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Insight on Conflict > Interview with a Leader of a Peace Community in Urabá, ... - 0 views

  • Jesús Emilio Tuberquia is a leader of the San José de Apartadó Peace Community in Urabá, northwest Colombia. The Urabá region has lived a bloody recent history – a history that is yet to reach its end. It is a heavily militarised zone with a strong presence from guerrilla, army and paramilitary forces. Urabá acted as the launch pad for the savage paramilitary expansion across Colombia in 1997. In February 2005 the Peace Community suffered a now infamous massacre in which paramiltary forces combined with the Colombian army to brutally murder 8 civilians, including several children.
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    Jesús Emilio Tuberquia is a leader of the San José de Apartadó Peace Community in Urabá, northwest Colombia. The Urabá region has lived a bloody recent history - a history that is yet to reach its end. It is a heavily militarised zone with a strong presence from guerrilla, army and paramilitary forces. Urabá acted as the launch pad for the savage paramilitary expansion across Colombia in 1997. In February 2005 the Peace Community suffered a now infamous massacre in which paramiltary forces combined with the Colombian army to brutally murder 8 civilians, including several children.
stephknox24

Woolman - Sierra Friends Center | Educational Community for Peace, Justice & Sustainabi... - 0 views

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    Woolman is a nonprofit educational community dedicated to the principles of peace, justice and sustainability. Originally founded in 1963 as a Quaker high school, today Woolman offers educational programs for teens, retreats for adults, and summer camps for children and families. The name was inspired by John Woolman, an 18th century Quaker human rights activist, who aspired to live his life in complete integrity with his principles. Located on 230 acres in the Sierra Nevada Foothills within walking distance of the Yuba river, the Woolman campus is an experiment in sustainable community living. Most of our produce is grown here in our organic garden, much of our energy is from solar, wood, and other renewable resources, and the ideas of Permaculture and conservation are infused in the community culture. As a Quaker community we welcome people of all backgrounds, and do not require or push any religious beliefs. While many of our staff and participants are not Quaker, the Quaker ideals of inquiry-based education, consensus decision making, peace, equality and integrity are fundamental to our shared endeavor. O
Teachers Without Borders

Nigeria: Investigate Massacre, Step Up Patrols | Human Rights Watch - 0 views

  • Nigeria's acting president should make sure that the massacre of at least 200 Christian villagers in central Nigeria on March 7, 2010, is thoroughly and promptly investigated and that those responsible are prosecuted, Human Rights Watch said today.
  • The latest killings in Nigeria's restive Plateau State took place in the early morning hours of March 7, when groups of men armed with guns, machetes, and knives attacked residents of the villages of Dogo Nahawa, Zot, and Ratsat, 10 kilometers south of Jos, the capital of Plateau State. The dead included scores of women and children.
  • "This kind of terrible violence has left thousands dead in Plateau State in the past decade, but no one has been held accountable," said Corinne Dufka, senior West Africa researcher at Human Rights Watch.
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  • Witnesses interviewed by Human Rights Watch said the attacks were committed by Muslim men speaking Hausa and Fulani against Christians, mostly of the Berom ethnicity. Civil society leaders in Jos said that the attacks appeared to be in retaliation for previous attacks against Muslim communities in the area and the theft of cattle from Fulani herdsmen. On January 19, more than 150 Muslim residents were killed in an attack on the nearby town of Kuru Karama.
  • Witnesses to the killings, community leaders from Jos, and journalists who visited the villages told Human Rights Watch that they saw bodies, including corpses of young children and babies, inside houses, strewn around the streets, and in the pathways leading out of the villages. A Christian leader who participated today in a mass burial of 67 bodies in Dogo Nahawa said that about 375 people are dead or still missing. Journalists and community leaders who visited the town said that many homes, cars, and other property were burned and destroyed.
  • After the worst of the mid-January violence in and around the nearby town of Kuru Karama, Jonathan pledged to bring the perpetrators to justice. "Those found to have engineered, encouraged or fanned the embers of this crisis through their actions or pronouncements will be arrested and speedily brought to justice," he said. "We will not allow anyone to hide under the canopy of group action to evade justice. Crime, in all its gravity, is an individual responsibility, not a communal affair." While Jonathan's commitments are a step in the right direction, they need to be followed with credible investigations and prosecutions, Human Rights Watch said.
  • Nigeria is deeply divided along ethnic and religious lines. More than 13,500 people have died in religious or ethnic clashes since the end of military rule in 1999. The outbreak of violence south of Jos on March 7 is the latest in a series of deadly incidents in and around Plateau State.
  • An unprecedented outbreak of violence in Jos claimed as many as 1,000 lives in September 2001; more than 700 people died in May 2004 in inter-communal clashes in the town of Yelwa in the southern part of Plateau State; and at least 700 people were killed in the violence in Jos on November 28 and 29, 2008. Human Rights Watch documented 133 cases of unlawful killings by members of the security forces in responding to the 2008 violence. Sectarian clashes broke out again in Jos on January 17 and quickly spread to neighboring communities, including Kuru Karama.
  • Human Rights Watch urged the Nigerian government to take concrete steps to end policies that discriminate against "non-indigenes" - people who cannot trace their ancestry to those said to be the original inhabitants of an area - which fuel tension and underlie many of these conflicts. The federal government should pass and enforce legislation prohibiting government discrimination against non-indigenes in all matters that are not purely cultural or related to traditional leadership institutions, Human Rights Watch said.
stephknox24

