyworkedascoordinatorsattheWECentre,andLinaisaformerinternationalambassador.

-MervatandRima,teachersatNazalSchool

-4participants(girls,15-16yearsold)nowattending11thgradeatanotherschool.Lastyeartheywere10thgradestudentsatNazalSchoolandhereparticipatedindialogueworkshopsfacilitatedbytheinternationalteamofAFD.

NazalSchoolisagirls’schoolhousingstudentsfrom6to16years(10thgrade).TheschoolislocatedinanareainhabitedbyPalestinianrefugeesineasternAmman.

AimsofimplementingdialogueatNazalSchool

ThecooperationbetweenAFDandNazalSchoolbeganwithavisitbytheAFDDialogueVan.8Onthisoccasiontheambassadorsdid2-3workshopsattheschool,andtheschoollikedtheirwork,sotheywereinvitedtocomeback.

Theaimoftheworkshopshasbeentoaddresssomeofthechallenges,whichthestudentsattheschoolface,suchaspovertyandearlymarriage.LinadescribestheissuesatNazalSchoollikethis:

”WellasIsaidtheyarePalestinerefugees,sotheyhavebeenthereforalongtime,Iwouldsay.Buttheseissues,becauseofbadsettings–maybepovertywasoneofthebig

8TheAFDdialoguevanisaaninitiativewheretheambassadorsgotodifferentcities,makebriefstopsate.g.educationalinstitutionsandtalktostudentsforacoupleofminuteseach.


parts,sometimesgirlstheydonotgotouniversityjusttocontinuetheirstudies.Sotheygetmarriedeasily,theydon’tknowhowtodefendthemselves,soitwasabigpartoftheproblem.Andasidefromthat,therestoftheschool,likebullying,thestudent’sissuesIwouldsay.Soyeah,differentissuestotacklethere.”

Theyhavealsodiscussedwomen’srights,forexamplewhatawomancoulddo,ifshewantstotravelorifshewantstobeinvolvedinpolitics.Abortionhasbeenanothersubjectupfordiscussion.Thetopicswerediscussedwiththeschoolprincipalbeforetheworkshop.

AccordingtoLinaandBayan,dialoguecanalsobeameantopreparethestudentsforafutureinothereducationalinstitutions,wheretheywillmeetstudentsdifferentfromthemselves:”AndthesegirlsinNazalschool,theyarelivinginarefugeecamp,buteventuallyiftheyaregoingtouniversities,theywillnotbeinthesameareainthesamecircumstances,sotheyhavetounderstandthattherearepeoplewhoaredifferentfromthem”.

Differentteamsofambassadorshaveconductedworkshopsattheschool,fromthenationalandtheinternationalteamrespectively.AFDhaveimplementedapproximatelytenworkshopsattheschoolandtheyhaveattendeddifferentkindsofactivities.Amongstotherthingstheywereinvitedtoparticipateinafestivalonmother’sday,wheretheydiddialogueactivitiesbytalkingtoparents,teachersandstudents.Theinterviewedstudentsparticipatedinafour-dayworkshopwiththeinternationalteamofambassadorswhentheywereinthe10thgradeatNazalSchoollastyear.Theteachersparticipatedinpartoftheworkshops,butatsomepointtheywereaskedtoleavebytheambassadorsfordialogue,becauseitwasthoughtfruitfulforthedialoguewiththestudents.

Effectsonsetting

Twomainindicationsoftheeffectonthesettingofthedialogueactivitiesaredescribedintheinterviews.

Firstofall,bothteachersandparticipantshighlightthefactthattheyhavegainednewknowledgeaboutthesubjectsdiscussed,mostimportantlyaboutearlymarriage.Itcannotbeconcludedthatearlymarriagewillbepreventedamongstthestudentswhohaveparticipatedintheworkshops,buttheintervieweesthinkthatthedialogueactivitieshaveprovidedthemwithveryusefultools,whichtheycanusetoapproachthesubjects,andthattheyhaveactuallyfoundwordsandwaystodiscussimportantandveryrelevantissues.

Thesubjectsdiscussedareseenasverysensitive,andarenormallynotthesubjectofdiscussion.Oneteacherexplains:

“TheobjectorthefieldofthesessionwasveryintimatetousasArabiccommunity:Abortion,earlymarriage.Soithassomespecificpsychologicaldimensiontoit.Soit’snoteasytotalkaboutthesesubjectsthattheirparentssometimesrefusetoevendiscuss.”

Butteachersandstudentsexperiencedthatdialogueexercisesaboutthesesubjectsmadeiteasiertoapproachthem,andtheygainedsometoolsandwaystoactuallytalkaboutit.Onestudentsays:


“Likethesubjectofearlymarriage,weareopenindiscussion.Igotsomenewknowledgeorbackgroundatleast.Icantalkaboutitnow.”

Anotherparticipantagrees:

“Ithinkthatearlymarriageiswrong.Buttheteamofdialogueambassadorslearnedusalotaboutearlymarriage.Likethereisawayofspeakingaboutit.Youmustnotcriticizeotherpeople,everyonehashisownopinionaboutit,butyoucannotcriticizeotherpeople.”

Theinterviewedteachersexplainthateveniftheytalktothestudentsaboutalotofdifferentsubjects,therecanalsobesubjects,whichtheythemselvesfinddifficult,partlybecausetheyareinsecureaboutthereactionfromtheparents:

Interviewer:“Sowasitalsonewtothem[thestudents]totalkaboutthesesubjectsatschoolorisitsomethingthatyou’vetalkedtothemaboutinclass?”

Teacher1:“Wespeakwiththematschoolaboutit.Butnotallissues.Forexampleabortion,theydon’tknowanythingaboutitbecausetheyarenotinanagethatallowsdiscussingthisissue.”

Teacher2:“Alsoyouknowreligioninterferingwiththiskindofissue.”

Interviewer:“Doyouthinkthatthiswaywiththegames,isthatagoodwaytotalkaboutthesetopics?”

Teacher1:“Yesitgivesthemtheimpressionthatitissimplematters.Youcanplayandsaywhatyouthinkaboutit,it’snotabigissue.Butifyousaiditwithoutgames,»okaygirlstodaywetalkaboutabortion,inourreligionit’sforbiddenandit’skillinganinnocentspirit« andstufflikethat.OhmyGod.Theywillmaybetakeawrongpicturetotheirparentsandthennextdaytheparentswillcome,andwewillhaveascandalinourschool.Theywouldsay:»Whatareyouteachingourgirls?Whatdoesabortionhavetodowitheducation?WhatdoesearlymarriagehavetodowithArabiclanguageorscience?«.”

Accordingtotheteacherstheyhavenothadnegativereactionsfromtheparentsaftertheworkshop,andtheythinkthatsomeoftheparentsfeelrelievedthatthegirlshavelearnedaboutthesesubjectsthroughtheworkshops,sotheydonothavetotalktothegirlsaboutitthemselves.

Anothereffectonthesettingisthefactthattheteachersfeelthattheycanseeindicationsofalessharshtonebetweensomeofthestudents.Theydescribethatsomethemore‘notable’studentschangedtheirbehaviourinaway,whichsurprisedtheteachers.Oneoftheteachersexplainsabouttwospecificgirls,withwhomsheexperiencedasignificantchangeafterthedialogueworkshopwiththegroupofinternationalambassadors(whoarebothmaleandfemale):

Teacher:“…theywent180degreesdifferentfromthewayIknowthembefore.Reallychanged”


Interviewer:“Howwouldyoudescribethewaytheychanged?”

