On Education : Tariq Ramadan ‘s first Report in Rotterdam

INTRODUCTION

Participation, a sense of belonging, mixing with others, being involved in the community and working for a better city. This is roughly the connecting thread in the policy of the Municipality of Rotterdam for the period of 2006-2010.
The municipal administration propagates this message in different ways.
One of these ways is the involvement of philosopher and theologian Tariq Ramadan. This professor holds the Chair in Identity and Citizenship at Erasmus University. He advises the city of Rotterdam within the context of the ‘Citizenship, Identity and Feeling at Home’ (‘Burgerschap, identiteit en je thuis voelen’) project. The objective is to firmly establish the scientific insights in practice.

In the spring of 2007, Tariq Ramadan made an extensive city tour of Rotterdam. On the basis of many discussions and meetings with a wide variety of organisations, schools and media he provided structure and definition to the project.
Tariq Ramadan distinguishes the following three focal points for the coming years:

• Education: parenting and education
• Employment and labour market
• Media and perception

This brochure is a reaction to Tariq Ramadan’s experiences and recommendations in relation to the first focal point, i.e. that of education.This text is meant as a visionary but also practical helping hand for everyone in Rotterdam who is engaged in building bridges. Bridges between residents, volunteers, institutions: everyone who feels an urban citizen in Rotterdam and wishes to contribute to good and productive living conditions in this city.

The ‘Citizenship, Identity and Feeling at Home’ project implements parts of the policy document on Urban Citizenship and is part of the ‘Dialogues on Urban Citizenship’ (Dialogen Stadsburgerschap) implementation programme.
Starting point in these dialogues should be that we do not see diversity as a problem. On the contrary, the diversity of the Rotterdam population is an excellent opportunity to make our city Leading Cultural City in Europe.

From the ‘Building Bridges’ city dialogues implementation programme, December 2007:
The dialogue and communication on urban citizenship are tools to involve Rotterdam citizens in the policy and in forming coalitions to realise urban citizenship. In the end, urban citizenship will only be ‘alive’ when Rotterdam citizens really start acting on it. The dialogue therefore encourages the formation of new coalitions. Conversely, the dialogue on pride in the city, reciprocity, identity, participation, and a sense of standards and values adds an extra dimension to the existing programmes in the field of, for instance, the approach to street or district, where the focus is on the quality of life and social cohesion in the neighbourhood.

Looking back

It is naturally not the first time that Rotterdam has worked on establishing more contact among its residents. In 2004 and 2005, the municipal administration organised an extensive round of debates in the city, which were soon called the ‘Islam debates’ in the corridors. The outcome of these debates, in any case, was that it was essential to keep the dialogue going. In a city like Rotterdam, with so many different identities and sometimes also different loyalties, you must keep the discussion going to be able to bridge gaps and rely on each other. Therefore, the dialogues will be continued unabatedly, especially on a smaller scale, at the level of submunicipalities and districts.
The objective of these dialogues is mainly to try and make connections with each other. Not the things that separate us, but the very things that bind us together form a solid basis to steer the Rotterdam society in the right direction.

From the policy document on Urban Citizenship, January 2007:
“Citizens of Rotterdam are world citizens. But citizens of Rotterdam are also urban citizens. No matter how different they are, they are united by one thing: The fact that they are all citizens of Rotterdam.” Urban citizenship requires a respectful interchange between people.

Looking ahead

During his many visits in the Rotterdam practice, Tariq Ramadan observed that our city holds an impressive vitality. He also observed that much is happening and that there are many successful projects, for instance in education and parenting. The ‘Citizenship, Identity and Feeling at Home’ project is not a new invention, but a movement which mainly aims to link up with the existing situation. Link up, enrich and enhance.
Tariq Ramadan advocates more synergy, more co-ordination, and especially more communication with each other. He invites everyone in the city to contribute to this.

