From India and Nepal to Luxembourg: A Conversation with Françoise Binsfeld
Peace Dialogues in Luxembourg | Written interview | 29 October 2026
Questions by Omid Attar · Answers by Françoise Binsfeld
These questions explore peace in everyday life, education and social participation, drawing on your professional experience and personal reflections.
The views expressed in this interview are those of Françoise Binsfeld in her personal capacity and do not reflect the views or positions of the Fondation Henri-Maria Teresa or any other organisation, institution or individual with whom she is affiliated.
1. Peace through lived experience
Question — Omid Attar
Your career spans international development, humanitarian work and the leadership of social initiatives. How have these experiences shaped your understanding of peace beyond the absence of war? Could you share an experience that particularly influenced your perspective?
Answer — Françoise Binsfeld
For me, peace is much more than the absence of war or violence. It means living in a society where everyone can enjoy dignity, security and equal rights, where differences are respected, and where people can shape their own lives without fear, discrimination or exclusion. Access to justice is fundamental to peace. Without justice, recognition of the suffering of victims and survivors, and accountability for human rights violations, peace remains fragile.
Peace also has an important personal and ethical dimension. Drawing on Tibetan Buddhist philosophy, I believe that cultivating self-awareness and compassion, and recognising how our ego, prejudices and attachment to our own views influence our relationships, are essential to peaceful coexistence. Peace begins with how we relate to ourselves and others, but it also requires ethical responsibility and the courage to stand up against injustice. For me, peace is both a personal practice and a collective responsibility.
My understanding of peace has been profoundly shaped by my work with women survivors of conflict-related sexual violence in Nepal between 2016 and 2021. Although Nepal's civil war ended in 2006 with the signing of the Comprehensive Peace Agreement, survivors continue to live with trauma, stigma and social exclusion, while still struggling for recognition, justice and reparations.
What has particularly struck me is their courage and determination to advocate for their rights despite everything they have endured. Their experiences have reinforced my conviction that a peace agreement may end a war, but lasting peace requires justice, accountability and respect for human dignity.
2. Peace in everyday life in Luxembourg
Question — Omid Attar
Drawing on your work in Luxembourg, where do you see the greatest obstacles to people experiencing dignity, belonging and peaceful relationships in their daily lives? Which needs do you believe deserve greater attention?
Answer — Françoise Binsfeld
Luxembourg is often perceived as a prosperous, safe and multicultural country. Yet, through my work with marginalised and vulnerable families, as well as refugee women who experienced sexual violence on their journey to Luxembourg, I have seen that prosperity does not automatically translate into dignity, equal opportunities or a sense of belonging for everyone.
One of the greatest obstacles to peace in everyday life is social exclusion, often linked to poverty, discrimination and unequal access to essential services. Access to safe and affordable housing is particularly important. A home is much more than a roof over one's head; it provides security, stability and a sense of belonging. Without these foundations, it becomes difficult to live with dignity, build trusting relationships or participate fully in society. I therefore consider access to affordable housing not only a social priority, but also an essential element of building a peaceful and inclusive society.
For people who have experienced violence, conflict or displacement, rebuilding their lives in Luxembourg can be particularly challenging. Beyond the trauma they may have endured, they often face separation from loved ones, language barriers, social isolation and uncertainty about their future. Feeling safe is an essential first step, but developing a sense of belonging also requires human connection, trust and opportunities to rebuild one's independence.
Belonging is also about being recognised, respected and having a voice. Too often, decisions are made for vulnerable people rather than with them. I believe we need to listen more carefully to their experiences and involve them in finding solutions.
This is particularly important for children and young people. Their perspectives are often overlooked, although they have valuable insights into their own experiences, needs and aspirations. Giving them meaningful opportunities to express their views and influence decisions that affect their lives is essential to fostering a sense of belonging and inclusion.