Teacher:“Howtheyspeaktoyou.Thefirstdaytheyweresoshy.Andthentheywere(…)notaggressiveinabadway,butlikethis:»it’smyidea,it’smymind,Iwillneverchangeit.Destructit,destructit.«AfterthatwhenItookthem,me[namesofthetwogirls]andanothertwoboysfromtheschool,theyweretreatingmeandevenactingwitheveryoneinasmoothway.Okaylikethat.It’sabetterway.[Namesofthetwogirls]youarespeakinginthisway.Itwassomethingimpossible(…)AndI’mnotexaggerating.”

Interviewer:“Whydoyouthinktheychanged?”

Teacher:“Maybebecausetheymetnewpeople.Boysandgirls,theyweremanyatthesessions.Sotheyalittlebitgainhowtospeakwithotherpersons.Otherwisethereweremalesandfemales,sothisissomething.Anotheronethemenparticipatedineverysession,yourpresenceisimportantgo.LikethatIwastellingthem,stay,hearwhattheyaretalkingabout.”

Interviewer:“Soyouencouragedthemtoparticipate?”

Teacher:“Alittlebit.”

Interviewer:“Becausetheywereactingshyor?”

Teacher:“Fortheshynessintheircharacterandforthemtobearolemodelfortheothergirls.Ifthosegirlswereinvolved,fortheothergirlsit’seasytobeinvolved.Likethat."

AccordingtoLinaandBayan,thepositiveeffectonthewaythestudentsinteractwitheachothermightbecausedbythewaytheyapproachbullyinginthedialogueworkshop:

”…Soweweretalkingaboutbullyinginitself,»okaywhataboutifithappenedtoyou.Ifyouaretheonewhoisbullying,howwouldyoureact«,soitwaskindofagoodshock,wealwayshavethis,itislikelearningbyshock.SoI’mnotaskingaboutnotbullying,butattheendI’mgivingyouthisconclusion,»okayifyouaretheonewhoisbulliedorifyouaretheonewhoisbullying,howwouldyoureact?«SoIthinkthiskindofshockitclickssomethingforthestudents.”

Furthermoretheteachershavebeguntousesomeoftheexercisesthemselves.Theythinkthatexercisessuchasthetalkingstickandthe‘guesswho’-gamewillbeuseful,e.g.iftheyexperiencethatthestudentsdonotlistentoeachother:

Interviewer:“Inwhatsituationdoyouthinkyouwoulduseit[thedialogueexercises]?”

Teacher1:“Ifthegirlsarenothearingeachother”

Teacher2:“IthinkifIusethisway,theywilllearntolistentoeachother”.

Inthiswaytheteachershavereceivedsomenewtoolsormeanstoworkwithcreatingagoodtoneandstrengthenadialogicalculturebetweenstudentsintheirclasses.Itisdifficultforteachersandstudentstodescribetheeffectsmoredefinitively,becausethestudentswhoparticipatedintheworkshopshavenowgraduatedfromNazalSchool.Butthefactthatsome


ofthestudentsshowedamoretolerantbehaviourandthattheteacherspossessspecifictoolstomakethestudentslistentoeachother,indicatesthatthedialogueworkshopshaveimprovedtheenvironmentintheschoolbypromotingatrendtowardsabetterlearningenvironment.

Effectsonparticipantlevel

Thefourinterviewedparticipantsdescribeanoverallpositiveexperiencewiththedialogueworkshops,althoughaccordingtotheinterviewedteachers,otherparticipatingstudentsfoundthedialogueworkshopsabittoolongandrepetitive.Ambassadorsfindthatthestudentoverallhavereactedpositivelytowardstheworkshops.

Theinterviewedstudentsexplainthattheirparticipationintheworkshophasdevelopedtheirself-confidenceandtrustinthemselves.Accordingtothestudentsthiseffectwascausedmainlybytheirmeetingwiththeinternationalambassadors,throughwhomtheyexperiencedtalkingtoforeignersforthefirsttime.Thismeetinghasmadethemlessshyandmoreconfidentintalkingtodifferentkindsofpeopleafterwards:

“Firstwhenwediscusswithpeoplewenevertalkedtobefore,it’sourfirsttimetotalkwiththeseguys.Theirstyleofdialoguewasgood,andtheyimplantourconfidenceinourselves.Andtheygaveusmoretrusttodevelopdialoguemethods.”

TheyalsofeelthattheyimprovedtheirskillsinEnglishlanguage.Thestudentsexplainthattheworkshopshaveprovidedthemwithknowledgeabouttheimportanceofavoidingcriticizingeachother,eveniftheyhavedifferentopinions.

Bothteachersandstudentshighlightonespecificexample,whichillustratestheeffectoftheworkshoponaparticipantlevel:Asaresultoftheworkshopstwoofthestudentsbecameorganisersoftheirgraduationceremonyattheendofthe10thgrade.Intheeyesoftheirteacher,theirwishtoorganisetheceremonyisadirectresultofwhattheylearnedaboutthemselvesandoftheselfconfidencetheygainedfromthis.Sheisverypositiveandsurprised,andsays:“Theceremonywassuccessfulreallybecauseofthem”.Thestudentsthemselvesexplain:

“Wewerenotshyatthatday[graduation]becausewetalkedwithforeignersbefore.Sowewerefreetotalkmorefreely.Wewereliketheproducersoftheceremony(…)Dialogueclassdidnotteachusaboutthegraduation,butitgivesustheconfidencetotalk(…)Itgivesforeveryonewhoparticipateinthatcoursetobemoresecureaboutthemselvesinthegraduationceremony.”

Furthermoretheteachersdescribeaneffectinthewaythegirlsdealwiththeirfamilies:

“Ithinkthatthegirlschangedindealingwiththeirfamilies.Withtheirfamilies,theychangedhowtheydialoguewiththem.Andwiththeirfriends.”

Effectsonanorganisationallevel

Theteachersareverypositivetowardstheworkshopsaswell.Theydescribehowtheythemselveslearnedsomethingnewandchangedtheiropinionsaboutsomeofthesubjects


discussed.Furthermoretheyadoptedafewoftheexercisesintroducedintheworkshops,e.g.the‘Guesswho’game,whichtheynowuseintheirownclasses.Theythinkthatlearningaboutdialoguehaseffectedtheperceptionofeducationamongtheteacherswhoparticipatedintheworkshops.

Interviewwithformerparticipantsofdialogueworkshops,NazalSchool


DialogueeventatBishop’sSchool,Amman,Jordan


4.6. Case#6–AllJordanianYouthCommission,Tafileh,Jordan


-Ahmed,nationalambassadorandfinancialcoordinatorattheAllJordanianYouthCommission

-Siraj,coordinatorattheAllJordanianYouthCommission

-4participants(girls,15-16yearsold)ofadialogueprojectrunbytheAllJordanianYouthCommission

-1teacheroftheEnglishAccessProgrammerunbytheQueenAliyaCentre

TheAllJordanianYouthCommissionisalocallybasedoffice,whichisresponsibleforcarryingoutgovernmentaldevelopmentprojectsfortheJordanianyouthinTafileh.Allactivitiesarecontrollednationallyandincludesixprogrammesfocusingontheempowermentofwomen,debateanddialogueculture,Englishlanguage,youthvoluntarismandanti-extremism.AccordingtoSirajallsixprogrammesincludeelementsofdialogue,anddialogueremainessentialtothesuccessofanyrunproject.Inadditiontothesesixprogrammesthataredecideduponnationally,theAllJordanianYouthCommissioninTafilehrunstwoprojectsfocusingparticularlyondialogue.