“In a society that makes people feel welcome, we can apply our knowledge and backgrounds to receive new generations. We need partners from the community and the educational sector. Communication with each other is of vital importance! You must find the time for this. In a globalising society we sometimes forget the people living around the corner. That is dangerous.”
Tariq Ramadan during a debate

In this brochure Tariq Ramadan describes the field of education as the first necessary step towards good citizenship. He will then focus on the fields of employment and the labour market and subsequently on media and perception. Publications or other products of his pen on these subjects will be published at the end of 2008. In these publications, Professor Ramadan will also discuss the correlation between these three themes more extensively. From this point onwards, we would like to give the floor over to Tariq Ramadan.

Citizens of Rotterdam! Let me start by thanking everyone who has put time and energy into the discussions which were held in the past six months. I had about thirty meetings with various people from the city who, in one way or another, are involved in education. I have a great deal of respect for the unbridled energy with which many men and women, professionals and volunteers, seek to put things in motion and have often already managed to do so.
The subject of ‘Education’ will definitely not be a closed chapter for me after publication of this brochure. The text calls on its readers to discuss the various recommendations I have made. If desired, I am prepared to have further discussions on education and parenting.

VIEW ON CITIZENSHIP

Citizenship from a legal point of view
What exactly is ‘citizenship’? The citizenship status gives every individual a footing of equality with regard to rights and obligations. He or she is a member of the community. The members of the community acknowledge the constitution and laws of the country they live in.
Everyone must in the first place be aware of the common framework on which our ‘living together’ is based. This legal framework is a foundation which subsequently allows us to speak of diversity and cultural or religious identities.
Diversity and identity are concepts that can be interpreted positively. They relate to a specific and special character of personal histories, cultures and religions. Once you are familiar with and understand each other’s histories, cultures and religions you can cherish them as a society. However, it must remain clear that discussion partners should acknowledge and accept the mutual equality of the members of this society.

“By merely having a Dutch passport, you are a Dutch citizen. I suddenly realised this. On account of your passport you are a member of the community. You do not have to prove this any further. You are a Dutch citizen, and that’s final!”
Remark from a participant in a master class

Citizenship: feeling at home
But a legal basis is not enough. There is still a lot of work to be done in common perception, civil awareness and participation in social activities. Feeling at home is shaped in many ways.
Equally essential for that feeling are trust and acknowledgement, with which the community shows its appreciation for someone’s contribution. The multiform character of our society demands a positive view. Only then will the community be able to show acknowledgement and trust. A positive view, combined with the generally accepted fact that we conduct a permanent discussion, which does not exclude anyone. Everyone can participate in it on an equal footing. A positive view also, which is nourished by involvement at local and district level, to use contributions to the dialogue for the community. This requires local political will.

“There is currently too little basis for discussion among residents in Rotterdam. As a community, the city does not have a sufficiently shared perception. There is segregation and there are too few bridges between the differences among citizens. How are we to prevent the city from falling apart: what do we have to get our teeth into the coming years?”
question of staff members during a debate at Stichting de Meeuw

Break the circle: post-integration discourse
We are locked in a vicious circle of assumptions and reasonings. If you keep repeating that we are dealing with cultural and religious problems as a society, this distracts from what really matters. The idea that social problems are solved once fellow-citizens with other cultural and religious roots than native Dutch citizens have integrated, does not hold water.

The fact is that hundreds of thousands of women, men and children of Moroccan, Turkish, Surinamese or African origin, most of them Muslims, have integrated in the Netherlands. They do not have a single problem with the legislation, history or functioning of institutions in our country.
By continuing to talk about integration these residents feel that all kinds of realities and fears are projected onto them, whereas they themselves passed the station of integration long ago.

“’Integration’ is a concept from the past. ‘Contribution’ is the concept of the future.”
Tariq Ramadan during a debate

By continuing to conduct the integration discussion this implies that there is also ‘another population group’ which does not belong to ‘us’. This perception is wrong and it also results in an incorrect focus on problems. The fact is that many Rotterdam citizens have integrated or are well on their way to becoming integrated. Besides, integration will not be truly successful until we stop talking about this concept all the time. Talking about integration creates a distance.

Therefore, we must start a post-integration discourse. This will prevent us from making the wrong diagnoses. The most important pillars of such a post-integration discourse are the following:

• Let us acknowledge the multiform reality of society and adopt as a starting point that each Rotterdam citizen belongs there and is part of ‘us’.

