Narrative Approach

In the biographical-narrative approach in research and educational work, the aim is to encourage individual narration about own experiences with a reserved, listening and questioning attitude. Through narrative questioning and encouragement, participants are encouraged to describe their own experiences in as much detail as possible, with emotional involvement, at their own pace and in their own logic. Wherever possible, questions starting with "why" are avoided, as they generally do not evoke personal experiences, but result in explanations and theories.

Telling - and listening - promotes social and emotional skills. On the one hand, it can be helpful and relieving to talk about difficult experiences; and it connects us with others. On the other hand, people also recognize the inner diversity in their experiences and possible new perspectives in their thinking through detailed storytelling. Moreover, experience has shown that in the prevention of inhuman and anti-democratic attitudes and in distancing oneself from violent extremism, learning through logical insight or historical-political education is less important than (re)experiencing and realizing one's own biographical experiences. For this reason, the narrative approach is particularly suitable for working with people or groups who are not very receptive to traditional political education offers - because they are not (or no longer) used to acknowledging other views, because they are conspiracy ideologues and generally meet all factual arguments with mistrust, defense or derision, or because they feel indoctrinated by educational offers per se.

Narrative Conversation Groups

Cultures Interactive works with this approach in particular in the Narrative Conversation Groups that take place in schools over one to two semesters. Pupils are encouraged and enabled to talk to each other and share their personal life experiences, to make their own views understandable, to have an engaging conversation - and to listen to each other. They are recognized in their individual experiences and learn to be honest with each other and with themselves, to deal constructively with their own feelings and insecurities and to negotiate differences of opinion free of devaluation and hatred.

In the discussion groups, the extracurricular leaders offer a confidential framework that is open to topics and processes, in which the young people can talk about their own experiences, concerns and wishes and enter into a relationship with each other. The content of the discussions arises from the independent interaction between the students in the group. In doing so, they usually very quickly come to talk about the central areas of social life and issues - not in an abstract way, but based on their own personal experiences of respect, being listened to, equality, being different, conflict as well as bullying, hatred and aggression. Apart from that, the fundamental ability to talk to each other - even in difficult constellations and stressful situations - is the essence of a vibrant society, without which democracy is not sustainable.