1) This is a well-considered and precise question, which I rarely find in RG for my subject, educational science. It is therefore extremely stimulating. It makes sense to distinguish between acquiring an ability and strengthening the acquired ability. And the idea of trying to do this through an inter-religious dialogue deserves special attention. This makes the question interdisciplinary, because here educationalists and social educators on the one hand and practical religious educators and theologians on the other hand would have to work together. "Integration" of immigrant ethnic groups from other cultures is not my field of work. However, I am interested in the question of how best to proceed.

2) I define "sense of belonging" as a hypothetical construct that balances the need, values, relative beliefs and lifestyles one brings with one from the country of origin and the new challenges that life in British society brings. The process of adaptation and the establishment of an inner balance will take place somewhat more rapidly under favourable conditions, perhaps not at all under unfavourable conditions, or only over the following generations.

3) Imagine that the first step is to know exactly what groups with what religious and cultural background they see, under what conditions they currently live in Britain and how large these groups are. In the preparatory phase, it is important to know what integration attempts have been made for which immigrant groups in the UK so far. This will be somewhat difficult because such measures almost always take place at local level and are not centrally controlled. But one can probably grasp the most important examples, which became known by the media. The experience of other countries should also be taken into account here. In my experience in Germany it was often the case that such programmes were always tried to get off the ground with a great deal of media response, that in the end, when the programme was completed, it was rarely heard whether the programme was successful - that is, whether it achieved significantly more than the integration achieved through the everyday experience of the groups concerned and in such a way.

4) From the past we know that such a new acclimatization takes place much more easily in the area of academically educated families, and here too there is often a freer relationship to religion, which is a prerequisite for an "interreligious" dialogue. Such a research project could run the risk that it would only be successful for the higher social strata, for

families of the lower social class, however, is rather connected with resistance, because the attachment to religion is particularly strong here in some ethnic groups.

5) The variable that is meant to make a difference is called "interreligious dialogue". Here it is extremely important to know which religion or denomination the immigrant groups belong to. Within a Christian culture I can well imagine an interreligious dialogue. But when it comes to interest Islamic families in an interreligious dialogue, I see some difficulties. But this must be discussed in detail. The question should contain an indication of what is meant by "interreligious dialogue" in detail.

I want to stop here and perhaps wait for further discussion.

Nice query@ Shereen Shaw

Historical analysis might be helpful in building interfaith dialogue. Some journalists have already begun the conversation by tracing the British Queen's lineage to the Arab World. Acknowledging this might open many doors regarding shared identity.