• Let us recognise the socio-economic problems for what they really are and adjust our actions and policy to such an extent that socio-economic exclusion is no longer possible. (So, no discrimination in education, on the labour market, on the housing market, nor in the media etc.)

Let us no longer fall into the trap of accepting the ‘culturalisation’, ‘regionalisation’ or ‘islamisation’ of socio-economic problems. It is obvious that there are internal shortcomings and inconsistencies in the performance of our authorities. But we should fight this from a common and shared responsibility and from our equal rights.
We cannot, under the pretext of cultural and religious integration, gloss over the fact that what it is actually about is equal rights and equal opportunities for all members of society – all citizens of Rotterdam – .

A new ‘we’
A policy that is really based on trust reckons with diversity and seeks solutions for problems that undermine society together with those involved. That is the deeper meaning of the new ‘we feeling’.
For the time being, this can only be achieved by local activities, at city level, submunicipal level and district level. That is where discussions must be held with and about the citizens who are confronted with problems that concern them all equally.

Issues around education and parenting, problems with unemployment, violence, and drugs after all affect us all. These concern everyone and they influence the future of our children.
Projects for specific target groups, in the neighbourhoods surrounding the school, should be aimed at a certain openness, in the sense of good neighbourliness. Openness towards others, so that this will first result in more knowledge and subsequently in trust.

Initially, this working on more trust and a new ‘we’ will be a matter of perseverance. For the time being, this change can only be brought about on a small scale and in a modest way. But it is possible. Rotterdam is the perfect example of this. Many experiments are being conducted in this city. The city is resolutely on its way towards a policy of openness and trust, in which everyone belongs. Rotterdam is a test case for Europe.

“The preparedness to a ‘we feeling’ with young people will diminish if the subjects for discussion are focused on culture and religion. Young people have a different perception of solidarity and respect than older people. For young people, earning respect does not depend on having won one’s social spurs over a long period of time; it is the here and now that matters. To them, respect is a nod of recognition or a nod in greeting when they, for instance, enter the classroom. The communication gap between young and old deserves more attention.”
remark in the reflection group

WHAT DOES THIS MEAN TO EDUCATION

In what way can education, i.e. education and parenting, contribute to the formation of citizenship? This requires a general and coherent vision of the future. I think that we should work in three directions at the same time: perception, communication and co-ordinated action.

In this section, I will first describe the bottlenecks that emerged from the many meetings and discussions. Then I will illustrate why the three directions mentioned before are important and I will make specific recommendations.

Schools for primary and secondary education are obliged to include active citizenship and social integration in their curricula. A number of sections of the law read as follows:
– Education is partly based on the principle that students grow up in a multiform society.
– Education is partly aimed at promoting active citizenship and social integration.
– Education is partly aimed at students being familiar with and becoming acquainted with different backgrounds and cultures of their peers.
Laid down in the Act of 9 December 2005.

Focus on bottlenecks
A series of problems emerged from the many contacts with people in the educational sector, parents and young people. Problems that occur at schools and relate to what happens in the families at home. Some of these problems have existed for a very long time; other problems are more recent or have become more serious.

These are the issues that stand out, even if projects that deal with these issues are currently being conducted in Rotterdam. If the projects are successful, it is important to enhance, enrich and broaden these projects.
Some of the major bottlenecks are:

a. The message children and young people receive at school

Rotterdam citizens have a common history, but this story is not told. It is important to form the lesson content in such a way that everyone feels part of that history. All personal histories and cultural contributions are relevant to our common heritage. More factual knowledge in the field of religion is also important.

“In education, there is no place anymore for instilling a sense of history in students. They do not know the shared history of Surinam and the Netherlands, or that of immigrant workers. This should be reintroduced to the curriculum. This will help to prevent people from withdrawing into their own circles. »
Remark during an expert meeting

b. The teacher training course

Teachers sometimes have insufficient knowledge of the culture, religion or even course of life of some of their students. The result is a communication gap. This may result in a negative perception.

