ODIHR, UNESCO and the Council of Europe published guidelines for educators on countering intolerance and discrimination against Muslims. The resource addressed policymakers, teacher trainers, school leaders, teachers and civil-society organizations, covering both formal and non-formal education. It treated schools as places where prejudice can be reproduced but also challenged through teaching and institutional practice. The initiative was guidance, not a binding curriculum imposed on every country.
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Who were the international guidelines on addressing Islamophobia through education intended to assist?
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Explanation
The guidelines supported a broad educational audience, including teacher trainers and NGOs, in formal and non-formal settings. They were not a universally binding curriculum.
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