3. Gender equality and the prevention of violence
Question — Omid Attar
Your work includes women’s human rights and engagement with CEDAW processes. What connections do you see between gender stereotypes, inequality and violence, and how could education help girls and boys develop more equal and respectful relationships?
Answer — Françoise Binsfeld
Gender stereotypes are deeply rooted in our societies and shape expectations about how women and men should behave, the roles they should fulfil and whose voices carry more weight. When these stereotypes reinforce unequal power relations, they can perpetuate discrimination and gender inequality, normalise controlling behaviour and contribute to violence against women and girls.
Through my twenty years of work in India and Nepal, I have seen how gender inequalities intersect with other forms of discrimination, particularly those linked to the caste system. What has particularly struck me is how deeply rooted social norms can determine the opportunities available to women and girls, often limiting their ability to make decisions about their own lives. These experiences have reinforced my conviction that achieving gender equality requires more than changing laws; it also means challenging attitudes and power structures that have been passed down through generations.
My engagement with CEDAW has further strengthened this understanding. Even where legal protections exist, discriminatory stereotypes and practices can persist. I believe we need to pay much greater attention to transforming these underlying attitudes rather than focusing exclusively on legal and institutional reforms.
Education is central to this transformation, but it cannot be the responsibility of schools alone. Children learn from what they observe at home, in their communities and through the media, including social media. We need to encourage girls and boys from an early age to question stereotypes, respect each other's boundaries, develop empathy and build relationships based on equality and mutual respect.
I am particularly convinced of the importance of actively involving men and boys. Promoting positive masculinity means creating space for boys and men to question traditional expectations, express emotions, reject violence and embrace shared responsibility. They must be partners in challenging unequal power relations, not simply the target of awareness-raising efforts.
For me, preventing violence ultimately means addressing its root causes. It requires not only protecting women and girls from violence, but also transforming the social norms and relationships that allow discrimination and violence to persist.
4. Learning peace from early childhood
Question — Omid Attar
What place should peace education have from early childhood onwards? In your view, how can families and educators help children experience cooperation, empathy and constructive disagreement through everyday activities rather than explanations alone?
Answer — Françoise Binsfeld
Peace education should begin in early childhood, not necessarily as a separate subject, but as an integral part of how children grow, learn and interact with others. Peace is not simply something we teach through words; it is something children need to experience in their everyday lives.
Children learn by observing the adults around them. How parents and educators respond to disagreements, express emotions and treat others can have a lasting influence. We cannot expect children to develop empathy and respect if these values are not reflected in our own behaviour.
Developing self-awareness is essential. I find the idea of recognising how our ego, emotions and attachment to our own views influence our reactions particularly valuable. Helping children understand their emotions and consider other perspectives can lay the foundations for more peaceful relationships.
Art can play an important role in peace education. Theatre, painting, music and storytelling allow children to express emotions, explore different perspectives and develop empathy. Through creative and collaborative activities, they can experience cooperation and learn to appreciate differences.
Equally important are everyday experiences such as sharing responsibilities, listening to others and resolving disagreements together. Children should feel safe to express their views, question decisions and participate in matters that concern them.
5. Belonging in diverse learning environments
Question — Omid Attar
Luxembourg’s educational settings bring together children and young people with different languages, cultural backgrounds and learning needs. What would help ensure that peace education creates a genuine sense of belonging and gives every learner an opportunity to contribute?
Answer — Françoise Binsfeld
Luxembourg's linguistic and cultural diversity is one of its greatest strengths, but it also challenges us to ensure that every child feels accepted, respected and valued, regardless of their background, language or learning needs.
Through my work on dyslexia and neurodiversity, I have become increasingly aware that educational environments are not always adapted to the different ways children learn, communicate and express their abilities. True inclusion means recognising individual strengths, understanding different needs and adapting teaching approaches so that everyone can participate and contribute.
