andorra von max frisch

Funding programme of the Foundation EVZ
Documentation
International youth projects 2008/2009
DOCUMENTATION 2008 /2009
Projects for the year 2008/2009 which were supported by the funding
programme for international exchange between schools and youth organisations from Germany and Central Europe, Eastern Europe, Southeastern Europe or Israel
Europeans for Peace
© 2009 Foundation “Remembrance, Responsibility and Future”
Editors: Heide Lübge, Ulrike Daniel (MitOst e.V.), Sonja Böhme, Nadine Reimer, Franka Kühn (Foundation “Remembrance,
Responsibility and Future”) | Photos: pictures from the funded projects, Jan Zappner, ullstein bild – sodapix, dpa (page 24) |
Translation: Alison Borrowman | Layout: die superpixel, Leipzig | Printed by: PögeDruck, Leipzig
CONTENT
Introduction
5
Günter Saathoff, Foundation “Remembrance,
Responsibility and Future”
Examples of Projects in 2008/2009
2
9
The Foundation “Remembrance, Responsibility
and Future”
22 MitOst e.V.
23
Current topic
24
3
preface
Dear readers,
for the fourth time, young people from 22 different countries developed
and implemented international projects of a sophisticated thematic stand­
ard together. The EUROPEANS FOR PEACE funding programme of the Foun­
dation “Remembrance, Responsibility and Future” (Foundation EVZ) pro­
vided the framework for those projects in the 2008/2009 programme year.
Since 2002 the foundation has supported international projects that keep
alive the discussion of National-Socialist injustice and promote interna­
tional understanding and the defence of human rights in the present day. Those ac­
tivities include this funding programme, which is directed at young people from Germany and
from Central, Eastern and South-Eastern Europe or from Israel. Partnerships between schools or
non-school educational institutions bring young people together to explore specific issues, ad­
dressing in particular the history of European injustice in the 20th century and conditions for
the preservation of peace, democracy and human rights since 1945.
The theme of this year’s call for applications – “Origin and Diversity” – inspired many partner­
ships to explore, for instance, the relationship between the history of individual families and
20th European century history or to examine problems associated with the coexistence of dif­
ferent cultures or ethnicities. The young participants came up with a wide range of answers to
the questions “Where do we come from?” and “Where are we going?” They addressed topics like
forced resettlement, flight and expulsion, and they tackled issues like racism, anti-Semitism
and xenophobia. Participants located interesting and interested eye-witnesses who had experi­
enced flight, exile or emigration first hand and were able to open up new perspectives for the
students – and often for the project directors as well. Reflecting the funding programme’s mot­
to “Looking back – moving forward”, partnerships adopted either a historical or a present-day
perspective, or a combination of both, for the implementation of their project ideas for the first
time in this programme year.
4
5
Once again, the project results are very impressive. The best projects – selected from a total of
71 partnerships funded by Foundation EVZ – are presented in detail in this report. So you can
read, for example, about young people from Berlin and Hosman, Romania, who prepared a the­
atrical performance inspired by the play Andorra by Max Frisch. The character of Andrei, whose
social origins cause him to be the victim of social ostracism, inspired the young Roma and nonRoma participants to focus on the relationship between minorities and majorities in Europe. You
will learn about a German-Polish project partnership that examined the dual expulsion of Ger­
mans and Poles, taking the city of Gollnow/Goleniów as its example. Eye-witnesses from both
countries related their memories of forced labour, flight and expulsion. Participants created a
bilingual project newspaper, intended to be read in their schools and beyond.
We are pleased with the results of all of the projects and with the level of commitment shown
by the young people themselves and by the men and women who directed the projects, and we
would like to offer them all our most sincere congratulations for their achievements. We would
also like to thank the staff of MitOst e.V., who once again showed great commitment and crea­
tivity in implementing the funding programme in cooperation with the Foundation EVZ, and ex­
press our gratitude to the jury members and to our media partner, Deutsche Welle.
