Topic: Conflict

This clip comes from the BBC series: Pilgrimage – The Road to Istanbul.

Edwina, Amar, and Pauline embark on a solemn visit to the remains of the Crveni Krst concentration camp in Serbia – a memorial to humankind’s continued inhumanity. This site bears witness to the unfathomable cruelty endured by 30,000 individuals of Jewish, Serbian, and Romani descent at the hands of German forces during World War II. They see the bullet holes still in the walls where people were executed, and discover chilling facts about the camp’s history,

Edwina – who is Jewish – reflects on her upbringing in a post-war world marred by profound trauma. Pauline talks about the importance of acknowledging what happened at the concentration camp instead of just moving on.

Edwina concludes with the thought that places like the Crveni Krst camp are a challenge to faith. How could God let it happen?

Watch full episodes on BBC iPlayer.

Transcript

Pilgrimage Moments: The Bullet Holes

Narrator: Across the city, Edwina has brought Ahmer and Pauline to a monument to more modern conflict, a site that stands as a memorial to man's continued inhumanity. The Seveni Krust concentration camp.

Edwina: Oh, I can see the swastika. Jesus. Excuse me. We are standing in front of one of the smaller barracks. And over the door there is a swastika and Wache. And then. And ss. SS, isn't it? It is. So that's probably been the SS office.

Edwina: Mhm.

Edwina: But it looks like they got us a little gift shop.

Narrator: During the Second World War, a total of 30,000 people of Jewish, Romani and Serbian origin were held within this camp by German forces.

Amar: So is this where people were executed? Yes.

Pauline: It's incredibly humbling and devastating. It's extraordinary to see the marks where the bullets hit there that had gone through a person and executed it.

Amar: So you can see bullet marks.

Pauline: Do you want to come down and touch it?

Edwina: Yeah. You go down.

Pauline: Yeah. You you you you stay here. Yeah. I know it's upsetting you. So that's bullet. Bullet holes.

Amar: Oh, wow. In there.

Pauline: Yeah.

Amar: If they can make a hole in the wall.

Pauline: You know.

Amar: Like how big they are.

Pauline: Could you have you.

Edwina: The world in which I grew up was one that was badly traumatized by the Second World War. Wherever you looked, there were bomb sites and three legged dogs. But also the Jewish community, of course, had lost so many people. Lots of things people didn't talk about. Lots of pain. It wasn't until much later that we realized what they had all been through.

Narrator: In 1942. 105 prisoners escaped from this camp. The first time an escape had been successful in mainland Europe. The response from the German army was brutal.

Pauline: The Nazis implemented a policy of killing 100 Serbian hostages for every German soldier killed, and killing 50 for every soldier wounded in Serbia. They executed over 10,000 people on nearby Banja hill.

Amar: Can you see people's pictures here?

Pauline: Oh, yes.

Edwina: Yes. Let me describe. There's an old man in a fez with a bristling moustache. Maybe he's an old soldier. There's a handsome man in a smart suit and a moustache. What's striking is the different ages of people. And young.

Pauline: Old people.

Amar: Wow.

Edwina: When the 10,000 were shot, they were shot very publicly because that was a warning. You try this again. This is what will happen. Not just that you'll die, but you will cause the death of others. What was it? A hundred times as many.

Pauline: Yeah, yeah. We're going to visit lots of places of worship on this pilgrimage, but it seems to me that places like this concentration camp should also be mandatory for anyone who is is making that kind of journey. Because this too is testament to what we must also acknowledge. It's not always just let's say hallelujah and move on. You got to mark it.

Edwina: A place like this is a challenge to faith because if God exists and God is good, how could God let something like this happen? That's not the way I see it. So the way I see it is that we all have to take responsibility for our actions. There was a lot of bravery here, a lot of courage here. But in the end, it's a place of brutality and destruction. It's very, very sad. Do you know what? If I'd been in charge, I'd have burned the whole place to the ground. And I would have built a garden.

