1. Present a video that shows an approach to communication, even in conflict situations.
2. To give concrete instructions on how to try out narrative storytelling and close listening in an educational setting.
3. To show how people can use storytelling and listening to prevent political and violent extremism by promoting mutual understanding,
4. Encourage reflection on ones’ perceptions and views and creating the experience of being valued and accepted.
In polarized discussions on political or religious subjects, it is difficult to communicate and listen, particularly when people feel hurt or personally attacked. In such situations, you can use narrative storytelling to exchange perspectives and make others’ worldviews more straightforward.
Inviting people to share can be helpful to get them to open up about what they have experienced so that the others start to listen and adopt or at least see the other person’s perspective. Listening to others helps develop mutual understanding and encourages people to reflect on their prejudices.
At the same time, sharing and being heard creates the sensation of being recognized and accepted, thereby strengthening resilience against extremist promises. A narrative approach avoids further polarizing dynamics in discussions with young people who already show tendencies towards extremist worldviews. Additionally, telling one’s own experiences promotes a self-reflection process which may encourage distancing from already polarized views.
The film provides insights into when and in which situations it makes sense to use narrative storytelling and listening in individual and group settings, how narrative storytelling and listening work and how they are connected, what narrative storytelling and listening are appropriate for, and gives concrete instructions on how to try out narrative storytelling and close listening.
The target group of the film is professionals working with children and young people, from teachers to social workers in the context of an educational seminar, counselling, mediation, group action for training, the trainer themselves, or by trained young people, for example, mediators in their schools. People can use these tools with individuals as well as groups.