Abstract
SummaryXenophobic, anti-Semitic and right-wing extremist attitudes continue to pose a serious problem and an ongoing challenge among German youth. Since problematic attitudes and risk groups change with time and according to political circumstances and social change, there is a constant need for the development of new practices and the innovative adaption of existing strategies of pedagogical prevention. Evaluations of German government model programs aimed at the pedagogical prevention of xenophobia, anti-Semitism and right-wing extremism show that sustainable prevention effects can be reached on the basis of productive cooperation between formal and non-formal educators. In order to improve their efforts toward prevention and cooperation, both partners have to refine their collaborative models and their methodology as well as to react better to changes in the composition of groups of participants and students in a society characterized by immigration and globalization.Key words: right-wing extremism, xenophobia, evaluation, prevention, non-formal education.
Highlights
The group discussions and interviews with young participants revealed themselves to be a necessary means of evaluation, since they gave a valuable insight into the perspectives of young people, which sometimes strongly differed from the perspectives of the adult project leaders
The evaluation showed that only those the pedagogic strategies and methods that allow topics to be addressed in a participatory manner (Klingelhöfer et al 2010: 251–272), that allow for discussion of contemporary topics i.e. on immigration which are of importance for young people, that focus more on approachable individual biographies than on abstract information and that work on existing conflicts in the immediate social context, of the classroom, the school or the neighborhood might have an impact on youth
We focused on the history of antiSemitism, but the present day was ignored” (Ibid.: 12)
Summary
Xenophobic, anti-Semitic and right-wing extremist attitudes continue to pose a serious problem and an ongoing challenge among German youth. The present article focuses on pedagogical counter-strategies to right-wing extremist, xenophobic, and anti-Semitic attitudes among groups of young people characterized by a high level of heterogeneity concerning their national and religious background. It thereby concentrates on the question which models of collaboration between formal and non-formal educators prove themselves to be helpful and which innovative pedagogical methods are qualified to meet some of the recent educational challenges in a society characterized by immigration and globalization. Which types of collaborative models reveal themselves to be potentially effective and which pedagogical methods are qualified to deal with some of the recent pedagogical challenges in a society characterized by immigration and globalization?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