Center for Digital Storytelling - 1 views

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    An international nonprofit training, project development, and research organization that assists youth and adults around the world in using digital media tools to craft and record meaningful stories from their lives and share these stories in ways that enable learning, build community, and inspire justice. Our primary focus is on building partnerships with community, educational, and business institutions to develop large-scale, customized digital storytelling initiatives in health, social services, education, historic and cultural preservation, community development, human rights, environmental justice, and other sectors
Teachers Without Borders

Foundation Center - PubHub - Center for American Progress - Lightening the Load: A Look... - 0 views

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    Lightening the Load: A Look at Four Ways That Community Schools Can Support Effective Teaching Center for American Progress Chang, Theodora; Calyssa Lawyer Published: January 2012 Describes how healthcare, family involvement, and expanded food assistance programs at high-poverty community schools enhance teacher effectiveness by enabling them to focus on instruction in stable environments. Recommends policies to maximize benefits.
Teachers Without Borders

Haitian Teachers Revive Community and Rebuild Education | IREX - 0 views

  • When the only Haitian public teacher training institute collapsed in Port-au-Prince as a result of the earthquake, the once sparse availability of professional development opportunities for Haitian teachers became non-existent. Understanding the importance of continuous teacher training, Fanfan Joseph, an English teacher and President of the English Club of Cap-Haitien, organized a four-day training workshop for 50 English teachers in Cap-Haitien. Focusing on lesson planning, reflexive teaching, and cooperative learning techniques in the English as a Foreign Language (EFL) classroom, Joseph trained participants on practical skills that they could use in their classrooms immediately. The participants of this workshop celebrated Joseph’s efforts and encouraged him to organize another workshop, which he promptly did. This September, Joseph’s follow-on workshop focused on skills for effective teaching and learning in large classrooms. Teachers around the world struggle with large class size; a typical school in Haiti can include as many as 250 students in one classroom. The participants in Joseph’s workshops represent many different schools across northern Haiti, and each of them teaches hundreds of students. As a result of Joseph’s workshops, thousands of students across northern Haiti are engaged in interactive classrooms with teachers who have benefited from this recent and relevant training.
  • Another English teacher, Abel Mercier of Port-au-Prince, recognized that one of the most important things children need during times of crisis is the permission and space to have fun. “The secret to coping with post-traumatic stress in a community after an event such as the earthquake is to promote recreational activities among the children, teenagers, and adults,” says Mercier. This summer, Mercier organized a “Day of Fun” for over 80 high school students from Lycée Cité-Soleil in Port-au-Prince, the capital city that was hardest hit by the earthquake. Students gathered at the beach for a stress-free day of sports, arts, games, and more. By including a short workshop on the geological forces that cause earthquakes, and another on understanding the effects of psychology trauma, Mercier elevated his “Day of Fun” to a meaningful experience for a community in the midst of recovery.
  • Jovenal Thomas, another English teacher from Cap-Haitien, collaborated with Red Cross volunteers to deliver CPR training to high school students. “There is no Civil Defense Warning Program here, no 911 telephone number to call, limited ambulance service and very little access to medical treatment,” says Thomas. “Students need to be trained to deal with emergencies when they encounter them.”
Teachers Without Borders

How do you evaluate a plan like Ceibal? | A World Bank Blog on ICT use in Education - 0 views