Thefirstdialogueproject,whichtranslatesintoDialoguebecomebiggerandbigger,consistsofone-hourdialoguesessionsat10localschools.Intotal200studentshavebeentrainedinvariousdialogicaltopicsandmethods.Thetopicsforthesesessionsarechosenbasedonrelevanceforthestudentsandcanincludebothtopicsrelatedtoschoolandsociety–e.g.recentconstitutionamendments.AnexercisethatismentionedasparticularlysuccessfulbybothAhmedandtheparticipantsisonethatallowsstudentstospeakforoneminuteeach.

Ateachschooltwostudentsarechosentobe‘mini-ambassadors’fordialogue,or‘dialogueknights’.These20selectedstudentsreceivefurthertraining,afivehoursworkshop,toenablethemtocontinuethedialogicalprocessattheirrespectiveschoolsforanothertwomonths.ConcludingthetwomonthsperiodtheAllJordanianYouthCommissionfollowupwitheachschool.Someofthese‘mini-ambassadorsfordialogue’arealsopartoftheseconddialogueprojectrunbytheYouthCommission;ayouthleadershipprogramme.

Theyouthleadershipprogrammeconsistsoffivethree-hoursessionsheldduringthesummerholiday.Theprogrammeisattendedby24studentsandcoversvarioustopicsrelatedtoyouthleadership,amongstthesedialogue.AhmedfromtheAllJordanianYouthCommissionfacilitatesallfivesessions.

ApartfromthesetwoprojectsadialogueclubhasbeenrunningonandoffinTafilehsinceOctober2014.Theclubcurrentlyhas12participantswhomeetmonthlytopracticedialogue.TheAllJordanianYouthCommissionalsoplanstoinitiateaprojecttargetinguniversitystudents.


AimsofimplementingdialogueattheAllJordanianYouthCommission

ThetwodialogueinitiativesattheAllJordanianYouthCommissionhavebeeninitiatedbyAhmed.HehaspreviouslyworkedvoluntarilyasacoordinatorfortheAllJordanianYouthCommissionandiscurrentlyemployedasthefinancialcoordinator,apositionhehasheldsince2015.HehasbeeninvolvedinAFDasanationalambassadorsince2013andcontinuestobeengagedlocallyinTafileh.WhenAhmedjoinedtheAFDin2013hewasworkingasateacher,whichiswhatheisoriginallytrainedas,andsimultaneouslyworkedwiththeQueenAliyaCentre.

ThroughtrainingwiththeAFDAhmedbecameinterestedinimplementingadialogicalcultureinvariousaspectsofhislife,hereamongsttheAllJordanianYouthCommission.TheYouthCommissionisaverysmallworkplacewithonly4employees;Ahmed,Siraj,adriverandaclerk.Threeoutoffourmembersofstaff,Sirajincluded,areinvolvedintheAFDnationalteam.HenceAhmedmetnoobjectionstothisidea.FurthermoretheAllJordanianYouthCommissioninTafilehanswerstothenationalofficeinAmman,butarefairlyautonomousintheimplementationofthesixprojectsaswellasthetwoextradialogueprojects.Ahmedexplainshismotivation:“BecauseitisawayofcommunicationthatIbelievein,soI’dlikeeverybodytobelieveinthiswayofcommunication.…Thereisanobjectivethroughthiskindofdialogue;howwecancreatenewthoughtsandthatofcourseweneededforourplanningforinitiativesinanyotherprogrammes.”

AsSirajwasemployedlaterthanAhmed,thedialogueprojectswerealreadyimplementedattheAllJordanianYouthCommission.Heseesdialogueasanessentialpartoftheirwork,andfindsthattheprojectsare”reflectionsoftheambassadorsfordialogue”.InterestinglyhefindstheworkofotherlocalofficesoftheAllJordanianYouthCommissionstobeequallyfocusedonadialogicalapproach.

Effectonsetting

Theintervieweesexperiencethatthemaineffectofthedialogueactivitiesistraceableonanindividualparticipantlevel.Butbesidesfromtheindividualeffect,theyseetwodifferenttypesofeffectsonthesetting,wheredialogueactivitiesareimplemented.

OneistheeffectontheworkoftheAllJordanianYouthCommissionitself.AccordingtoSiraj,dialogueprincipleshavebecomefundamentaltoallofthesixdifferentprojects,hecoordinates:

“Inallprogrammesthisdialogueisalive.Makingdecisionsisadialogue,debatingisadialogue,planningthoseprojectswithothersisadialogue.Everyaspectthereisadialogue.Theprogrammeof“moderatemessengers”9isalsodialogue,Englishlanguagecoursesisalsoteachingpeoplehowtodialogue.Ourlifeismainlyadialogue.”

TheteacheroftheEnglishAccessProgrammealso“seesthedifference”andexperiencesachangeintheinteractionofthestudentsandaneffectontheirbehaviourintheclassroom.

9’Moderatemessengers’isaprogrammefocussedonpreventingextremismandviolenceamongstyoungpeople,andabouthowtofaceterrorism.


TheEnglishAccessProgrammebeganinFebruary,butafterthedialogueworkshopoftheyouthleadershipprogrammethissummer,thestudentshaveimplementedanewwayofcommunication,arebetterlisteners,showincreasedrespectandmutualtrustforoneanother,accordingtotheteacher:

“Ihaveseenadifferencewithmystudents.Theywerenoisyintheclasses.SoafterthedialogueIseehowtheyarechanging.Iftheywanttoaskforsomething,theyraisetheirhand.Ihaveputaruleinmyclasstoraiseyourhand,respectyourteacher,speakinEnglish,butsometimestheybreaktherules.Butafterthedialogue[workshops]Iseethedifference,theyraisetheirhand»eh,couldyou,ehwhatabout…«.Likethis.InmyclassespeciallythesedaysIseeadifference.Theyliketosharetheirideas,theyliketolisten.”

Theteacherhasparticipatedindialogueworkshopstogetherwiththestudentsandhaswithsuccessstartedimplementingtheinteractiveteachingapproachinseveralclasses.Furthermorethestudentshavebeguntoimplementthedialogicalapproachinotherkindsofactivitiessuchastheschoolradio,andinthesportsclasses.Ahmedhasfurthermoreseenexamplesofformerparticipantswhoarenowinuniversity,workingonstrengtheningadialogicalcultureintheuniversities.Theintervieweesalsodescribethatdialoguetrainingimprovestheabilitytocorporatewithpeople,whoaredifferentthanyou:

“WhenI,youknow,makesomedialoguewithotherpersons,therearepeoplewhoaredifferentintraditionsandcostumes,youknow.Sowehavetoreachthegoalstogether,sothiskindofdialogueteachesushowtodealwiththesekindsofpersons(…)IhavetotalkwhatIhaveandlistentowhathesaidalso.Itisnotacondition»canIconvincehimorcanheconvinceme.«ThemostimportantisthatIhavetolistentohim.Maybetheycannotreachtoacommonpointorcommonplatform,theobjectiveistobecomemorewise.”