“When education is only effective in relation to performance, we forget the effectiveness of living together. This aspect is equally important to a society. It may sound a bit like an ideal picture to give teachers further training in cultures, but it must still be said. Realisation will be gradual. A lot can be achieved with a training course of one and a half day.”
Reaction from Tariq Ramadan in reflection group

c. The profile of teachers

The social and cultural world of teachers often differs from the world of their students. The teachers should be more representative of the population of Rotterdam, so that they reflect its diversity. This would ensure more acknowledgement and recognition. The result would be more direct communication based on trust.

“The school must know more about the cultural environments of its students and parents. It is not only about knowledge, but also about being able to apply it psychologically”.
Tariq Ramadan during a debate

d. Communication between teachers and students

Communication between teachers and students is difficult nowadays. More is required besides a different teacher profile, with a better reflection of diversity. Teachers need means, tools and time to ensure that communication becomes more than their primary task of transferring knowledge.

“It is becoming increasingly difficult for a teacher to only be a ‘transferor of knowledge’. A teacher is confronted with human situations which directly influence the ‘classical’ profession of teacher. Being a teacher is not easy nowadays. In general, society regrettably does not sufficiently allow for the difficulties and risks teachers are confronted with when they try to perform their duties. Some teachers do amazing things and succeed in promoting a better understanding among citizens with different backgrounds. Others encourage their students to become more involved in society. Others again succeed in involving the parents. These initiatives are important and must be emphasised, acknowledged, shared, and, where possible, exported.”
Tariq Ramadan in a text on education

e. Communication between school and parents

Possible results of investing in innovative strategies are that parents are reached better and that fathers are involved in the education process and parenting process. Do not only get in touch with parents when there are problems with their child. Open schools to parents in a positive way by organising activities that bring parents closer to school.

“With parents’ rooms, educational support programmes, information on education and parenting, and language and computer lessons, Delphi Opbouwwerk has invested in involving mothers in primary education for years. All these efforts have finally paid off. The parents’ rooms are full; more and more schools in Delfshaven have asked for support in setting up these rooms. Occasionally, mothers are voted onto the participation council, and in any case, they have become more aware of their role as educator.
From a report on the debate at Delphi Opbouwwerk

f. Communication between parents and children

A sensitive problem, mainly in first and second-generation migrant families. Even if mothers are at home, they do not seem to have any grip on their children’s behaviour. Society is aware of this but seems powerless, whereas the consequences are serious.

g. Relation between school, social environment and street

This area of expertise requires investigation. It seems as if the school is unrelated to reality and does not offer a living environment. School and permanent education have not really taken hold in district life. The conclusion is that there are gaps between different living environments both at local and district level – just as is the case with communication.

“Stop asking who should start establishing contact between school and parents. It is always a two-sided process. The question ‘Who is to blame’ is the wrong question. It is not easy for immigrant parents to knock on the door of the school. They are not very familiar with society.”
Tariq Ramadan during a debate

h. Confusion between socio-economic problems and belonging to a religious and cultural group

This confusion results in a negative perception of young people who originate from specific cultural environments or, for instance, profess Islam. This confusion even influences the school careers of children and young people. Teachers, for instance, have low expectations of their students because they allow themselves to be confused by the socio-economic or immigrant ‘label’. Projects and communication processes at local level should pay attention to this confusion.

“Citycollege has invested considerably in programmes training students to become good citizens. To prevent students from clashing, the school seeks to emphasise the similarities among the different cultures at school. Students learn that theirs is not the only religion, but that they also have to respect the religions of others. In the context of the subject of world view the students visit several houses of worship.”
From the report of the visit to Citycollege

i. The absence of (role) models

This is a shortcoming within the educational sector. Young people can be motivated by showing them examples of other young people who have succeeded in climbing the social ladder in all fields. And this, without having been forced to renounce or hide their origin or identity.

j. The absence of success stories

This is related to the previous point, but requires a broader approach. Many activities, projects and creative strategies result in interesting but often anonymous results. Positive examples and achievements in practice do not make the front pages.
The media are full of matters that failed or were not completed; this is not a representation of the entire reality.