Pilgrimage Moments: The Bullet Holes

Video length - 05.06

Published date - Mar 2024

Keystage(s) - 3 and 4

Downloadable resources

The film follows Seren, a mixed-heritage British girl, as she discovers what being British means to her, and how the service contributions of Black, African, and Caribbean men and women are recognised in today’s multi-cultural society.

Seren meets with a group of young Black and British persons each with different heritages – Ghanian, Jamaican, Barbadian, Nigerian, Zimbabwean – to discuss whether Black people and those from the Commonwealth feel included in Remembrance Sunday, when we honour the service and sacrifice of persons past and present. They discuss their feelings before watching an interview with a Captain born in London with Ugandan and Rwandan heritage, discussing his identity and service.

A film by Alastair Collinson.

The Royal British Legion: Black and British; Sacrifice and Service (KS2)

Video length - 08.49

Published date - Oct 2022

Keystage(s) - 2

Downloadable resources

A film by Alastair Collinson.

The Royal British Legion: Black and British; Sacrifice and Service (KS3)

Video length - 09.49

Published date - Oct 2022

Keystage(s) - 3

Downloadable resources

Doreen’s War: Keep Smiling Through – Doreen was only 8 years old when World War 2 began. While many children were evacuated from London’s east end, Doreen stayed with her family in Plaistow and was homeschooled – even during the deadly Blitz between 1940 and 1941. Her best friend Marjorie had been evacuated to a different part of the country, but their relationship stayed strong and they’re still friends 75 years later.

Just before VE Day in 2020, this interview with Doreen recounting her memories of WW2 was recorded during lockdown conditions due to the coronavirus. Doreen compares how the nation felt then to how it feels during the pandemic.

This film includes an accompanying worksheet that can be used by pupils.

Doreen’s War: Keep Smiling Through

Video length - 04.32

Published date - May 2020

Keystage(s) - 2 and 3

Downloadable resources

Extremists – A back street brawl between two young men with extreme and opposing views – men who would never take the time to talk, to listen, to understand each other. And yet… a conversation begins. This provocative film reveals some challenging truths about prejudice, extremism and radicalisation, and shows that the best way to understand these problems is to talk.

The attached lesson materials featuring this film have been awarded the PSHE Association‘s Quality Mark.

CREDITS

Curriculum Mapping

TrueTube films are designed for use in a number of ways. Some ideas of where this film could link to your curriculum are below:

AQA Component 2 - Religious, philosophical and ethical studies in the modern world Theme D - Religion, peace and conflict - Terrorism -Religious understanding of and attitudes to terrorism Component 2 - Religious, philosophical and ethical studies in the modern world: Theme F – Religion, human rights and social justice - Human Rights - Issues of equality, freedom of religion and belief including freedom of religious expression.

Edexcel Section 4: Peace and Conflict -Section 4: Peace and Conflict - Issues surrounding conflict:divergent Muslim teachings and responses to the nature of problems involved in conflict – violence, war, and terrorism; how Muslims have worked to overcome these issues, including Malik's Muwatta 21. 3. 10; non-religious (including atheist and Humanist) views towards the issues surrounding conflict and Muslim responses to them. Area of Study 3 – Islam - Section 4: Equality - Muslim teaching on human rights: Muslim teachings and responses to the nature and purpose of human rights; why Muslims might support human rights as important, including Surah 5: 8; divergent Muslim responses to the need for and application of individual human rights, including the support offered by situation ethics; the problems human rights might cause for Muslims; Muslim responses to non-religious (including atheist and Humanist) arguments about human rights.

OCR Religion,philosophy and ethics in the modern world from a religious perspective - Religion, peace and conflict -Violence and conflict- Key philosophical and ethical concepts: • Forms of violence • War •Justificationof violence • Just War theory - The relationship between religion,politics and terrorism in the 21st century •Different religious attitudes towards terrorism and the causes of terrorism.