Indifferentwaystheinformantsdescribeaninitiatingtrendofdialogueactivitiesandthedialogicalattitudespreadingtonewspheres,andthisindicatesastrengtheningofadialogicalculture,whichisbeinginstitutionalisedbye.g.trainingstudentsas‘mini-ambassadorsfordialogue’andbytheteacherimplementingdialogueprinciplesinherclass.


ItisbelievedbyAhmedthatanoutcomeoftheDialoguebecomebiggerandbigger-projectisanincreasedunderstandingofdialogueamongsttheparticipants.Initiallythestudentshavenounderstandingofthedifferencebetweendiscussionanddialogue.However,Ahmedpointsoutthattwo-threehoursistooshorttimeto‘produceastudentthathasagoodideaaboutdialogue,butatleastwegivethemsomethingsthatmakethemdifferentiatebetweendialogueanddiscussions.’Thisiswhyitisimportantthatsomestudentsaretrainedfurthertobecome‘mini-ambassadors’.

Thefourinterviewedparticipantsgotodifferentschoolsbutareallpartofthetwo-yearafter-schoolEnglishAccessProgrammeandattendedtheyouthleadershipprogramme,bothofwhicharerunbytheQueenAliyaCentre.Theyhavereceivedtwoworkshopsondialogue;onethroughtheDialoguebecomebiggerandbigger-projectattheirrespectiveschoolsandone


throughtheyouthleadershipprogramme.Allfourparticipantswerechosenas‘mini-ambassadors’attheirschool.

Theparticipantsaregenerallypositivetowardstheworkshopsandtheinteractivemethodused.Theyfoundthiswayoflearningfunandverydifferentfromthenormalteachingmethodologyusedinschools.IntermsofeffecttheyagreewithAhmed,thattheyhavegainedabetterunderstandingoftheconceptofdialogue:“Wecandifferentiatenowthedifferencebetweendialogueanddiscussion.…Itisoneofthecommunicationformsthathasnolosersandnowinners.”Oneparticipantexplainshowshehaschangedpersonally,andnowhaslearnedtolistentoothers–evenifsheisnotconvincedoftheotherperson’sopinion.Listeningexercisesallowingonepersonatatimetotalkhavebeenespeciallyeffectiveinregardstothis.Anotherparticipantaddsthatdialogue“hasbecomepartofme;itisnotlikeIhavetotakesteps,orhavetodosoandsoinordertohaveasuccessfuldialogue,itisjustapartofme.”Severalparticipantsaddthattheyhavebeenabletousewhattheyhavelearnedwhencommunicatingwiththeirfamilies,bothintermsoftalkingtoparentsandinteractingwithsistersandbrothers.

Bothparticipantsandtheteachergenerallybelievethatthestudentshavereceivedsufficienttrainingtobeabletoimplementdialogue.However,itissuggestedthatsometrainingisprovidedtheteachersinordertoincreasetheeffect.


AccordingtoAhmedtheeffectofimplementingathedialogicalculturecanbetracedonanorganisationalleveltoo;thestaffattheYouthCommissionhavegenerallybecomebetteratcommunicatingwitheachotherinadditiontoanincreasedrespectforoneanother.SomemembersofstaffhavesinceappliedtojointhenationalAFDteam.However,severalmembersofstaffwerealreadyinvolvedintheAFDand“havethesameprinciples”,whichmakesiteasyforeveryonetoagreeontheapproach.

4.7. Case#7–ØregårdGymnasium,Denmark


-AgnesandManal,AmbassadorsforDialogue(Internationalteam2016)

-LarsandSvend,teachersofreligion,whoseclasseshaveparticipatedindialogueworkshopsseveraltimes

-Thor,teacherofsocialstudiesandcoordinatingteacherwhoarrangesdialogueworkshopsincollaborationwithDUF

-9participantsofdialogueworkshops:Francisca,Sisse,VictoriaandOliver,1styearstudents(allaged16)andJosefine,Ann-Sofie,Amalie,OliverandHarald,3rdyearstudents(aged18-19)

ØregårdGymnasiumisapublichighschoolinHellerup,Denmark.


AimsofimplementingdialogueatØregårdGymnasium

ØregårdGymnasiumhashadaclosecooperationwiththeAFDthrougha4-yearperiod.AtØregårdhighschoolthemainaimofthedialogueworkshopshasbeentoincreasetheinterculturalunderstandingofthestudentsthroughdialoguewiththeinternationalAmbassadorsforDialogue.10InNovember2016theinternationalteamofAFDhasimplementedatotalof12workshopsatØregårdhighschoolfor1stand3rdyearstudentsattendingclassesinreligionorsocialstudies.

ThisyeartheaimoftheworkshopshadbeendiscussedinadvancebetweenDUFandthecoordinatingteacheratØregårdGymnasium.Itwastheexperiencefromearlieryearsthatthestudentstendedtolooseinterestfortheworkshopiftheyfocusedtoomuchondialogueasaconcept.Theunderstandingoftheteachersisthatthestudentsareveryinterestedinparticipatinginthedialogue,whereastheyarenotveryinterestedinatheoreticaldiscussionabouttheconceptofdialogue.

Oneteacherexplains:“IamthinkingthatitmightbebecausethecultureintheMiddleEastandinDenmarkdifferssomewhatonthisissue.Theremaybeapointinfocusingonit[theconceptofdialogue]intheMiddleEast,whereaswehaveaonehundredyearoldtradition,atraditionatleast150yearsold,oftryingtocommunicateinademocraticwayandthisiswhatwearepracticingwiththestudentseveryday.Wehaveadialoguewiththeminalmosteveryclass,andherewebuildaframeworkandwetellthemwhentheybraketherulesofconversation(…)Sotheyknowquitewellwhatdialogueisallabout.”

Itisuptotheteacherstosignuptheirclassesfortheworkshops,andtheteacherswhohavechosentodosoexplainthattheyseeitasapartofthe‘generaleducation’ofthestudentsratherthansomething,whichisdirectlyrelevantaccordingtothespecificaimsofthecourse.Itisalsouptotheteachershowtheywishtoincorporatetheworkshopsintotheirclasses.Theteachersemphasizethattheyfinditimportantforthestudentstohaveanopendialogueduringtheworkshops,whichisalsothereasonwhytheydonotformulateaspecificsubjectfortheworkshopinadvance.

Theteamofinternationalambassadorsisdividedintogroupsoffour,consistingofoneJordanian,oneEgyptianandtwoDanishambassadors,oneofwhohasMiddleEasternroots.Ithasbeenuptoeachinterculturalteamofambassadorstoplantheirownworkshop,buttheyhavebeenaskedbythecoordinatorstoreservesometimeintheendofthedayforquestionsfromthestudents,andespeciallywiththeopportunitytoaskquestionstotheEgyptianandJordanianambassadors.Theworkshopshavedurationofthreehours,andareinitiatedbyicebreakersandexercisessuchasthelinegame.Thestudentsfindthelengthoftheworkshopssufficient.

10WhereasthefocusoftheinternationalteamwhenfacilitatingworkshopsinJordanhasbeentofosterdialoguebetweentheworkshopparticipantsratherthanbetweentheDanishambassadorsandthelocalparticipants,thefocusinDenmarkthuswasabitdifferent.


