The project involves an activity with a colour poster showing women, men and children of different racial backgrounds, with some (but not all) of the women wearing hijab, and engaged in various activities and roles. The roles include those of police officer, doctor, musician, school bus driver, man cooking in the kitchen, woman and girl playing sports, and film director. The caption on the poster reads: "Who Am I?" Students are first asked to identify those who are "Canadian". In most instances, blonde-haired and fair-skinned people are identified (even in multi-ethnic classrooms) as being "Canadian". Students are then asked to identify the "Muslims". In most cases, it is the darker skinned people or women wearing hijab. Finally, it is revealed that everyone in the picture is both Canadian and Muslim. This activity allows to critically examine, reframe and expand the boundaries that define "Us" and "the Others".

Aim:

Aim: The initiative aims at dispelling bias about Muslims indirectly imposed on students through educational system and mainstream elites, clarifying the issue of accountability for war crimes, combating the denial of the Srebrenica genocide and establishing close ties among young people from different ethnicities.
Уровень выполнения: Regional
pi_period: As of 2006 onwards

Aim: To change or modify through education the negative cultural and religious stereotypes in thinking about the Arab and Muslim countries, to help students and teachers expand their knowledge and develop their multicultural skills, to help the school system get prepared to receiving the Muslim immigrants coming to our country, to build bridges between people of different cultural and religious background.
Уровень выполнения: National ; Regional
pi_period: 2005-2009

Aim: The exhibitions aim to dispel negative myths and stereotypes about Islam by tackling them in a safe and enjoyable manner through interaction with the local community. It enhances and extends the experience gained in the classroom for hundreds of Staffordshire children each year, many of whom have never met Muslims.
Уровень выполнения: Local
pi_period: Since 2005

The primary purpose of the Guidelines is to support the development and selection of innovative and effective textbooks and other learning resources in order to improve the quality of education in all regions of the world. Comparative Studies on School Textbooks is part of an initiative by the French and Moroccan National Commissions for UNESCO.

In cooperation with the Moroccan Commission, the French Commission carried out a series of comparative studies on school textbooks. Experts from Germany, Egypt, France, Hungary, Kuwait, Morocco, Oman, Poland, Slovenia, Switzerland, Tunisia and Turkey as well as ALECSO, Council of Europe and UNESCO attended the launch meeting in June 2005.

Aim: To promote mutual understanding though accurate information and views of “the other” in history and social studies.

Aim: The aim is the teaching and learning about Islam in kindergarten classrooms in order to combat islamophobia and religious discriminations and to raise awareness of the importance of equality and social justice.
Уровень выполнения: Local
pi_period: 2006-2009

Aim: The aim of the initiative is to raise critical awareness of and inform best practices for educational policy makers, school administrators, classroom teachers, and community-based NGOs in regard to the complex factors that shape identity, religiosity and civic belonging of Muslim youth in American public schools.
Уровень выполнения: National
pi_period: 1st January 2009

Aim: To decrease the psychological distance towards Muslims through making the students familiar with their culture and show the diversity of the world of Islam.
Уровень выполнения: National
pi_period: 2005

Aim:
1) Training of youth multipliers in intercultural and inter-religious communication skills;
2) Awareness-rising about the Council of Europe and its values disseminated among Turkish/Arabic/Russian and especially European youth;
3) Promoting interaction with young people from Turkish or Arabic immigrant community in their own countries;
4) Sensitizing young civil servants and youth social workers about the mentality, culture and language of Turkey/Morocco, Russia which and
5) Supporting them in managing projects more effectively with NGOs and various institutions from these countries.

Level of implementation: All Council of Europe member States, Belarus and Morocco.
pi_period: 2005

Aim: To educate teachers who meet Muslim pupils (and parents) in their daily work so that they threat them equally as all other pupils in the Swedish school system. To make the teachers aware of their own prejudices as well as those are present in society, schools and teaching materials.
pi_period: 20 January 2008

Aim: To encourage open discussions on the plurality and interconnectedness of traditions and modern cultural expressions, avoiding essentialist approaches towards Islam; to overcome imaginary boundaries and highlight the close relations and mutual dependencies between European and Muslim civilizations; to encourage youth to recognize the common features with other cultures.
pi_period: 1st May 2005

Aim: In Fundacion Pluralismo y Convivencia we are aware of the existent ignorance about Islam and Muslim community and also of the fact that prejudices and stereotypes do not help social cohesion. With this collection of cards we invite educational community to think about religious pluralism in a wide scope and about the specific issues of Muslim beliefs through the required educational tools and resources.
pi_period: March 2006

Aim: In 1996 Islamic religious education was officially observed in Spanish educational system. However, for several years the students of this subject had to study with books that had been published in other countries, and this fact has prevented Islamic education from being fully normalized as a religious faith within our society by itself.
The collection "Descubrir el Islam" focuses on:
-Normalizing Islamic religious education within Spanish educational system,
-Providing the educational community with pedagogical tools that include an educational methodology similar to that of the other subjects - in Spanish and contextualized in Spanish society.
pi_period: March 2006

The focus of the TE'A Project is "being Muslim (and non-Muslim) in America, post 9/11". The TE'A Company engages in conversation with members of America's multifaceted Muslim community to learn what difference the events of 9/11 have made in their lives, and what decisions they now find themselves making as a result. By means of a creative, collaborative, improvisational, work-shopping process, the TE'A Company develops the stories it collects and the insights it has gained into a powerful, high-quality, theatrical performance piece.

The Company performs the play for the communities from which the stories were collected. They also perform in schools, mosques, synagogues and churches, and at conferences, and at appropriate special events. After every performance, trained facilitators conduct a dialogue between the audience and the actors. These interactive sessions provide the opportunity for members of the audience to gain or confirm the insights that enable them cross the barriers of misunderstanding and mistrust that divide them from other members of the community.

Aim: The aim of the TE'A Project is
1) to recover the voices of individuals and groups who have been silenced and misunderstood because of their race, class, ethnicity, or religion;
2) to transform the hearts and imaginations of the young people involved in the TE'A Project;
3) to dramatize the dynamics of conflict in America's communities, especially the clash of cares and threats locking Muslims and non-Muslims into conflict with each other in the US in the wake of 9/11;
4) to trigger the insights into these cares and threats that individuals need to deconstruct the barriers of misunderstanding, mistrust, and hostility that divide them from each other.
pi_period: 15 September 2009