Figures, Table and Illustrations
Figures
- 5.1Strauss’ model of culture (2016) 96
- 16.1The cube of love: main values 302
- 16.2Have children learnt to know each other and increased their bond thanks to the cube of love? 303
- 16.3Would you affirm that thanks to the cube of love, marginalization and bullying episodes are avoided? 303
- 16.4Do you deem the cube of love as an ideal instrument of intercultural/interreligious dialogue among children? 305
- 16.5What was the attitude of the families towards the cube of love? 306
- 16.6Do you believe the cube of love also helped families to socialize? 306
- 16.7Would you suggest other primary school teachers to use the cube of love to educate children to dialogue? 307
- 16.8Do you deem that the cube of love teaches children to love one another regardless whether the other is different, because it values what is positive in each culture? 307
- 16.9Does using the cube of love significantly contributes to build more tolerant and respectful societies in the medium/long run? 308
Table
- 5.1Locations of Church Buildings for hbc (December 2017) 104
Illustrations
- 14.1Participants discussing their photographs 262
- 14.2Participants using Post-It notes to collect and organize their ideas 262
- 14.3Participants deliberating over photographs during the final meeting 263
- 14.4The process of curating images was highly collaborative 263
- 14.5Interfaith Photovoice Exhibition opening at the Richmond Public Library 264
- 14.6Christians may not be aware of the challenges Muslims face in finding places to dine out 267
- 14.7A wudhu friendly bathroom 270