Effectsonsetting

ItisdifficulttosaysomethingconclusiveabouttheeffectofthedialogueactivitiesonthesettingatØregårdGymnasium.However,intervieweesagreethattheworkshops,andthemeetingwithyouthfromJordanandEgyptareaddingtothegeneraleducationorthedemocraticeducationofthestudents.Thethree-hourworkshopgivesthestudentstheopportunityto‘test’theirunderstandingof‘peoplefromtheMiddleEast’,andteachersandstudentsagreethatitaddsnuancestotheirunderstandingofsubjectsmuchdiscussedinDanishmediasuchasMuslims,refugees,MiddleEasterncultureetc.

This“morenuancedperspective”isaresultoftheopportunitytoaskquestionstheyhavebeenconsidering,butneverhadtheopportunitytoask,andthefactthatsomeoftheexercisesandstoriesoftheMiddleEasternambassadorshavechallengedthestudents’perceptionsandsurprisedthemwithnon-stereotypicalopinionsandexperiences.Thestudentsalsoexplainthattheexercisesoftheworkshophavegiventhemtheopportunitytodeveloptheirownopinionsoncertainsubjects:“Itwasanewwaytoexploremyownopinion,anditwasafunwayofdoingit.”

Thenuancesaddedmightaddtotheindividualstudentsunderstandingofculture,andgivethemastrongerstartingpointformeetingpeoplefromothercultures,aswellasgivingthemadeeperinsighttosomeofthesubjectsthattheylearnaboutinclassessuchasreligionandsocialsciences.Oneoftheteachersexplainsabouthavingclassesaftertheworkshop:

“Whenweareafterwardsdoingwhatyoumightcallthekeycontentofourclass,wellthentheyhavesomemorespecificelementstoattachitto,theyhavebetterwaysofnuancingthesubjects.ThisyearwearefocussingonyoungMuslimsinDenmarkandintheMiddleEast,andnowtheyhavesomeyoungpeople,whotheyhavetalkedto,andwhoarenotlikeideologiesyouarepresentedtoviadocumentariesorsomethinglikethat,sotheyhaveanewchancetoaddaperspectiveortoseethesubjectinacontextandsay‘wellIwastalkingtoSamaboutthis’oroneoftheothers.Sotheyhaveabetterchanceofincludingsomehues,becausetheyhavemetandtalkedtothesepeople”

Andassuch,itaddsvaluetothegeneraleducationofstudentsinaveryambitiouslearningenvironmentwithonlyveryfewMuslimstudents.


Theinterviewedstudentsdescribeanoverallpositiveexperiencewiththedialogueworkshop.Theexperienceoftheambassadorsissimilar.Theythinkthatthestudentsparticipatedactivelyandhadalotofquestionsfortheambassadors.

Thestudentsmentionthestructureoftheworkshop,wherethefirstpartofthedayfocusesonexercisesanddialogue,bytheendofthedaytheyhavebecomecomfortableenoughtoaskawiderangeofquestionstotheambassadors–includingquestionsofaquitepersonalcharacter.Theexerciseshelpthestudentstoopenupduringthefirstpartoftheday.Inapleasantwaytheambassadorsmakeeverybodyjoininonthediscussion.

EspeciallytheopportunitytoaskquestionstotheambassadorsfromJordanandEgyptishighlightedasanimportantelementbythestudents.Theyexplaintheiroutcomeasrelatedto


thepersonalinteractionwithyoungpeoplefromtheMiddleEast,andtheopportunitytodiscussandgetamorenuancedviewonavarietyofsubjects.Addingtothenuancedperception,thestudentsmentionthatsomeoftheopinionsoftheforeignambassadorsweresurprisingtothestudents,forexampletheymentionthefemaleEgyptianambassadorgivingajokeaboutpolygamy.

One3rdyearstudentexplains:“…evenifyouknowsomepeople[withMiddleEasternbackground],ifitisnotyourbestfriends,oryourclosefriends,ifitismaybesomeonewhosometimesareinyoureverydayactivities,thefirstsubjectofconversationwillnotbe,‘wellwhyareyouwearingaveil’,youknow.”

Accordingtooneofthestudents,thebestpartoftheworkshopwas:“…thatyoucouldspeakfreelywithoutanyrestrictions,andthatyoucouldaskaboutanything.Definitelythat.”

Itistheexperienceoftheteachersthatthedialogueworkshopandthemeetingwiththeambassadorsmakeanimpressiononsomeofthestudents.Oneoftheteachershashadstudentswhohavetalkedabouttheworkshopattheirfinalexamsixmonthsaftertheworkshop,andanotherteacherexplains:

“Myexperienceisthattheexperiencesthattheyremember,arewhentheymeetreligiouspeople,whentheymeetyoungpeople,whoweonlyreadaboutinbooks,andweactuallygetoutandmeetthem.Thisiswhensomethinghappens,anditstickswiththem.”

Basedonthis,teacherssuggestthathavingambassadorsofsimilaragetothestudentscouldincreasetheimpact.Althoughteachersseeanimpactonthestudents,notallstudentsgivemuchthoughttotheworkshopsafterwards.


Duetoabusyscheduleandmanyon-goingactivitiesatØregårdGymnasium,theinterviewedteachersdonotexperiencethatthecooperationwithDUFandthedialoguemeetingsingeneral,isreceivingmuchattentionfromteacherswhoseclassesarenotpartoftheactivities.Theschoolhostsmanyprojectsandactivitiesrelatedtodemocracy,politicsandreligionandhencethedialogueworkshopsarejustoneactivityamongstthese.However,whentheinvolvedteachersdiscusstheAFDworkshopswithotherteachers,thereisageneralunderstandingofthisprojectbeing’agoodthing’.


WorkshopheldbyinternationalambassadorsatØregårdGymnasium


CHAPTER5

5. BESTPRACTICEASSESSMENT

Thischapterprovidesabestpracticeassessmentsumminguptheexamplesofextendedimpactgivenintheabovecases.Itgivesahorizontalandtransverseperspectiveontheaspectsofimpactdescribedinthesevencaseswithafocusonthesetting,wheredialogueactivitiesareimplemented.

5.1Understandingthesettingofdialogueactivities

ThestudyshowsthatinordertodescribeaneffectoranimpactofthedialogueactivitiesofAmbassadorsforDialogue(bothwithinandoutsidethespheresofcontroloftheprogramme),itisnecessarytounderstandcertainlogicsofthesettingorthecontextinwhichtheactivitiesareimplemented.

A(school)systemnotbasedondialogue

ManyintervieweesofthisstudysharetheopinionthatthedialogueactivitiesoftheAFDhaveapositiveimpactinJordanandEgypt,becausetheapproachofAFDdiffersalotfromthetraditionalapproachtochildrenandyoungpeopleinschools,infamiliesandinsocietyassuch.Aswehaveseen,participantsfromdifferentcasesexperiencethatthedialogueworkshopisoneofthefirsttimesthattheyhavefelttheirvoicesheard,andwheretheyhavefeltthatsomeoneactuallylistenedandvaluedtheiropinions.Oneparticipantexplainsaboutthedifferencebetweentheapproachinschoolsandinthedialogueworkshopinthefollowingway(#3):

“Themaindifferenceistheinteractiveprocessandnotlikeinschool.Inschooltheteachersdonotaskforouropinionsandwearenotallowedtotalkorsayanythingexceptifwehaveaquestionattheendoftheperiod.ButMohammedandhisteamweretalkingasfriendstous,theywerenotsuperiorinanywayandtheywereinteractingwithus.”