WJEC PART B - Theme 2: Issues of Good and Evil - Forgiveness  Peace and conflict: Just War Theory/Lesser Jihad, Pacifism and Conscientious Objectors  Islamic teachings about forgiveness: Qur'an 64:14, 42:30  Examples of forgiveness arising from personal beliefs Good, Evil and Suffering  Philosophical perspectives on the origin of evil: The Devil tests humans: Qur'an 2:34, 155  The belief in pre-destination (al Qadr)

EDUQAS Component 1 (Route A) Religious, Philosophical and Ethical Studies in the Modern World - Theme 4: Issues of Human Rights - Human Rights and Social Justice ➢ Islamic beliefs, teachings and attitudes toward the dignity of human life: Qur'an 5:32 ➢ Islamic practices to promote human rights including equality: ummah in action ➢ An example of conflict between personal conviction and the laws of a country ➢ Censorship, freedom of religious expression and religious extremism (including Islamphobia) Prejudice and discrimination ➢ Islamic beliefs, teachings and attitudes towards prejudice and discrimination: Qur'an 5:8, 49:13 ➢ Islamic beliefs, teachings and attitudes towards racial prejudice and discrimination, including the actions of the Christian/Muslim Forum

Transcript

Extremists

Man 1 You bloody terrorist!

Man 2 What?

Man 1 You're a bloody terrorist.

Man 2 I'm not.

Man 1 What?

Man 2 I'm not a terrorist. I'm an extremist.

Man 1 Exactly.

Man 2 They're two different things.

Man 1 What?

Man 2 Terrorist and extremist. They don't mean the same thing.

Man 1 They do.

Man 2 They don't. Not all extremists are violent.

Man 1 Well, most of them are.

Man 2 Martin Luther King, Gandhi, Jesus.

Man 1 I was talking about Muslim extremists. You're all Islamists.

Man 2 Do you even know what an Islamist is?

Man 1 Yeah. All right. What's an Islamist?

Man 2 Someone who believes the world should be controlled by Islam. The government, law, society.

Man 1 Well, then.

Man 2 Do you know what Islam means?

Man 1 What, you mean-

Man 2 The word Islam.

Man 1 No.

Man 2 Submission or peace.

Man 1 Submission or peace?

Man 2 Yeah.

Man 1 How can it mean submission or peace?

Man 2 Because to me, submission is peace. I submit myself to the will of God and it brings me peace.

Man 1 But you want more?

Man 2 No, no, no, no, I want everyone in this country, everyone in this world, to submit themselves to the will of Allah Sharia Law.

Man 1 Exactly.

Man 2 Yeah, because then we'll all live in peace and harmony. That's what makes me an extremist. It doesn't mean I want to go around blowing people up. It just means I'm standing up for something. But you-

Man 1 Right, I'll stand up against people like you, trying to ruin this country.

Man 2 And how am I?

Man 1 We used to be the greatest country in the world until people like you started coming here.

Man 2 What do you mean? Brown people like me?

Man 1 Too right. You're all bloody the same, you want free schools and hospitals when you don't even belong here, you don't even try to fit in.

Man 2 And what gives you the right to decide who belongs?

Man 1 Because I was born here, British born and bred.

Man 2 I was born here too.

Man 1 Yes, but you're not English, though, are you? Where are your parents born?

Man 2 Pakistan.

Man 1 Exactly.

Man 2 But I was born here. You can't choose your parents and where you're born.

Man 1 All right, I'll give you that. But-

Man 2 Where was your parents born?

Man 1 Slough.

Man 2 What about your grandparents?

Man 1 England.

Man 2 Yeah, all of them? Do you know, as a white British man, you share a third of your DNA with the Germans? Nearly half with the French. So how does that make you feel? You racist.

Man 1 I'm not racist. I just hate Muslims. You just said it for yourself. You want to take over the bloody world. You're a bunch of medieval barbarians.

Man 2 Man, where'd you get this stuff?

Man 1 9/11, 7/7, ISIS, Al-Qaeda.