Günter Saathoff, Member of the board of the foundation “Remembrance, Responsibility and Future”
6
7
examples of projects
to promote the study and analysis of 20th century Eu­
» Iropean
am keenhistory.
Young people in particular have to learn from the
struggle for peace, democracy and human rights in the past. For
they are the ones who are gradually taking on responsibility and
will shape the future. I would like to sincerely thank the Founda­
tion “Remembrance, Responsibility and Future” for initiating this
significant programme five years ago.
«
Dr. Frank-Walter Steinmeier, former German Federal Minister for Foreign Affairs and
patron of EUROPEANS FOR PEACE
Examples of projects in the
EUROPEANS FOR PEACE programme
“Where do we come from? Where are we going? How diverse was and is Europe in its people,
cultures and history?”
These and other questions were the focus of 71 international school and youth projects in the
2008/2009 programme year of the EUROPEANS FOR PEACE funding programme. Young partici­
pants from Germany and from Central, Eastern or South Eastern Europe or from Israel opted to
use a historical or a present-day approach, or a combination of the two, to address the theme
of “Origin and Diversity” in a project.
Some project groups investigated the biographies of people whose lives were changed by their
experience of flight, expulsion, exile and/or forced labour or labour migration. Others looked in­
to present-day problems, the stories behind migration or manifestations of social diversity.
The projects were carried out by joint partnerships of schools or institutions who are actively
involved in international youth work. Each project included one partner from Germany and one
or more from a Central, Eastern or Southeastern European country or Israel. The project work
culminated in meetings of the partner groups in their respective countries, which lasted several
days. The central aspect of each project was the dialogue between the young participants and
the historical witnesses or those people whose life stories they had focused upon.
At a festive ceremony held in Berlin in December of 2009, six examples of the 2008/2009 part­
nerships presented the results of their projects publicly.
The following pages will provide you with a view of their cross-border project work, their aims
and the results of their cooperative efforts.
8
9
examples of projects
n rehearsals and at the perform­
»Iance,
Andrei went through twenty
heads and twenty bodies and
spoke in twenty voices. Every
member of the ensemble played
Andrei in one scene, imagining
and embodying his or her own
interpretation of that character.
Susanne Chrudina, project director
«
to work in a group
»Iandhaveto learned
listen to other people’s
opinions, which might be better
than mine. Calina
«
went smoothly:
»CI ommunication
had the feeling we were speaking
the same language. «
Simon
»
We worked together like
a family. Mihai
«
who is andrei? – the country within me
makes working
»Wwithhatyoung
people
special is their curiosi­
ty and eagerness to
experiment and to
play. Their own ques­
tions about identity,
their future, about
what it means to be
an outsider.
«
Branka Pavlović, workshop leader
Young Roma and non-Roma in Germany and Romania reflect on
their situation in life
Projektpartner
Spree-Agenten
e.V., Berlin (D)
Sustainable
Hosman
Association,
Hosman (RO)
Where do I come from, who am I, what do I
think about myself, what do I want to be like?
Am I the way other people think I am? Why do
they ignore some parts of me? Am I really only
the sum of my biographical coordinates?
These are questions that 16 young people
from Berlin and Hosman asked themselves
together and to which they also found very
personal responses in the preparation of a
play about the character Andrei. In a work
inspired by the play Andorra by Max Frisch,
Andrei suffers social ostracism due to his eth­
nic origins, experiencing prejudice and dis­
crimination from the people of his commu­
nity. Andrei, in the search for his identity,
served the Roma and non-Roma participants
as a mirror enabling them to reflect their indi­
vidual situations. The character inspired them
to examine their own identity, their role in
their community and the relationship between
minorities and majorities in Europe. They in­
vestigated a range of different social roles and
experimented inquisitively with masks, cos­
tumes, movement and language. The village
of Hosman was transformed into a theatrical
performing and viewing space, whose collages
of scenes provoked interest and inspired dis­
cussion. The young people documented their
work in a video and created a catalogue with
photographs and texts.