Thisanalysisdoesnotonlycomefromtheparticipant-level,butissharedbyambassadorsandthe”management-level”,e.g.theheadofsectionattheNationalCouncil,whoseesageneralproblemwithchildrenandyoungpeoplenotbeing”apriority”intheEgyptiansociety(Case#3).Howeverthisisnotonlyasituationfoundinschoolsandinrelationtoyoungpeople.Intervieweesdescribeasimilarexperienceofaculture,wherepeopleingeneralarenotverygoodatlisteningtoeachother.OtherexamplesarethestoriesofAbeerandherapproachtohelpingfamiliesinMa’an,Jordan(Case#4)andKhalil’sexperiencesinEgyptwithinspheresofpoliticalpartiesandpeaceactivists,whoarenotnecessarilygoodatlisteningtoeachother(Case#2).

AcentralexplanationofthepositivechangeoftheAFDapproachandactivitiesisthustheapproachtoyoungpeopleandtocultureofdialogueinEgyptandJordan.


Adifficultpoliticalsituation

Addingtothis,intervieweesacrosscasesexplainthatthepoliticalsituationinJordanandEgyptisalsoanimportantpartofthemotivationforimplementingdialogueactivitiesandanimportantfactorinunderstandingthepositiveeffectsoftheseactivities.

Acrosscases(e.g.#1,#3and#4)intervieweesseeaneedforapositiveinfluenceonyoungpeopleinordertocounteracte.g.religiousradicalisationandfrustrationsbecauseofpoverty,whichareexperiencedaspotentialthreatsatthepresent,especiallytoyoungpeoplewhocanbevulnerableandsusceptibletopropagandafromgroupslikeDaesh/ISIS.AmbassadorLinasays:

”Ithinkgenerallyinhotareas,whateverishappeningaroundusisaffectingpeople,soitdoesnotmatterifweareschoolstudentsorifwearegrownupsor30yearsold,itdoesnotmatter.Weareinthiskindofdifficultareaandthesedifficultconsequencesaregivingthestudentsandeveryoneheresomedifficulttime.SowealltalkaboutISISandwealltalkabout,althoughthestudents,ImeantheseyoungstudentsaretalkingaboutISIS.Theyhearitfromtheirparents,theyhearitonTV,theyknowaboutpoverty.Theyaremaybeinafamilyorinahomewheretheyhavelotsofbadconsequencesofissuesthereoraresufferingfrom.SoIthink,Idon’tsaythatpovertyorISISorwhateverhappensarethemainreasonsforourissues,butIwouldsayitisabigfactor.Soifwedonottackleitwhentheyareyoung,wewillsufferlateron.AndifIthinkaboutitfromanotherpointofviewandanotherperspective,nowthecomplexityorthecomplexionofJordanandofsocietyischanging.Wearehavinglotsofrefugees,soifIdon’tacceptthem,andIdon’tacceptdifferencesandchanges,Iwillbescrewedupin,Idon’tknow,tenyears.SoIhavetotackletheseissuesnow,becauseifIdonotacceptthatthereareSyrianrefugees,andIdon’t,like»Ihateyoubeingherearound«,Idon’tknowwhatthecountrywouldendupbeinglike.Sodifferentcircumstancesaroundus,soIthinkthatdialogueIwouldsayitisthesolution.”

InEgypt,severaloftheintervieweesalsospeakaboutbigpolitical,geographical,religiousandsocialdifferencesbetweendifferentgroupsofthepopulation,whichcanmakeitdifficultforyoungpeopletohaveasenseofbelongingtoEgyptassuch(e.g.Case#3),andwhichonaneverydaylevelcanfeedconflictsbetweenyoungpeopleineducationalinstitutions,inNGO’sandothersettingswheretheyarebroughttogether.Inthesecases,bothparticipantsandotherintervieweesseeanimportanteffectofthedialogueactivitieswhentheyencourageparticipantstotakeoneachothersperspectives,reallylistenandrepeattheopinionsoftheirpeers,ortrytounderstandtheconsequenceofthelifeandsituationofanotherperson.

ItisimportanttounderstandthepoliticalandsocialsituationandpotentialtensionscausedbythesefactorsintheMiddleEastoftoday,whenlookingattheeffectofdialogueactivitiesandoftheAmbassadorsforDialogueassuch.

ThisisalsowhytheimplementationofdialogueactivitiesinDenmarkhasadifferentfocusthanintheMiddleEast.AswehaveseenintheexamplefromØregårdGymnasium(#7),thedialogicalcultureisstrongintheDanishSchoolsystem,butapoliticalfocusone.g.MuslimsandtheMiddleEastmakesitrelevantforthestudentstomeetyoungpeoplefromtheMiddle


EastandhavetheopportunitytoaskquestionsandtesttheirconceptionsofaboutMiddleEasternpeople,cultureetc.

5.2Apositivechange–theeffectoftheactivitiesoftheAFD

Lookingacrossthecases,severaleffectsoftheactivitieswithinandoutsidethespheresofcontroloftheAFD,canbeidentified:

Strengtheningcorporation

Thecasesillustratehowdialoguecanstrengthentheinternalcorporationbetweenyouthindifferentsettingswheretheymeet(Cases#1,#2,#3).Notonlydoesthisdiminishtheconflictleveloftheparticipantsandthushaveaninternaleffect.Itcanalsohelpcreatingtangibleresultsbecauseanorganisationlessoccupiedbyinternalconflictsismorelikelytocreateexternalresultsandeffectingsurroundingssuchasthepoliticalsetting,inwhichitisworking.InthewordsoftheheadofsectionattheNationalCouncil(#3):

”They[participantsoftheChildForum]getthecapacitytrainingsbecausetheyneedtobeabletolistentootherchildren’schallengesandtheyneedtobeabletoarticulatethemtotheonesresponsible.Sotheyhavetrainingintheimportanceofdialogueandtheimportanceofacceptingdifferentopinionsandtheimportanceofnotfightingwithacertaingroupofpeople.Thethingaboutthisisthattheylearnhowtogetindialoguewithpeopletheirageandtheyalsolearnhowtogetindialoguewithpeoplewhoareresponsibleandpeoplewhoareactuallyolderthanthem,theydothistransferofthechallengesthatfacesthechildrenandcommunicateittothepeoplewhoareresponsibleinthesameway.”

Supportingadialogicalculture

Supportingadialogicalculturebyteachingworkshopparticipants1)tolistentootherpeoplesperspectives2)thattheaimofcommunicationisnotalwaystoconvincetheotherpartythatyouropinioniscorrect,butthatitcanalsobetohaveabetterunderstandingoftheopinionsofothers3)Topracticeinexpressingyouropinionandbeconfidentwhendoingthisandtherebye.g.affectgovernmentalofficials(#3)

Strengtheningoforganisationalculture

Selmya(#2)isanexampleofhowtheapproachoftheAFDcanstrengthentheorganisationalcultureofabiggernetwork.Themainexplanationsofthisisthestrongidentityoftheambassadors,whoareexperiencedasreliableandwell-preparedtoadegreewhichdoesnotnecessarilycharacteriseallkindsofvolunteersandactivists.