Man 2 Do you know, there's over 1.5 billion of us. We're not all the same. We're not all terrorists. We're not even all extremists. Most Muslims just want to live a quiet life.

Man 1 I've read about what you lot want.

Man 2 Where?

Man 1 Newspapers. What? It's the news. They have to check their facts.

Man 2 What you don't think they're going to choose to report some facts and not others?

Man 1 Yeah, they'll report the important ones.

Man 2 Newspapers want drama, blood, death, bad guy. They're never going to report 'Yesterday, millions of Muslims all over the world were living their lives in peace and harmony'. Real world Muslims aren't such a threat to you.

Man 1 Yeah, but you stand out like it's deliberate. I don't see why you can't just be like us.

Man 2 Because I'm a fundamentalist.

Man 2 That means I live my life strictly by the teaching of my religion, the Qur'an and the saying the Prophet Muhammad Sallallahu Alaihi Wasallam, peace be upon him.

Man 1 Why would you choose to live like that?

Man 2 I didn't choose, I was born a muslim.

Man 1 You can't be born a religion.

Man 2 Religion feels good. I look at myself in the mirror and I know who I am.

Man 1 Right. So you want to turn us all into Muslims because it makes you feel good?

Man 2 Yeah, okay, I do.

Man 1 Right, do you know how scary that is? You can't just come here and tell us to speak Arabic, cover up our women and chop off the hands of our criminals and not eat bacon. We're British. It's not the way we do things here. So of course we're going to fight back.

Man 2 So you're allowed to fight back, but we're not?

Man 1 What do you have to fight back against?

Man 2 It's not the British being attacked. I've been really attacked by soldiers, tanks, drones. My people are being oppressed. Of course I want to fight for them.

Man 1 But you said Islam means peace. Doesn't it say in your Qur'an that killing people is wrong?

Man 2 Except in a just cause, and this is a just cause. This is a just war. When America wants to wipe out the Muslim people.

Man 1 Where'd you get that from?

Man 2 What?

Man 1 America wants to wipe out Muslim people. Come on.

Man 2 The internet. What?

Man 1 There are 300 million people in America. They're not all the same either. Some of them are Muslims.

Man 2 Well, fine. But Iraq, Afghanistan, Palestine, Syria, Guantanamo. Look, there's a war to be fought, man.

Man 1 But you're not a soldier.

Man 2 I could be.

Man 1 What, so you want to go die in a desert?

Man 2 Yeah, maybe I do.

Man 1 Why?

Man 2 Because, because I want to feel a part of it. Yeah, danger and glory and brotherhood. It's exciting, okay yeah. Is it, is it so bad? And I, and I hate this country. I mean, how would you feel if-

Man 1 What?

Man 2 If you, if you grew up learning alcohol is wrong? Homosexuality is wrong. Women showing their bodies is wrong. Sex before marriage is wrong. Think how I feel when I walk the streets and I see women in their tiny skirts, tight tops and the sex on TV and movies and music videos, adverts.

Man 1 Jealous.

Man 2 Angry and disgusted and frightened. And, yeah, jealous, because I can't help seeing this.

Man 1 If you don't like it, go back to Pakistan.

Man 2 How did you get like this?

Man 1 Like what?

Man 2 How did you get so radicalised?

Man 1 Hey, I'm not radicalised.

Man 2 Yes, you are.

Man 1 You're the one who's radicalised.

Man 2 Of course I am, because I'm angry. I want the world to be somewhere I can feel safe. I want someone to blame for the things that scare me, and yeah I've met people who felt the same way, and it was like waking up. They understood me and it felt good. And bit by bit we made each other angrier. So yeah, we radicalised ourselves because we wanted to outdo each other, and you're the same

Man 1 I'm bloody not.

Man 2 You're an extremist, you're a racist. How did you get to be like this?

Man 1 Because-

Man 2 Why do you hate me so much?

