RADAR participates in a number of successful projects aimed at the prevention of discrimination, the promotion of equal treatment and active citizenship and the enhancement of the dialogue between sections of society.
RADAR has a lot of experience in the organization of dialogue meetings, such as Dialogue Day. Sometimes, the differences between people seem to outweigh the similarities between them. What do people living in ethnically diverse neighbourhoods have in common? As it turns out, people usually have similar demands and needs. Entering into a dialogue enables people to find out what they have in common. Prior to the meetings, RADAR instructs volunteers on how to supervise the dialogues. RADAR provides advice and support to those who want to establish a dialogue between sections of the population.
‘Show Racism the Red Card’ is a collaboration between RADAR and football club NAC Breda and the Royal Dutch Football Association (KNVB).
The project involves encouraging amateur football clubs based in West-Brabant to formulate an anti-discrimination policy and to acquaint their members with it. In addition we provide materials that allow amateur teams and players to physically show racism the red card as well. RADAR employees visit primary schools that take part in the project to instruct pupils in grades five and six.
‘Discrimination, Make a Difference’ is aimed at lower secondary school pupils. RADAR employees and teachers draw up a varied programme to instruct pupils on subjects such as bullying, discrimination, prejudices, human rights, homosexuality, and so forth. A project week may include short workshops by RADAR spokespersons and topical lessons by teachers in combination with a Living Library.
The Living Library is an educational activity (suitable for secondary schools) that involves a short introductory lesson and a meeting with ‘living books’. The ‘books’ in the Living Library are people that represent groups that face prejudice on a regular basis and that are more likely to become victims of discrimination and social exclusion than most people. These ‘books’ enter into a personal dialogue with the pupils.