Improvedleaningenvironment

Introducinganewwayoflearninginschools,whereteachersseeapositiveeffectofamoredialogicalapproachtoteaching,wheredialogueactivitiesaredescribedascreatinglessconflictsbetweenthestudents,andabetterrelationshipbetweenteachersandstudents,becausethestudentsfeelheardandthusactinasmootherwaytowardsteachersandpeers.


Workinginareascharacterisedbyconflictsorconservativevalues

MakingitpossibletoactuallyimplementNGO-activitiesincommunitiescharacterisedbyconflicts(#1)orbyconservativeattitudestowardswomenandchildren(#4).InthementionedcasesithasbeentheexperienceoftheintervieweesthatthedialogicalapproachhasbeenanecessityinmakingthelocalcommunityacceptthepresenceofRwaad,andthisapproachhasalsobeena–successful–methodtoapproachingchildrenwhodropoutofschoolandtheirparents.

Dialogueasawaytobringupsensitiveissues

Introducingawayofaddressingsensitivetopicssuchasabortionandearlymarriage(#5),religion(#7)ortheEgyptianrevolution(#2).Byaddressingthesesubjectsthroughdialogueexercises,theparticipantsfeeliteasierandlessdangeroustotalkabout–andevenfeelthattheyareofferedanewvocabularytousewhenaddressingtheseissues.

5.3Whydoesitwork?

ThestudypointstocoupleofcentralexplanationsoftheeffectoftheAFDapproach,whicharerepeatedacrossthecases:

Theimportanceofdialogicalpractise

IntervieweessharetheopinionthattheinteractiveapproachoftheAFDandtheabilitytoengageparticipantsareimportantexplanationsontheeffectofthedialogueactivities.Theexercisesareefficient,becausedialogueispracticed,notjusttaughtasatheoreticalconcept.TousethephrasingoftheheadofunitattheNationalCouncil(#3):

“Whatwasinterestingaboutthesessions[ofAFD]isthattheyareinteractive,theyarebuildoncompetitionsanddifferentactivities,soitisadifferentwayofinteraction.Averysmallexampleishavingaone-hourlecturetalkingaboutacceptingtheother,andthenthechildrengetnothingoutofit.Insteadyoucanjustdoasimpleexerciselikethethingwiththeletterw11(…)andthentheycouldgetthemeaningoutofitinasimpleexercise.”

TheexercisesandinteractivenessseemsparticularlyimportantinJordanandEgypt,whereparticipantsexpressthattalkingaboutdialogueisanentirelynewthing.ButalsointheDanishcase,wheredialogueisthoughttobeanintegratedpartoftheculturealready,thestudentsseeicebreakersandexercisesasimportantforparticipantstofeelcomfortableaskingquestions–alsoofaquitpersonalcharacter–totheinternationalambassadorsinthelastpartofthedialogueworkshop(#7).

11Hereferstotheexercisewhereparticipantssitinacirkleandadrawingofa”w”isplacedinthemiddle.Participantsfromtwosideswillseetheletterwwhileparticipantsfromtheothertwosidessee

thenumber4,whichinArabiciswritten:٤


Theimportanceofdialogicalpractiseandtheincreasedknowledgeabouttheconceptofdialoguewasalsoacentralfindinginthepreviousimpactstudy.Theextendedimpactstudyconfirmsthisfinding,andshowsthattheimportanceisthesame,evenforparticipantswhohavereceivedlessintensetrainingthantheambassadorsthemselves.

Makingparticipantsfeelseenandheard–andgivingthemtheconfidencetoexpresstheiropinions

AnotherexplanationoftheeffectoftheAFDapproachistheabilityofambassadorstomakeparticipantsfeelseenandheard.AcrosscasesparticipantsexplainthatparticipationinAFDactivitieshavemadeagreatimpressiononthem,becausethemeetingwiththeambassadorshasbeenthefirsttimeforthemtofeelthattheiropinionwasvaluedandimportant.OneexampleisthestudentsatNazalSchool,whowereinspiredtoorganisetheirgraduationceremonyasaresultofparticipatingintheworkshopoftheinternationalambassadors.OneofthestudentsdescribesherownfeelingofdevelopmentthroughoutthedaysofAFDworkshopsinthefollowingterms:

“Atthebeginningwewereshy,itwasasmallteamandwewereshytotalkaboutanythingwiththem.Butdayafterdaywebecamemoreopenwiththemandtheybecamemoreinteractivewithus.Betterandbetter.This,youknow,gaveustheconfidenceinthegraduation[ceremony]andtherearesomanyofficialsattendingthisgraduation,somanypeopleyouknow,therearefamiliesofallstudents,somehighofficialsalso.Butthismadeusmoreconfidentintalkingaboutourselves.”

Participantsalsotalkaboutafeelingofequalitywiththeambassadors,thefeelingofbeingmetatanequalfootingandthefeelingthattheambassadorshaveasincereinterestinhearingwhattheyhavetosay.Oneoftheambassadorsdescribeasimilarfeelingofequality,whenheexplainsabouthisrelationtotheyouthhehasbeentraining:“…Ifeelthattheyaremyfriendsandthatwehaveapersonalbondnowmorethanbeingatrainerandtrainees.”

Theexercisesworkinmanydifferentsettings

AnotherinterestingfindingoftheextendedimpactstudyisthattheapproachandtheexercisesoftheAFDareexperiencedtobeefficientinmanydifferentsettingsandwithdifferentgroupsofparticipants.Severaloftheambassadorshavetriedfacilitatingworkshopsindifferentsettings,forexampleinbothdisadvantagedurbanareasandinuniversities.

Onecouldthinkthatuniversitystudentsorpoliticalactivistsaremoreusedtoreflectontheconceptofdialogue,andthatthestartingpointoftheworkshopswouldbedifferentfromworkingwithyoungeranduneducatedyouth,butintheexperienceoftheinterviewedambassadors,thisisnotnecessarilythecase.Oneambassadorphrasesitlikethis:

Interviewer:“Iwaswonderingabouttheexperienceyouhaveinteachingaboutdialogue.BecauseIwouldthinkthatitisprobablydifferenthavingdialogueworkshopswiththestudentsatuniversity,whoprobablyalreadyknowalittlebitaboutthisconcept,andthenthepeopleinthedisadvantagedurbanarea.Canyoutellusalittlebitaboutthat?”


Ambassador:“Actuallyit’stheotherwayaround.It’smucheasiertoworkintheurbanslumthaninthefaculty.Because[intheurbanslum]it’sanNGOandtheyaremoreaccustomedtothetrainingcultureortheworkshopculture.Asforthestudentstheyaremoreaccustomedtolecturesandit’smoredifficultforthemtoworkwithintheworkshopculture.”

Interviewer:“Soit’sdifficultforthestudentstoactuallyparticipateactivelyintheworkshops?”

Ambassador:“Yes,it’smuchmuchharder.”

Interviewer:“Butdidtheyhave,intheuniversity,havemoreofanideaabouttheconceptofdialogue?Becauseyousaidbeforethatwhenteachingthefirstworkshopintheslumtheydidn’treallyknowaboutthedialogueconcept.”

Ambassador:“Theydidn’tknowanythingaboutanything.”

Thequotehighlightsthatknowledgeaboutdialogueandthepractiseofadialogicalcultureisnotnecessarilymorecommonamongste.g.welleducatedpeople.ThecaseofSelmya(#2)confirmsthispointbyillustrationthatadialogicalcultureisnotnecessarilyverymatureamongstactivistsinthepeacemovement–theyalsoneedtraininginordertolearnhowtolistentoeachother.