Man 1 Because the world's a mess. I mean we can't trust the media or the banks. And there weren't any jobs. Dad never had a job, so there wasn't anything for us to do except, you know, watch telly, go online and see these adverts which tell you life's about having money, cars, phones and watches, and we couldn't have any of that. So you look around for something else to make you feel like you're a part of something, a football team, a band, a gang. And then you get older and you still don't have the money or the job or the stuff you're supposed to have, so you start to feel like cut off. Like, you got no, no reason, no purpose, and you look around for for someone to blame, anyone. It could be bankers, immigrants, paedos, and then you hear about these Muslim terrorists waging a war against your way of life, but you don't know any terrorists, but you know, some Muslims and bam! You found a purpose, an enemy, and you do something about it because it gives you a reason to exist, and that's what we all need. We need to feel like we know who we are.

Man 2 No society is perfect in this life.

Man 1 So why don't you think for yourself then?

Man 2 Why don't you?

Man 1 I do.

Man 2 Do you?

Man 1 Well, do you?

Man 2 All right. Maybe I don't always think for myself.

Man 1 Well, maybe I don't either.

Man 2 I still believe Sharia law is the right way to live.

Man 1 I still think the British way of life is disappearing because of people like you.

Man 2 So, what do we do?

Man 1 Well, I guess we keep on talking.

Man 2 All right. I've got to go.

Man 1 Me, too.

Man 2 My daughter.

Man 1 Got a daughter?

Man 2 Yeah.

Man 1 How old?

Man 2 Three.

Man 1 Mines five. You getting the bus?

Man 2 Yeah. 58.

Man 1 That's mine too.

Man 2 Alright.

Extremists

Video length - 09.03

Published date - Jul 2015

Keystage(s) - 4

Downloadable resources

7/7 – On Thursday the 7th of July 2005, four bombs were detonated in central London – three on tube trains and one on a double-decker bus. 52 innocent people were killed and over 700 more were injured in the first ever suicide bombings in the UK. We speak to people whose lives were directly affected by the attacks and hear their testimonies, as well as perspectives from an Imam and an expert in the study of terrorism.

CREDITS

7/7

Video length - 10.27

Published date - Jun 2015

Keystage(s) - 3 and 4

Downloadable resources

Faith on the Frontline – Meet Imam Asim Hafiz – Muslim chaplain to the British Armed Forces during the drawdown process in Afghanistan. Here he talks about the challenges he faced trying to break down barriers between the British and Afghan Muslims. You can see the full length version of the film (25 minutes) here.

Courtesy of Breakthrough Media.

Faith on the Frontline

Video length - 03.00

Published date - May 2015

Keystage(s) - 4

What is Jihad? – We hear the word “jihad” used all over the media, but what does it really mean? An Imam, a Muslim youth worker and a Muslim journalist describe what jihad means to them.

Curriculum Mapping

TrueTube films are designed for use in a number of ways. Some ideas of where this film could link to your curriculum are below:

AQA

Component 1: The study of religions: beliefs, teaching and practices – Beliefs and teachings - Duties and festivals - Islam - Jihad: different understandings of jihad: the meaning and significance of greater and lesser Jihad; origins, influence and conditions for the declaration of lesser Jihad.

Edexcel

Area of Study 3 -Section 3: Living the Muslim Life - Jihad: the origins, meaning and significance of jihad in Islam; divergent understandings of jihad within Islam, including the difference between lesser and greater jihad; the conditions for declaration of lesser jihad, including reference to Surah 2: 190–194 and 22: 39; the importance of jihad in the life of Muslims.