Peace education should embrace this diversity by encouraging cooperation, mutual respect and appreciation of different perspectives and abilities. Children and young people should also have a meaningful voice in shaping their learning environments.
6. Learning across countries and cultures
Question — Omid Attar
From your experience with development programmes in India and Nepal, what lessons about education, participation or community cooperation could inform peacebuilding in Luxembourg? What would need to be adapted to the local context?
Answer — Françoise Binsfeld
One of the most important lessons from my twenty years of work in India and Nepal is that lasting change cannot simply be imposed from outside. It requires listening to communities, recognising their strengths and involving them in shaping solutions.
I find the work of Nagarik Aawaz, a Nepalese peacebuilding organisation, particularly inspiring. Its approach brings together women and young people, including those affected by Nepal's armed conflict, through community dialogue, peace education and initiatives such as Women's Peace Tables. What I particularly appreciate is its emphasis on personal transformation, healing and empowering people to become peacebuilders within their own communities.
This approach reminds us that peacebuilding is not only the responsibility of governments or institutions. It grows through relationships, trust and the willingness of individuals to take responsibility for their communities.
Of course, Luxembourg's context is very different from that of Nepal or India. We cannot simply transfer programmes from one country to another. However, the underlying principles are equally relevant: creating spaces for dialogue, encouraging meaningful participation and ensuring that people from different backgrounds can contribute to shaping their communities.
I would particularly like to see more opportunities for young people in Luxembourg to take an active role in developing peace initiatives, rather than being treated only as participants in activities designed by adults.
7. From an idea to a practical pilot
Question — Omid Attar
If a small peace education pilot were developed with an existing school, early childhood setting or youth centre in Luxembourg, which age group and practical skills would you prioritise initially? What changes would you look for to judge whether the programme was making a meaningful difference?
Answer — Françoise Binsfeld
I would initially focus on children aged 8 to 12, as this is an important stage for developing empathy, self-awareness and the ability to understand different perspectives.
Rather than introducing an entirely new programme, I would integrate peace education into an existing school or youth centre, working closely with educators to identify the challenges children face in their daily interactions.
One interesting approach could be to draw on the philosophy and values of martial arts, particularly respect, self-discipline, the ability to manage emotions and responsibility towards others. When taught with an emphasis on nonviolence, martial arts can help children understand that strength also involves restraint and respect for others.
I would complement this with simple peer mediation activities, where children learn to listen to different perspectives and find constructive solutions to disagreements, with guidance from educators.
To assess whether the programme was making a difference, I would look beyond the knowledge children had acquired. Are they better able to manage disagreements without aggression or exclusion? Do children who previously felt marginalised participate more confidently and feel more accepted by their peers?
I would involve educators, parents and children themselves in evaluating these changes. The most meaningful indicator of success would be whether these skills become visible in children's everyday relationships.
8. Advice for a developing peace initiative
Question — Omid Attar
I am developing PeaceWeave, a proposed Luxembourg-based institute connecting research, dialogue, education and mediation. In your view, what unmet need, if any, could such an initiative address, and what partnerships or conditions would help it contribute usefully alongside existing organisations? What would be your most important advice for its first steps?
Answer — Françoise Binsfeld
Luxembourg already has initiatives promoting peace, including the Schengen Peace Foundation and the Friddens- a Solidaritéitsplattform. However, I see potential for strengthening practical peace education and community-based peacebuilding at the local level.
PeaceWeave could help connect research with practice by bringing together educators, researchers, civil society organisations and local communities. I would particularly welcome an emphasis on intergenerational learning, creating spaces where younger and older generations can exchange experiences, challenge prejudices and learn from one another. Such exchanges could also encourage dialogue across different cultural and social backgrounds.
My advice would be to resist the temptation to address too many areas at once. Research, education, dialogue and mediation are all important, but each requires different expertise and partnerships. I would encourage PeaceWeave to identify one or two areas where it can offer something genuinely complementary to existing initiatives.
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