Thus,thecasesillustratethatAFDexercisesworkacrossdifferentsettingsandwithdiversegroupsofyouth.

5.4Arippleeffect–dialogueisnotonlyforyoungpeople

Thecasesillustratethattheapproachandactivitiesarenotonlyseenasrelevantforyoungpeople,whohavebeenthemaintargetgroupofactivities.Asshownincase#4,activitiescanbeadjustedtofitadultsaswell,andtherecanbeanideainexpandingtheapproachoftheAFDtoalsoincludechildren(#3).MohammedGabersays:

“TheonlychallengethatIamfacingisthematerialofAFDisnotreallydesignedforchildren.Thelanguage,theterminologyeverything,itisnotdesignedforchildren.SoIusedtostruggletotrytosimplifyitandusethechildrenfriendlylanguage.”

Asimilarchallengehasbeenexperiencedregardingadults,andaspecialversionforadultshasbeendevelopedinJordan(#4).ThestudythusshowsthatastheexistingAFDmaterialissuitedfordifferentgroupsofyouth,thedemandfordialogueactivitiesamongstchildrenandadultsmightindicatearelevanceofdevelopingactivitiestoalsosuitthesetargetgroups.

5.5Anchoringofdialogueactivities

Theselectedbestpracticecasesillustratedifferentwaysofanchoringdialogueinthevarioussettings.AfewcanbesummeduphereandmaybeserveasinspirationinthefutureworkoftheAFDprogramme:


Anchoringthroughtheinvolvementofteachersandotherprofessionals

Thecasesillustratehowthedialoguecanbeanchoredinschools(e.g.#4,#5,#6and#7)throughtheinvolvementofteachers.Inthesecases,teachershavebeendrivingforcesininvitingtheAFDandcreatingaframeworkfordialogueactivities.Aswehaveseen,severaloftheteachershaveafterwardschosentouseselectedexercisesintheirclasses,becausetheyhaveseenthemhavingapositiveimpactonthestudents.Furthermore,incase#4,theambassadorwasaskedtoconducttwoeveningworkshopsforsomeoftheteachers,whowantedtoworkmorewithdialogueintheirownclasses.Involvingtheteachersindialogueactivitiesintheirclasses,orofferingseparateworkshopsfortheteacherscanbeonewayofmakingsurethatdialogueisanchoredineducationalinstitutions.

Anchoringthroughgovernmentalinstitutions,NGO’s,centresetc.

Similarly,theextendedimpactstudyshowsthatdialoguecanbeanchoredthroughactivitiesininstitutionssuchasgovernmentalunits,NGO’setc.TheNationalCouncilforChildhoodandMotherhood(Case#3)isagoodexampleofhowdialogueactivitiescanbecomeanintegratedpartofcapacitybuildingeffortsindifferenttypesofprogrammes.Inthetwoprogrammesinvolvedinthestudy,capacitybuildingseminarsareheldregularly,andontheinitiativeofanambassadoremployedattheNationalCouncil,AFDdialogueactivitieshavebecomeanintegratedpartoftheseseminars–andnowseemtobespreadingtootherprogrammesattheCouncil.

Selmyamovementisanotherexampleofhowdialoguehasbeenmadeanintegratedpartoftheworkshopsofferedtonetworkmembers,whichmeansthatdialogueactivitiesreachalargegroupofparticipantsandpotentiallyspreadsevenfurtherasaconsequenceofademandfromotherorganisationsparticipatinginthenetworkofSelmya(#2).FurthermorethePrincessBasmaCentreisanexampleofhowdialoguehasspreadthroughworkshopsheldinthecentre,andisnowimplementedinotherinitiativesbasedinthecentre(#4).

Anchoringthroughambassadors

Anothertypeofanchoringofthedialoguecanbeseenasaresultofdedicatedambassadors,whooffertheirhelptointerestedparticipantsafterworkshops.AnexampleofthisisZeyadinMa’anwhowascontactedbyAbeer,whowishedtodevelopanewinitiativebasedondialogueafterattendingdialogueworkshops.Thewillingnessofambassadorstocontinuouslyparticipateindiscussionsabouthowtoimplementdialogueinnewsettings,andtheirowninitiativesine.g.implementingdialogueactivitiesintheirworkplacesandotherspheresofactivity(e.g.#2and#3)representimportantwaysofanchoringdialogue.

5.6Challengestotheeffectofdialogueactivities

Thepositivechangedescribedinthisbestpracticeanalysisofthesevencases,doesnotmeanthatchallengestotheprogrammedonotexist.Aswehaveseenintheveryfirstparagraphofthisreport,abestpractiseanalysisallowsforafocusonthethingsthatwork,morethanonthechallengesexperienced.


Howeverespeciallyonecentralchallengedescribedbyintervieweesisworthhavingaquicklookat.Acrosscases,theintervieweesdescribechallengeswithhavingdifficultieswhenapproachingpeopleandinstitutionsnotaffectedbydialogueactivities.Andthistakesusbacktothefirstparagraphofthischapter,whichfocusesonthesettinginwhichdialogueactivitiesareimplemented.

Intervieweesdescribethefrustrationofhavingaverypositiveand”eye-opening”experiencewithaworkshop,andthenthefrustration,whentheytrytoapplydialogueintheirrelationtootherpeople.Thiscanbeinrelationtoteachers,whodonothaveaninterestinadjustingtheclassesinordertogivethestudentsmoretimetotalk(#5);Governmentofficialswhodonotlistenenough(#3);peopleinthelocalcommunitywhotalk,butdonotlisten(#1);Family,friendsorchurchmembers,whomakefunofthedialogicalapproachandareveryquicktopointout,ifparticipantspromotingdialoguehappentointerruptthemselves(#1).

Oneparticipantphrasesitthisway:“Weareallagreeingthatitwasthefirsttimeforustobeheardandtoactuallymatterouropinion,butoncewegotoutoftheworkshopwefeltthatwearenotbeingheardandtheydonotmatteragain.”

Anambassadoragrees:“Sometimeswehearfromteachersandparents,especiallyinregardstotheyouth,thatwhentheydiscusswiththeirfamiliesorotherfriendswhodon’thavethecultureofdialogue,sotheywillstartmimickingthemandmakefunofthem.”

Aparticipantsaysaboutoneepisodeatherchurch:“Withinmychurchagroupofpeoplethatareverydiverseinageandgenderandbackground.Wehadaprojectthatwehadtodoatchurch,buttherewasalotofdisagreement,soItriedtodoanexercisetohelpthegroupdothetask,butIwasnotreallysuccessfulbecauseIcouldnotreallyimplementitlikewhathasbeendoneintheworkshop(…)Sothegroupactuallystartedobservingme,becauseIusedtosay‘pleasedon’tinterrupt’,sowheneverIinterruptedsomeone,theywouldliketosay‘don’tinterrupt’.”

Throughoutthecasesofthestudy,wehearparticipatingstudentsaskfordialogicaltrainingofteachersandparents,teachersaskfortrainingofmorestudents,andmanagersaskfortrainingofemployees.Thusanimplementationtargetingtheorganisationasawholeissuggestedinordertomaximisetheimpactandinadditiontomakeitviable.

ambassadors for dialogue - extended impact study

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