OCR

Componet Group 1 - Islam - Practices - The importance of practices -The meaning of the Ten Obligatory Acts: Jihad: Struggle Jihad•The meaning and importance for different groups of Muslims of: •• Greater Jihad – the struggle of every Muslim to live according to ‘the straight path’ •• Lesser Jihad – the removal of evil from society with the goal of making the world an abode of peace • The precedence of Greater Jihad over Lesser Jihad •Conditions for the declaration and conduct of Lesser Jihad • The concepts of Munkar and Ma’ruf •Common and divergent views of different Muslim groups about if and when the holy war aspect of Lesser Jihad should be waged •Different interpretations and emphases given to sources of wisdom and authority by different Muslim groups

WJEC

2.2 Unit 2 PART A - Islam- Core beliefs, teachings and practices Beliefs –Practices - Muslim Identity and Ummah  Features of mosques in Wales and elsewhere: domes, minarets, qibla wall, mihrab, minbar  Pilgrimage to Mecca as an obligatory act: purpose and practices/rituals (Qur'an 3:18)  Clothing: hijab, niqab, burkha - diversity of attitudes and practices within Islam as seen in different Muslim communities in Wales  Lesser Jihad; the conditions for declaration of lesser jihad (Qur'an 2:190, 22:39) 2.1 Unit 1 PART A - Part A - Islam - Core beliefs, teachings and practices - Beliefs - The Nature of God  Allah as one God: Tawhid (Qur'an 3:18)  The qualities of Allah in the Qur'an; e.g. immanence, transcendence, omnipotence, beneficence, merciful (Qur'an 46:33), the 99 names of Allah  The meaning of Islam as 'submission' to Allah and how Muslims live a life in submission to the will of Allah, including the importance of Greater Jihad  Shahadah as a statement of faith in Allah, shirk as sin against Allah  Reasons for the prohibition of images of Allah or any human figure

Eduqas

Component 3 (Route A): Study of a World Faith: Option 3: Islam:Practices: Jihad ➢ Greater jihad: The daily struggle to live as a good Muslim Issues regarding living as a Muslim in Britain today and maintaining a Muslim lifestyle ➢ Origins,influence and conditions for declaration of Lesser Jihad in the Qur'an and Hadith: Qur'an 2:190, 22:39

Transcript

What is Jihad?

Passer-by It's like a holy war.

Passer-by I'm not really sure. Not really sure at all.

Passer-by Um.

Passer-by Actually, no. Sorry.

Passer-by War.

Passer-by Um, terrorism.

Passer-by Uh, when I hear the terms jihad, then I normally think of it in a terrorist context.

Passer-by Um, I kind of think of the Middle East and stuff like that, I guess.

Passer-by But then I've also heard that there are maybe multiple levels of jihad or something, that that's it's also like an inner fight for your own personal salvation and spirituality.

Imam Iftikhar Daad My name is Iftikhar Daad. I'm an imam and I teach children basic Quranic education. Jihad is an Arabic word which means to strive and struggle. Jihad can be divided up into two different parts. So we have the greater jihad and we have a lesser jihad. And this concept has come from the Prophet Muhammad, peace be upon him, where he returned back with his companions from a battle, and he explained to them that we have returned from a lesser jihad to a greater jihad. To fight with your own ego, meaning your temptations and your desires, to control your own self is a greater jihad than to actually fight your own enemy physically.

Imam Iftikhar Daad Once all avenues have been exhausted, of communication, trying to promote peace, and if peace is still not being achieved, then at that point the last resort will be to, uh, have a battle. And that battle has to be declared by a government which has to be advised and sanctioned by a panel of scholars, and when it does happen, there are a list of things that the army and the generals are briefed on. They have to make sure that it's only to achieve peace, they cannot kill women, they cannot kill children, they cannot destroy places of worship, they cannot destroy plantation and crops, they cannot kill animals.

Dr Bilal Hassam My name is Bilal Hussein, and I work with a spectrum of young Muslims looking at how we can create better leaders in the Muslim community.

Dr Bilal Hassam To be radical is a good thing, and it's something we should be proud of. And for me, Islam offers answers of how to channel my radicalism in a good way. Radicalism means, to be, to channel all that energy and zeal and idealism and wanting to make the world a better place. Often there's a concern that, oh, Islam plus radicalism equals terrorism. I can understand where that comes from, because there are times in the past where people have used Islam as an excuse to carry out terrible things. Now, how does Islam describe this idea and this notion of jihad? Within the concept of jihad, there is an idea of violent struggle, of picking up arms, and, and we have to look at, what, what does Islam actually say about this? Islam, Islam, is not a pacifist tradition, you know, if you see someone being attacked on the street, it's your duty as a Muslim to protect that person, and that might mean being violent, and it's only, and again, and this is expressed time and time again within the tradition, it's only as a last means, as a last resort.

