Competencies

INTRODUCTION

• Introduce the Threshold Test from the Rabat Plan of Action.

• Supply each participant with a printed handout of One-Pager Incitement to Hatred, display the Slides on a screen, or direct participants to the web content on their electronic devices. Materials may be accessed under the Resources tab. 

ACTIVITY 

• Participants become familiar with the six elements of the Threshold Test. (The One-Pager and the Slides under the Resources tab provide a description of each element.) 

1) Context

2) Speaker’s Position

3) Intent

4) Content

5) Extent of Discrimination

6) Likelihood of Harm

• Present a scenario for participants to analyze using the Threshold Test to determine how they can evaluate conflicts and how to responsibly mitigate discrimination. 
• The included scenario, “Christian Pastor in Sierra Leone Blames Muslims,” may be used, or another similar issue in the news may be selected for speech analysis. 
• Present questions under the Discussion Questions tab to guide participants’ discussion in determining how they should respond to the situation.

CONCLUSION

• Participants should be encouraged to consider the multi-faceted aspects of speech and to carefully word their speech to minimize misunderstanding.
• In addition, they should consider how to respond to the speech of others to avoid incitement. 

Scenario: “Christian Pastor in Sierra Leone Blames Muslims”

A popular Nigerian Christian pastor was arrested in Sierra Leone for a sermon that incited hatred for Muslims. The pastor told his large Evangelical congregation that Islam is “a violent religion of lies and deceit” and claimed that Muslims are responsible for “every terrorist act in the history of the world.” 

Video recordings of his sermon were posted online and quickly went viral. Both Muslim and Christian communities in Sierra Leone condemned the pastor’s comments. The head of Sierra Leone’s criminal investigations department replied that citizens of Sierra Leone are tolerant of other religions and live peaceably. “No one wants that disrupted,” he explained.  

Although Sierra Leone has no specific anti-hate speech laws, incitement is prohibited under the common law. During the investigations, all six branches of the pastor’s church were shut down. A director of a local civil rights group spoke out, claiming that a person’s right to worship should not be limited and that the government should not shut down the church just because of hateful comments made by one person. 

A Muslim member of an inter-faith council urged his followers to forgive the pastor and extend peace to their Christian neighbors. Some people on social media have demanded that the pastor apologize while others have insisted he be deported back to Nigeria.

These questions may guide participants’ discussion:

• How should situations of “borderline hate speech” be addressed?
• What “remedial speech” can faith actors produce and promote based on faith traditions? 
• What obstacles may limit the role of faith actors in countering hate speech?
• What risks are involved in facing these situations, and how could these risks be mitigated?
• How should faith leaders react when facing a situation of incitement to hatred?
• Do public authorities welcome civil society or faith-based initiatives in this respect?

Facilitator may use Slides to introduce the Threshold Test and to guide participants’ analysis. The One-Pager on Incitement to Hatred presents the six-part Threshold Test. 

• Editable PowerPoint file:  Threshold Test Activity
• PDF:  Threshold Test Activity Slides
• PDF: One-Pager Threshold Test PDF
• Link: One-Pager Threshold Test Link
• News Article: Nigerian Pastor in Sierra Leone Blames Muslims

• The #Faith4Rights modules are flexible and require adaptation by the facilitators before their use. Case studies related to peer-to-peer exercises in the 18 modules need to be selected by the facilitators from within the environment where the learning takes place. The #Faith4Rights toolkit is a prototype methodology that requires contextualization, based on the text of the 18 commitments, context, and additional supporting documents.
• Not all issues raised need to be resolved. This would be an impossible and even a counterproductive target. The aim is rather to enhance critical thinking and communication skills, admitting that some questions could receive many answers, depending on numerous factors.
• Tensions may occur during discussions related to “faith” and “rights.” Most of these tensions are due to human interpretations. Learning sessions are spaces for constructive dialogue in a dynamic process where tensions can be reduced with the help of clear methodologies, including pre-emptive situation analysis and evidence of positive results in areas of intersectionality between faith and rights.
• When preparing the sessions, facilitators need to factor in the profile, age, and backgrounds of participants. Focused attention on the learning objectives can transform tensions into constructive exploration of new ideas.
• Meaningful engagement requires democratically pre-established rules. Facilitators should dedicate time with participants to elaborate these rules together at the outset and act all along the training as their custodians.
• The time frames suggested in this #Faith4Rights toolkit are merely indicative. Facilitators may adapt them freely to suit the needs of their group of participants. The key balance is between respecting the overall time frame while not cutting short a positive exchange momentum.
• To ensure optimal and sustainable benefit, facilitators may create a “training notebook” for participants during their peer-to-peer learning sessions. It would contain a compilation of templates to help participants keep track of what they have learned throughout the program and eventually use this notebook as their personalized follow-up tool.
• When technically feasible, facilitators are also advised to project the module under discussion on screen in order to alternate between discussions thereon and showing the audio-visual materials listed in each module or any other items selected by the facilitator.

• “Now this is the command: Do to the doer to make him do.” (Ancient Egyptian Middle Kingdom)
• “Repay injury with justice and kindness with kindness.” (Confucius)
• “What is hateful to you, don’t do to your friend.” (Talmud, Shabat, 31,a)
• “Whatever words we utter should be chosen with care for people will hear them and be influenced by them for good or ill.” (Buddha)
• “By self-control and by making dharma (right conduct) your main focus, treat others as you treat yourself.” (Mahābhārata)
• “You shall not take vengeance or bear a grudge against your kinsfolk. Love your neighbor as yourself.” (Leviticus 19:18)
• “Therefore all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets.” (Matthew 7:12)
• “Ascribe not to any soul that which thou wouldst not have ascribed to thee, and say not that which thou doest not.” (Baha’u’llah)