The above-mentioned list of ten observations is, of course, not complete. It does however provide a broad delineation to make working on the ‘Citizenship, Identity and Feeling at Home’ project realistic and possible.
Based on this, and based on my view on citizenship, I formulate the following strategies and practical recommendations.

Strategies and practical recommendations
A comprehensive – and therefore holistic – approach enables us to do innovative and pioneering work. Parts of this view are the three directions or strategies mentioned at the beginning of this chapter: perception, communication, and co-ordinated and targeted actions.

1. Perception

It is essential to invest in positive perception in order to let trust grow. This concerns mutual trust between fellow-citizens, but also self-confidence of youth.

Where do feelings of distrust, prejudices, and discomfort in our society come from? Not until you know how this mechanism works, is it possible to realise effective education and a positive interpretation of the sense of belonging.

To recognise the source of negative perception, we should analyse what the authorities, organisations, schools, and media say about ‘our society’, whether officially or not. What they say about the ’we’ we all refer to, without really having agreed on a definition.

As a pluralistic and open society, we should start a positive discussion with ourselves. Part of this is relating a common history. From now on, that history will be made up of a varied, rich, and shared collective memory.

Rearing and educating a child can only succeed when the child has a positive self-image. In other words, when the child is acknowledged as valuable, so that it can continue life in full confidence. This basic point is most important. Teaching and raising children starts with appreciating them and giving them confidence.

Recommendations

• Start a clear, official and positive discussion on diversity which is regarded as valuable and helpful.

• Review the history curricula. This will make it possible to teach a common history. A history of which all citizens are part. This also includes experiences of living in isolation, often in economic respect.

• Develop teaching methods which show the richness and positive contribution of religions and cultures. At international, national and local level (art, literature, etc).

• Invite men and women from different cultures and origins to come to the schools. They will meet students and they will not so much talk about their culture or religion, as about their professions, their involvement in Rotterdam, or their commitment to society.

2. Communication

In addition to positive perception, good communication is the second pillar for enhancing trust.

While making an inventory of priorities and issues it was repeatedly found that this involved communication problems. Nearly all parties involved have mentioned this lack of communication. Between school and parents; teachers and students; parents and children; school and city or district; authorities and citizens; etc.

Organising communication in space and time must be taken very seriously. All gaps in this field deserve to be listed in the order in which they are perceived. New projects are required which enable women, men, and children to communicate better. You must take the time to listen to each other, let each have their say, and get to know each other better.

“During the many meetings and discussions I often heard participants say ‘we should do this more often’. Apparently, there is not enough time to communicate.”
Tariq Ramadan during various debates

Recommendations

• Improve communication between teachers and students. This means making time for this at school, in class as well as outside of class. This will create scope to communicate about more than just school work in the narrow sense of the word. Turn the school more into a living environment.

• Improve communication between school and parents Make schools accessible for activities for parents, in the late afternoons and evenings. The second generation can help the first generation to communicate better, with language and cultural codes.

“Speaking Dutch means freedom. Without a language, no freedom. I think it is so self-evident that Rotterdam will continue to invest in Dutch language development, that I have not particularly emphasised this.”
Tariq Ramadan during reflection group

• Seek support more systematically from organisations that build bridges between school, social environment, and parents. These organisations have many experiences that should be ‘copied’ and, sometimes, improved.

“Rotterdam has two hundred parents’ counsellors who promote the contact between parents and school and who build bridges. First of all, there must be a relationship between parents and school; they must understand each other, communicate with each other, trust each other; then parents will come to meetings.”
Stichting de Meeuw during a debate on education

• Creativity is important in involving fathers in these processes. This is a priority for the future, for it is difficult to realise. Think of cultural or sports activities or even teaching parents. Current projects are clearly lacking in this respect.

“I did not know I was so important for my children. Mothers know a lot about raising children. We fathers have some catching up to do where our role in the education is concerned.”
“As a father, I am important to my child all the time, not just when there are problems. This feels good. A father is a father, not a problem solver.”
Statements of fathers during father meetings

3. Co-ordinated and targeted actions

Not until specific and targeted actions, in line with the overall approach, are taken will trust be truly established.