Dr Bilal Hassam Jihad is about correcting injustice. Whether I'm fighting with my brother, uh, or whether I'm struggling to wake up in the morning, I'm being unjust to myself. If I don't get up, that's, that's an injustice to myself, I owe my own self, I owe my own body rights, and I owe- I have a responsibility to myself, which means I've got to get up, I've got to eat healthy, I've got to exercise, I've got to be nice to my parents, I've got, this is all struggle. And within that, within the wider struggle, it means that there are ills in society that I should be really worried about and I should pray for, and I should look to correct them as best I can.

Passer-by I think it's something that you sometimes see titled in news lines, um, stories, blogs, uh.

Passer-by The media, just whenever you see the TV and something bad's happening, they'll, they'll bring up words like that, and I don't even know if that's what it means, so.

Passer-by I think the sun or whatever, just, just talking a load of rubbish about, you know. Yeah, and they're just using that word.

Passer-by The terms jihad I normally hear through news outlets, um, especially with the 24 hour news cycle. It's just kind of a buzzword that I think when it scrolls across the ticker tape or it gets mentioned kind of in the background, then people tend to perk up and and feel like there might be some kind of danger or something happening there.

Remona Aly The job of a journalist is to convey a message to the people. It could be on topics like faith or the environment, or on human rights. It's about reaching the people, and also to provide a voice for people who don't always have a voice.

Remona Aly The terms that are used about Muslims within the media can be really confusing. So, you've got words like jihadists and Islamic terrorists, Islamist. So, it can be really confusing for people when they read all these different terms and they all kind of, like, blend into one meaning. Uh, but that's really worrying because obviously they think that a fifth of the world's population could be just an extremist or a terrorist. If journalists do use religious terms, they have to be very sensitive to the true meaning of those terms. So they need to understand, what, what the root word conveys, and they have a responsibility to convey that true meaning to the reader.

Remona Aly I think it's really important to challenge the poor image of Muslims in the media. In my own work, I led a media campaign called Inspired by Muhammad and that focussed on British Muslims who are inspired by Prophet Muhammad, peace be upon him, we focussed on the environment, human rights and social justice.

Imam Iftikhar Daad My personal jihad is to make sure that I can control my temper.

Remona Aly To carry on, even when the world seems to be against me.

Imam Iftikhar Daad That I can establish my five daily prayers.

Remona Aly To have some kind of voice and to be as positive as possible.

Dr Bilal Hassam I want to make the world a better place.

Imam Iftikhar Daad To make sure that I can become a good Muslim.

Dr Bilal Hassam And my jihad is waking up to get round to doing it.

What is Jihad?

Video length - 06.47

Published date - Oct 2014

Keystage(s) - 3 and 4

Downloadable resources

Haringey People: Joan was born in Belgium to Jewish parents in 1940, and was just 3 months old when the German Army invaded. She moved first to France and then escaped to Spain and was finally fostered by an American family at the age of 3 and lived in the USA until the age of 7 when she was reunited with her parents in England. Joan tells her story and talks about her achievements since.

This film was made by young offenders taking part in a film training course run by VividEcho and funded by The Big Lottery: Awards for All and Haringey Council.

Haringey People: Joan

Video length - 07.19

Published date - Feb 2014

Keystage(s) - 3 and 4

Downloadable resources

Haringey People: Tim is an ex-Territorial Army soldier who drove a military ambulance during the Iraq War of 2003. He is now an Army Cadet instructor and helps to teach young people discipline and respect. He describes his experiences, and talks about his concerns for the young people in his community.

This film was made by young offenders taking part in a film training course run by VividEcho and funded by The Big Lottery: Awards for All and Haringey Council.