The project participants from Romania
and Germany created masks for their
collages of scenes
10
11
examples of projects
step by step – stages on the path to understanding
and reconciliation
Bosnian and German young people got to know
each other in intercultural teamwork
German-Bosnian youth encounters on the theme of migration and
social diversity
Project partners
Youth Academy
Walberberg,
Bornheim (D)
Paths of Peace
Citizens Associa­
tion, Bosanska/
Kozarska
Dubica (BIH)
12
How was it possible to arrange a school part­
nership between Germany and Bosnia includ­
ing young Germans, Bosnians, Serbians and
Muslims? What it required above all else were
people who were ready and willing to take ac­
tion on behalf of others and who did not shy
away from many types of problems while do­
ing so. Because even now, fourteen years af­
ter the end of the war, the co-existence of the
many different ethnic groups in Bosnia and
Herzegovina is not free of conflict, particu­
larly with regard to the living situation of the
Muslim minority. “Nationalism, supported by
media and in the general public, tries to prevent multi-cultural co-existence that is based
on equality with opportunities in life for everyone”: that is how Reinhard Griep, who was re­
sponsible for implementation of the project,
assesses the situation in Bosnia and Herze­
govina. It was his private engagement on be­
half of Bosnian refugees in the 1990s that ul­
timately led to the development of this school
partnership.
During the project encounters, the young par­
ticipants interviewed people who were forced
from their homes in the Yugoslavian wars
(1992–1995), some who had since returned
and some who had not, and examined the co­
existence of ethnic majorities and minorities
in their every-day lives. The project team pre­
sented the results of their work of the themes
of war and violence, migration and ethnic and
religious diversity in a panel exhibit.
Although the war left its mark on the lives of
many people, this intercultural sensitive co­
operation, encompassing youth and project
directors from various ethnic groups as well
as their German partners, demonstrates that
understanding and reconciliation are not im­
possible aims. There are plans to continue the
cooperation and new projects are already be­
ing designed.
13
examples of projects
deported and expelled
German and Kazakh school students interview eye-witnesses
about the loss of their homeland during and after World War II
Project partners
Rudolf Steiner
School
Gröbenzell,
Gröbenzell (D)
BLOG
EFP PROJECT
the subject
November 2008
y terms relating to
Wednesday, 12
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14
Alexander von
Humboldt
Secondary
School No. 12,
Ust-Kameno­
gorsk (KZ)
For Filipp Filippovich, having lost his home­
land was very difficult at first. “Still, you do
forget”, he said, “and in the end you get used
to it.” Filippovich is one of many “Volga Ger­
mans”, who were deported as children to Ka­
zakhstan during and after World War II under
Stalin. His biography and the life histories of
other deportees provided the central focus for
the German-Kazakh school project. In faceto-face meetings, the young people learned
what meaning words and phrases like home­
land and the loss of homeland held for these
victims of forced deportation. “We became
aware of what many people had undergone or
are undergoing in their lives; that life doesn’t
unfold the way many people want it to, but
can instead be very serious”, said one project
participant. Taking the stories of the “Rus­
sian-Germans” in Kazakhstan as their start­
ing point, the students also looked at the life
situations of young ethnic-Germans living
in Germany. In addition to the interviews,
they used methods associated with drama
edu­cation to get closer emotionally to their
themes. They compiled the results of their ac­
tivities in a bilingual publication, a DVD and
an exhibit.
Their emotions about the theme expressed the
Kazakh and German school students in methods
associated with drama education
15
examples of projects
origin – what does that mean?
German, Jewish and Arab youth examine the topics of flight,
expulsion and migration
Project partners
German-Israeli
Society, Regis­
tered Associati­
on, Berlin (D)
Regional High
School AmakimTavor in the
Kibbutz Mizra,
Kibbuz
Mizra (IL)
High School
Iksal, Iksal (IL)
the word appears in our project logo in four languages
»“–Together”,
Arabic, Hebrew, German and English… It stands for understanding
among young Jewish, Arab and German people; it represents tole­
rance and respect for other cultures, cooperation, the sharing of ex­
periences and friendship. The hands that close the rectangle of the
words point to the future, to the goal we are aiming at with this Ger­
man-Jewish-Arab youth project: hands that meet one another and are
firmly clasped. Magdalene Krumpholz, project director
«
16
“I saw the inquisitive eyes of the young people, open and ready for understanding” re­
ported the project director Ilana Elmakayes,
speaking about the, at times controversial,
project for German, Jewish and Arab youth.
