How can I deal with tensions between Jewish and Muslim students?

If there are specific issues and grievances to be resolved

Consider seeing each side separately to start with to map out the terrain of the issue.

If you intend to bring the parties together, keep emotions calm. The more feelings run high, the less people are to accept or even understand another point of view. Don't let the discussion go on without chairing it and controlling it yourself. Use your own skills to strip out any provocative phrases.

If there is general mistrust and ill-feeling

Consider an activity that might improve people's listening and speaking skills to maximise understanding and minimise conflict. Suggest that students themselves organise some events to address core issues. Refer students to the Campusalam guide on organising an event and especially consider some creative activities and formats.

Islamophobia, Anti-Semitism and Criticisms of Israel

There are several versions of guidelines on Islamophobia. Guidelines on anti-Semitism have also been drafted by the EU, including the context in which criticism of the state of Israel might or might not be deemed to be anti-Semitic. This document in itself could form the basis of a workshop or discussion group. It is a 'working definition' and thus represents work in progress, rather than a universally agreed understanding. Some aspects of it therefore might be debated. This makes it a useful starting point for encouraging an analytic and constructive analysis of whether criticism of Israel is anti-Semitic – yes, no, or sometimes? – and if 'sometimes', then under what conditions.

NASUWT

Islam online

European Draft Working Definition

Characteristics of a healthy atmosphere:

- Willingness to listen and understand the views of others
- Concern and attentiveness to their varied needs
- Visible fairness and equality
- Reciprocity is a key test of fairness in most people's eyes: where co-operation or commitment are requested, they are also given in turn
- Respect is manifested in words, actions, policies as well as interpersonal conduct
- Commitment to act on their concerns, rights, vulnerabilities
- Two-way trust
- Support made real in practical matters as well as 'good intentions'
- Clear benefits exist for positive attitudes and engagement: more carrots than sticks
- Appreciation for what they have to offer: that their presence enriches the university community and is a part of the university's character, ethos, identity