With methods of intercultural communication, we support people of all ages in dealing with their own prejudices and everyday racism, show new perspectives, take up fears and uncertainties and develop alternative options for dealing with their own problems.n.
Common ideas, ideas of how they want to live, unite people and create goals, alliances, relationships and actions. With the approach "going beyond one's own culture", the understanding of cultural codes and the experiencing of socio-cultural "anchors", new bridges of understanding are being built.
Therefore, the cultural, social, family, financial and individual resources of families and individuals are equally involved in our resource work. We extend these resources to include any existing identity-strengthening connections (such as cultural associations or MSOs) in order to identify human (self-) potential. We awaken intrinsic motivation in people and help them to experience self-efficacy. This encourages the development of active and positive patterns of action to help shape their social environment.
We approach all people on an equal footing and take their experiences of flight, migration and life as seriously as the uncertainties of the host society. This helps us to understand, respect and sustainably strengthen their decisions and actions. On this basis, we promote their self-confidence and are committed to an autonomic and equal participation in economic, social, legal, political and educational life.
A glance at the resources of the people we look after and support will also help us to explore competences and skills that are not only acquired in the context of school and teaching - not only individual, but also those culturally traditional experiences that are relevant for a successful lifestyle. The effects of eye level, but also of trust, willingness to communicate, motivation, interest and openness enable stable relationships with a high degree of loyalty and an emotional openness to new experiences.
People are characterised by diversity and heterogeneity. Needs, interests, values and life models are shaped by the historically and culturally defined space, by ethnic origin, traditional and socially shaped family systems and sexual identity. We take this diversity into account when preparing content.
Boys and girls differ in their educational behaviour, learning behaviour and interests. The intercultural offers of Neue Bruecke e. V. are designed in such a way that they are neither gender stereotypical nor promote gender role stereotypes. Rather, the people and institutions we support should be instructed to reflect on their own views, broaden their own perspectives and, if necessary, modify attitudes and behaviours
This approach assumes that everyone*r has prejudices. This is based on the assumption that prejudices and discrimination are not to be seen as individual misjudgements, but are institutionalised in society as ideologies and learned by the people in this society. Accordingly, behavioural patterns based on this can be "forgotten" again and institutionalized, unimpressive ideologies can be revealed and questioned. We use this approach in our work with people and institutions if they are successfully supported in their functional, social and cultural integration.
"Culture is the orientation system that guides our perception, evaluation and understanding of culture." (Auernheimer 1999).