Ultimately the participants did grow together
into a group – due in no small part to the
shared topics, interests and objectives associ­
ated with the project work. The young people
researched the origins of their own families
and the diverse range of motives behind their
departure from their homelands. They inter­
viewed their grandparents or parents and were
deeply moved by the various life histories they
uncovered. They heard about the past of Ester
Danon-Eilon, who had to flee the National So­
cialists and arrived in Palestine at the age of
seventeen, or that of the Arab-Israeli Baschar
Nahas, whose family was forced to leave its
village when Israel was founded. They looked
at German stories too though, such as that
of Bernd Jacubasch’s flight from the GDR to
the Federal Republic of Germany. The young
people then presented the different stories of
migration in a multilingual exhibit, written
documentation and a video.
Ultimately, intensive cooperation, communi­
cation with one another and mutual apprecia­
tion for one another welded the group togeth­
er. An Arab student summed up his experience
as follows: “Starting today I see my hope and
my dream of peace and brotherhood among
the two peoples becoming possible. I believe
that we – the young generation – can achieve
that. Our group is an example for that”.
17
examples of projects
historic exploration – gollnow/goleniów (1945 –1948)
German and Polish youth examine the dual expulsion
of Poles and Germans
Project partners
Prora Centre,
Registered
Association,
Bergen (D)
Goleniów House
of Culture,
Goleniów (PL)
This bilingual project
newspaper was presented
by Polish and German
partici­pants as result
of their work
18
“History must be cultivated, because it is
life’s teacher”, Henryk Woźniak exhorted the
young Germans and Poles at the end of the
interview. In 1940, at the age of fifteen, he
was taken from his home and conscripted as
a forced labourer in the area of the then Ger­
man, now Polish, city of Goleniów/Gollnow.
In moving discussions, eight eye-witnesses
told the young German and Poles about their
memories of forced labour, flight and expul­
sion to and from Goleniów/Gollnow. This city
serves to illustrate the dual expulsion and the
finding of a new home for Poles and Germans
at the end of World War II. Polish eye-wit­
nesses spoke about fleeing East Poland and
coming to Goleniów. The German eye-wit­
nesses had to leave then German Gollnow and
move west.
The themes of flight and expulsion of Germans
and Poles played a role in the family histo­
ries of some of the project participants as
well. For them, there was great significance
in this confrontation with the German-Polish
past in face-to-face conversations with those
affected by it. The young people presented
the moving life histories of the eye-witnesses
through photographs and texts in a bilingual
project newspaper and in a film.
The young people explored the
biographies of Polish and German
eye-witnesses
19
examples of projects
stumbling blocks for zittau
Czech and German youth research Jewish biographies
from Zittau to Theresienstadt
Project partners
Multicultural
Centre,
Registered
Association,
Zittau (D)
SCHKOLA
Jonsdorf, Kurort
Jonsdorf (D)
The results of the joint project
were presented in an exhibit
Czech and German school
students researched the
life of the Jewish Hann
family
Bohumil Hynek
Primary School,
Cvikov (CZ)
“Wanted: Eye-witnesses of Life of Zittau’s
Jews“, the daily newspaper Sächsische Zei­
tung announced in an article about the Ger­
man-Czech project. The young participants
from the Polish/Czech/German border area
explored the biographies of Jewish families.
Their research focussed on the history of the
Hann family, which owned a shoe shop and
lived in Zittau until its members were de­
ported by the Nazis. Philipp and Ludwig Hann
and his wife Julie all died in concentration
camps.
feelings, it was very hard for him”, reported
a young Czech woman who participated. In
addition to talking to eye-witnesses, the stu­
dents used archival materials and letters to
find out about the family’s life in the There­
sienstadt ghetto (Terezín). The moving talks
and documents gave rise to an exhibit called
“On the trail of the Hann family”. Stolpersteine
(literally “stumbling blocks“ – concrete cubes,
topped with brass memorial plates, that are
set flush with the sidewalk/pavement) were
also installed to commemorate the family.