A holistic approach enables us to do two things. You can devise simultaneous actions that reinforce each other within an overall approach. But you can also direct these actions at a very specific project.
Think of practical, target-oriented and efficient actions which are connected with a view and a coherent strategy.

Many actions are in progress in daily practice. Some of them are interesting and very successful. But sometimes an action lacks co-ordination, synergy, and a joining of forces, with which you could have gained more.

It is important to take the time to share each other’s views and objectives before starting a specific activity. This applies to politicians, teachers, and other field workers.

Recommendations

• Schools in the heart of Rotterdam should open their doors and, by doing so, integrate more with life in the city. We have seen several interesting experiments which deserve large-scale implementation.

• Also open schools to give language courses in the school building – Dutch or other languages. District residents could also participate in cultural or technical activities in the school building.

• It would be a good thing if teachers together with students were to organise solidarity activities in the vicinity of the school. In this way you shape mutual solidarity. This is the best way to show students positive appreciation and it exceeds the importance of their cultural origin. We are talking about appreciation and spontaneous acknowledgement.

• Organise exchanges – as much as possible at local level – between schools which have students with a different social status or cultural baggage. This way you can encourage more meetings and social mixing.

• Increase the initiatives around student mediation. In initiatives like this, young people help each other to solve conflicts or difficult situations.

• It would be good to organise more discussions and activities with local cultural or religious organisations. This promotes mutual knowledge. And it encourages actions around citizenship, politics and the sense of belonging.

The practical measures I recommend here originate from the approach described above, including the three perspectives of perception, communication and co-ordinated and targeted action.
The point is to supplement the positive actions which have been implemented in practice with new and creative initiatives. All this should be incorporated in a local social policy strategy.

This strategy should be about the sense of belonging, the sense of (public) responsibility, about trust and independence. Collectively accepted citizenship ethics rejects an attitude of victimisation. The emphasis is on the obligation of good citizenship and commitment to a better society.
At least, if there is general acknowledgement of the legal right to equal treatment and there is consequently no discrimination. This framework urgently needs to be reconfirmed.

(PROVISIONAL) CONCLUSION

Rotterdam is a very dynamic city, where many projects are realised. What is sometimes lacking – it has been said before – is co-ordination, synergy, a joining of forces and a dialogue with other players in the social field.

Education is the first phase of the ‘Citizenship, Identity and Feeling at Home’ (‘Burgerschap, identiteit en je thuis voelen’) project. What interests us in this project is that it encourages and broadens interesting and effective existing initiatives. From there we can initiate new actions in the light of the three main lines described in this brochure.

The first two of these main lines, i.e. perception and communication, have a decisive psychological effect on the leading figures in the social field. This is why we should focus our efforts on these two lines, for, once again, the sense of belonging is not limited to legal citizenship. This sense is fed by psychological and emotional motives. Motives we should not underestimate while working on our project.

This applies to all citizens; not only to those who are still considered ‘foreigners’. Large numbers of Rotterdam citizens, native Dutch people from way back, are leaving the city. The do not feel at home any longer, because so much has changed. We should respect that feeling, acknowledge the psychological component of it, and try to call a halt to the processes of territorial and social segregation.

“The composition of the neighbourhood has changed so much that curiosity has turned into distrust. But you have to start with yourself. Approach persons who originally come from somewhere else just as persons and not as a ‘foreign’ group. Everyone is Dutch; there are many ethnic groups, one of these groups consists of ‘people from Holland’, and they are not a majority, they are also a subgroup. So the statement that ‘they’ should adapt themselves to ‘us’ does not hold water. »
Active residents during a debate in Delfshaven

That is why all of us – citizens, politicians, journalists, teachers, managers of companies, social workers, students, young people, etc. – should feel involved. Depending on our expertise and interest we should dedicate ourselves to realising the ‘Citizenship, Identity and Feeling at Home’ project.
This starts with being critical of our own perceptions, by considering our ability to listen and to communicate. And, finally, by asking ourselves whether our personal and actual involvement in seeking social cohesion is based on mutual respect and trust.

Tariq Ramadan, February 2008