From Policy to Practice: Capacity-building Workshop on Prevention

of Violent Extremism through Education (PVE-E) in West Africa and the Sahel

Dakar, Senegal

25-27 June, 2018

Learning from the Past: The case study of the Change Makers

Leadership Programme (CMP) –Promoting Pluralism and Preventing

Violent Extremism

Looking at post-conflict case

studies as an entry point for PVE

History, Leadership, Evaluation

Tali Nates

CHANGE MAKERS LEADERSHIP PROGRAMME

Background:

Learning from the Past: Promoting Pluralism and

Countering Extremism and the Salzburg Global

Seminar

Background:

Learning from the Past: Promoting Pluralism and

Countering Extremism and the Salzburg Global

Seminar

Creating the Project:

South African Holocaust & Genocide Foundation, Kigali

Genocide Memorial, Aegis Trust and The

Interdisciplinary Genocide Studies Center in Rwanda

Background:

Learning from the Past: Promoting Pluralism and

Countering Extremism and the Salzburg Global

Seminar

Creating the Project:

South African Holocaust & Genocide Foundation, Kigali

Genocide Memorial, Aegis Trust and The

Interdisciplinary Genocide Studies Center in Rwanda

Objectives:

Learning from the past: The Holocaust, the Genocide in

Rwanda and Apartheid in South Africa

Aim to promote pluralism and counter violent extremism

Creating leaders in the community

Become upstanders and change makers

The programme will look at:

• What do we mean by leadership?

– values, traits and characteristics of good leaders

• What do we mean by biased thinking?

– how can we think critically?

• What is our identity?

– and how do we stereotype and “other” different groups?

The programme will look at:

• What do we mean by leadership?

– values, traits and characteristics of good leaders

• What do we mean by biased thinking?

– how can we think critically?

• What is our identity?

– and how do we stereotype and “other” different groups?

• We will learn – about the Holocaust, Apartheid

and the Genocide in Rwanda.

• We will examine the various choices made by role players in all three

case studies – how we can relate to these choices in our lives?

The programme will look at:

• What do we mean by leadership?

– values, traits and characteristics of good leaders

• What do we mean by biased thinking?

– how can we think critically?

• What is our identity?

– and how do we stereotype and “other” different groups?

• We will learn – about the Holocaust, Apartheid

and the Genocide in Rwanda.

• We will examine the various choices made by role players in all three

case studies – how we can relate to these choices in our lives?

• How we can move from conflict and stereotyping to accept diversity and

living with a spirit of Ubuntu?

• “More than Me” - We will expect you to go beyond the programme and use

the skills you learned to make an impact on your family, friends, school,

community and beyond.

Sustainable Development Goals (SDG)

The selective mass murder intended to destroy in whole or in part, a national ethnic

or racial group.

GENOCIDE

The Holocaust was the deliberate, systematic,

planned murder of the Jews of Europe. Between 1933-

1945, six million Jewish people were killed.

HOLOCAUST

Physically & Mentally ‘Sick & Disabled’

Jehova’s Witnesses

Roma & Sinti

‘Homosexuals’

Blacks & mixed marriages

Jews

Slavs (Poles & Soviet POWs)

Targeted Groups:

Oskar Schindler

Somebody who deliberately harms or causes harm to another person.

PERPERTRATOR

All there is to know about Adolf Eichmann

EYES………………………………………….. Medium

HAIR………………………………………….. Medium

WEIGHT……………………………………… Medium

HEIGHT………………………………………. Medium

DISTINGUISHING FEATURES…….………. None

NUMBER OF FINGERS……………………....Ten

NUMBER OF TOES……………………..…….Ten

INTELLIGENCE ………………………..……Medium

What did you expect?

Talons?

Oversize incisors?

Green saliva?

Madness?

By Leonard Cohen

A person that sits on the sidelines while injustices are being

perpetrated.

BYSTANDER

Pastor Martin Niemoller

First they came for the socialists and I did not speak out because I was not a socialist. Then they came for the trade unionists and I did not speak out because I was not a trade unionist. Then they came for the Jews and I did not speak out because I was not a Jew.

Then they came for me and there was no one left to speak out for me.

In spite of the varied possibilities for information, most Germans didn’t know because they didn’t want to know. Because, indeed, they

wanted not to know.

Primo LeviAuschwitz survivor and author

A person who is verbally, physically or psychologically

abused

VICTIM

An upstanderis a person

that stands up to injustices.

UPSTANDING / ACTIVIST

Dietrich Bonhoeffer

Not to speak is to speak. Not to act is to act.

1994 GENOCIDE IN RWANDA

Timeline:

Pre-Colonial

Period

Colonial Rule

1894 - 1959

First Republic

1959 - 1972

The Habyarimana

Regime

1973 - 1990

Civil war

1990 - 1993

100 Days

of Genocide

7 April to mid

July 1994

Perpetrators Have you ever been

able to forgive people who have hurt or disrespected you?

Have you ever been forgiven by someone that you hurt or disrespected? How did it make you feel?

Is asking for forgiveness the most important thing a perpetrator can do? If so why? If not what else can they do?

Bystanders

What pushes a bystander to become a perpetrator?

What moves a bystander to become an upstander?

What keeps bystanders from taking a clear and strong stand?

Upstanders

Describe opportunities for upstanding that you or your friends missed.

In pairs talk to each other and find out:

What do you know about Apartheid (personal stories and beyond)?

What you want to know?

What do you know / what do you want to know

about Apartheid?

ROLE MODELS

21 Icons: South Africa

Learning from the Past

Connecting to Today