Practitioners
Zalman Kastel and Haisam Farache
"I believe schools need to take a greater responsibility in teaching social cohesion and interpersonal communication and this is especially important in the vibrant and diverse community in which we live."
Together for Humanity
Background Information
Rabbi Zalman Kastel was raised in the "ultra orthodox" Chasidic Jewish tradition yet reports being transformed by encounters with Christians and Muslims. He is a father of four boys and a Sunday School principal. Zalman is also National Director of the not-for-profit, multi-faith based Together for Humanity Foundation - fostering interfaith cooperation and bringing positive experiences of diversity to thousands of young Australians.
Haisam Farache is also a leader and presenter for the Together for Humanity Foundation. Haisam was born and bred on Sydney's North Shore, trained as a lawyer, studies Islamic law with scholars in Yemen, Lebanon and Australia, and is a sheik at Lakemba Mosque in Sydney. As a keen surfer, he loves to catch a wave when the surf is up.
Questions:
What does the Together for Humanity Foundation do?
Zalman: We provide school students with a chance to meet people who are different from them, teach them to reject prejudice and take action on values shared by all Australians.
Haisam: The name - Together for Humanity - really speaks for itself. I believe each individual must be treated with respect and afforded the opportunity to display their true disposition. People who are perceived to be religious are frequently maligned and their faith accused of despicable and inhumane acts. Knowing this was generally not the case I really wanted to change the misconceptions about faith and belief in a higher being.
What prompted you to set it up?
Zalman: It started with a phone call from a Catholic stranger named Joe Sheridan. Joe talked with great passion about the good values we believe in but very often fail to act on. Joe was the first person outside my faith that I had such a conversation with and he surprised me by how much he cared. I wanted to tell everyone that people with different beliefs can work together because we all care.
Can you tell us something of your own experiences of discrimination and / or inclusion at school?
Zalman: I went to an all Jewish school to learn the traditions of my very religious community in three languages. I heard stories about the discrimination my people experienced in earlier times, eg. my grandfather grew up in Russia and the government made teaching our beliefs illegal. I did not really understand or respect people whose skin color or beliefs were different from mine but I was taught that we can learn something from every kind of person.
Haisam: Growing up, the discriminatory divide between mainstream and "other" was never too far away. My belief is people fear that which they do not understand - hence they are prone to criticise and ridicule - but when it really comes down to it most of the time the misconceptions will be overcome when commonalities are realised and fostered.
What are some of the significant encounters that have affected you?
Zalman: I met a group of teenage boys of Lebanese Muslim heritage in the Library at Granville Boys High School in Sydney. One of the boys asked me what was the point of talking in Sydney when there is so much conflict in the Middle East? We had a very respectful and inspiring conversation. In the end we all wanted to work together. One of those boys, Mohamed Taha, is now a Together for Humanity presenter.
Haisam: On the first occasion I presented we went to a primary school on the Northern Beaches of Sydney. It was during the time of the conflict between Israel and Hezbollah. As soon as I walked into the room with my long gown, beard and turban some of the students began whispering to each other, "Hezbollah", "terrorist" and "Osama". After our presentation and our discussions about my favourite surfing spot, they began slapping me "high fives" and saying I was "cool".
What have been the challenges and how have you met these challenges?
Zalman: Before we go to a school we need to get support from the communities we represent. One Sydney person called participants in our program traitors, because of different opinions about conflicts in the Middle East. We overcome these challenges by listening, respecting each others' opinions, being flexible and doing our best to avoid compromising anyone's idea of what is right.
Haisam: I had not had much experience with primary school aged students so one of my biggest challenges was presenting sometimes complex ideas in simple ways and giving appropriate examples. Listening to the students was the easiest way to understand and hence communicate with them in an appropriate manner. Hanging out with my nephews and playing Pokemon games also helped!
When your Together for Humanity group visits schools, how do young people react? What kinds of issues are raised?
Haisam: One of the refreshing things about youth is their energy and honesty. Most of the youth are very frank and forthright so they ask questions about varied topics yet funnily enough when I say to them "You can ask me any question you want, even about Osama bin Laden", they laugh and straight away raise their hands to ask direct questions about Islam and terrorism.
How do you approach the issue of bullying and conflict in your conversations with young people?
Zalman: We do a role play with some of us standing in a bright red box that shows how ridiculous exclusion is. Students are encouraged to ask any questions they want to deal with fears and myths. A challenge-task in groups makes them think about how we need people from other groups and how to respond when our expectations are not met. Another role play involves different points of view about a conflict at a sporting event and listening with an open mind.
What more do you think school communities can do to foster greater understanding and togetherness?
Haisam: I believe schools need to take a greater responsibility in teaching social cohesion and interpersonal communication and this is especially important in the vibrant and diverse community in which we live. In this same vein, learning about the perceived "other" is an excellent mechanism for breaking down the divides that separate our hearts and minds.
Zalman: Work together with students of another school with a different demographic mix on a community service-learning project. Role model and explore respect for difference without ethical compromise. Reflect on when we can yield to others' views instead of using our power to get our way. Discuss situations when we respect people but not certain views, instead asserting our view eg. we do not respect the bully point of view but we still respect her/him as a person.
More information...Visit www.togetherforhumanity.org.au
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