Assisted by the newspaper article about the
project, the school students located eye-wit­
nesses who remembered the family: “An old
man came to see us. He told us about the Hann
family. He brought the shoetree that the Hann
family used in their shop. The man showed his
The project participants got to
know each other in an informal way
20
21
CONTACT
the foundation “remembrance, responsibility and
future”
In remembrance of the victims of National Socialist injustice, the Foundation “Remembrance,
Responsibility and Future” works to promote human rights and understanding between peoples.
It also upholds its commitment to the survivors. The Foundation is thus an expression of the
continuing political and moral responsibility of the state, industry and society for the wrongs
committed in the name of National Socialism.
The Foundation supports international projects in the following areas:
A critical examination of history
Working for human rights
Commitment to the victims of National Socialism
The Foundation “Remembrance, Responsibility and Future” was established in 2000, primarily to
make payments to former forced labourers. The payments programmes were completed in 2007.
The Foundation’s capital of EUR 5.2 billion was provided by the German Government and Ger­
man industry. A total of EUR 358 million was set aside as Foundation capital in order to finance
project support. The Foundation finances its long-term funding activities out of the income
generated by this capital.
mitost e.v.
MitOst is an association which arranges language and cultural exchanges in Central, Eastern
and Southeastern Europe and is the supporting organisation carrying out the programmes of
several foundations. The association has approximately 1700 members in over 40 countries and
has been contributing to international understanding with its own projects in Central, Eastern
and Southeastern Europe since 1996. The programme Europeans for Peace is carried out by
MitOst e.V..
contact:
MitOst e.V.
Europeans for Peace
Schillerstraße 57, 10627 Berlin
phone: +49 (0)30-31 51 74 77
e-mail: info@europeans-for-peace.de
web: www.europeans-for-peace.de
www.stiftung-evz.de
22
23
AKtuelles Ausschreibungsthema
in Vergangenheit
und Geg
e nwa
rt
www.europea
.de
ns-for-peace
24
Current topic
Detailed information on the theme of this years’ call for application, a variety of suggestions as to how to carry out the projects and a comprehensive links list is available at
www.europeans-for-peace.de
Young people take part in international projects examining human rights abuses from the period
of the Second World War up to the present day. They highlight the ways in which individuals
and organizations both past and present have worked for the protection of human rights. In so
doing, they post the question why the Universal Declaration of Human Rights is still relevant
today and why human rights are not yet universal.
The Universal Declaration of Human Rights came about as a response to the crimes committed
during the Second World War. Their claim of validity is universal and equal for all – and yet hu­
man rights are still not recognized everywhere in the world.
human rights in past and present
menschenrechte in vergangenheit und gegenwart
Die Allgemeine Erklärung der Menschenrechte entstand als Antwort auf die Verbrechen im Zwei­
ten Weltkrieg. Ihr Geltungsanspruch ist universell und für jeden Menschen gleich – dennoch
werden die Menschenrechte nicht überall beachtet.
In internationalen Projekten untersuchen Jugendliche Beispiele für die Verletzung von Men­
schenrechten von der Zeit des Zweiten Weltkrieges bis in die Gegenwart. Sie zeigen auf, wie
sich Menschen und Organisationen in Vergangenheit und Gegenwart für die Einhaltung der
Menschenrechte engagiert haben. Dabei fragen sie, warum die Allgemeine Erklärung der Men­
schenrechte heute noch aktuell ist und warum die Menschenrechte nicht überall verwirklicht
sind.
www.europea
.de
ns-for-peace
a n d p re
sent
in past
Ausführliche Informationen zum Ausschreibungsthema und vielfältige Projektanregungen
sowie eine umfangreiche Linksammlung gibt es unter www.europeans-for-peace.de
current TOPIC
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