  • n many ways, Ceibal can, and perhaps should, be seen not so much as an education project, but as a larger societal transformation project (of the sort often associated with e-government initiatives), with the education system as the primary and initial dissemination vector.
  • Under Plan Ceibal (earlier blog post here), Uruguay is the first country in the world to ensure that all primary school students (or at least those in public schools) have their own personal laptop.  For free.  (The program is being extended to high schools, and, under a different financial scheme, to private schools as well).  Ceibal is about more than just 'free laptops for kids', however.  There is a complementary educational television channel. Schools serve as centers for free community wi-fi, and free connectivity has been introduced in hundreds of municipal centers around the country as well.  There are free local training programs for parents and community members on how to use the equipment.  Visiting Uruguay last week, I was struck by how many references there were to 'one laptop per teacher' (and not just 'one laptop per child', which has been the rallying cry for a larger international initiative and movement). 
  • There is no doubt about the numbers (over 380,000) in Uruguay -- the laptops are not sitting in boxes under an awning at the Ministry of Education collecting dust.  You see them everywhere you see school children.
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  • Notably, and tellingly, Plan Ceibal rolled out first in rural and poor communities, with schools in the capital city of Montevideo reached only in the final stage of deployment.  This stands in stark contrast to the way educational technologies make their way into schools and communities pretty much everywhere else in the world, where urban population centers and wealthy communities are typically first in line (and in many places, the line may end with them!)
  • Standing amidst the computer-enabled hubbub of activity that now characterizes the standard learning environments in Uruguayan schools, there can be no denying that something new and different is happening in a big way. Every student in every classroom in every school (and, just as importantly, in every home) is different by multiple orders of magnitude
  • What might the consequences be if young people in Uruguay have what is essentially an 'extra' ten years of technology literacy -- what might happen during those ten years (and beyond) as a result? No one knows, but it will be quite interesting to watch.
Teachers Without Borders

Mobile Phones and Community Development: A Contact Zone Between Media and Citizenship |... - 0 views

  • This paper considers how mobile phones have been taken up by citizens to create new forms of expression and power. The specific focus is the use of mobile phones in community development, with examples including the Grameenphone, agriculture and markets, the Filipino diasporic community, HIV/AIDS healthcare, and mobile phones in activism and as media. It is argued that mobile phones form a contact zone between traditional concepts of community and citizen media, on the one hand, and emerging movements in citizenship, democracy, governance, and development, on the other hand.
Teachers Without Borders

ReliefWeb » Document » UNRWA condemns demolition of Bedouin homes and school ... - 0 views

  • Filippo Grandi, the Commissioner-General of UNRWA, today condemned the demolition of homes, and partial demolition of a school, by the Israel Defense Forces (IDF) on 12 January in the Bedouin herding community of Dkaika, in the West Bank. He said: "I condemn this demolition in the strongest terms. Fifty people have been made homeless, including 30 children, many of whom were about to take an exam when the bulldozers arrived to destroy part of their school. Instead of sitting down to their exam, the children faced the traumatic scene of watching their homes and classroom be demolished. This is unacceptable.
  • Since yesterday, 15 children have been attending classes outdoors. UNRWA has given the community emergency food parcels, mattresses and blankets, and will be granting cash assistance to cover expenses related to the lost homes. The International Committee of the Red Cross (ICRC) handed out tents and kitchen sets to the affected families.
  • Forced displacement disrupts livelihoods, sharply reduces living standards, and limits access to basic services, such as water, education and health care. In most cases, demolitions affect families and communities that already live close to or below the poverty line.
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    Filippo Grandi, the Commissioner-General of UNRWA, today condemned the demolition of homes, and partial demolition of a school, by the Israel Defense Forces (IDF) on 12 January in the Bedouin herding community of Dkaika, in the West Bank. He said: "I condemn this demolition in the strongest terms. Fifty people have been made homeless, including 30 children, many of whom were about to take an exam when the bulldozers arrived to destroy part of their school. Instead of sitting down to their exam, the children faced the traumatic scene of watching their homes and classroom be demolished. This is unacceptable.
Teachers Without Borders

UNGEI - News and Events - Partnering with the philanthropic community to promote educat... - 0 views

  • “Most countries in the very poor world cannot afford to provide free access to secondary education,” Prof. Sachs told UNICEF Radio. “Even the Millennium Development Goals fall short of what they need to be, because they only talk about primary education.”
  • In addition to financial support, schools need to provide young people with a quality education, including Internet access, to help develop a globally connected curriculum that meets students’ needs.
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    NEW YORK, USA, 1 March 2011 - The United Nations Economic and Social Council is meeting at UN Headquarters in New York this week on partnering with the philanthropic community to promote education for all children.  AUDIO: Listen now Participants hope to accelerate progress in achieving universal education by engaging supporters from the private sector and philanthropic community to help fund and promote global education initiatives.
stephknox24

The Grove Community School - 1 views

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    The Grove Community School is a public alternative school within the Toronto District School Board offering arts-infused, holistic learning, built on the core values of social justice, environmentalism, and community activism.
stephknox24

NAPF Peace Leadership Program: Become a Peace Leader in Your Community - 0 views

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    The Nuclear Age Peace Foundation started its Peace Leaders program in 2008 to encourage people all around the world to spread the message of nuclear disarmament and peace in their own communities. Being a Peace Leader is simple. You decide how much time and effort to volunteer, and we provide materials, ideas, and inspiration. We suggest you set a goal of reaching out to 50 people in 6 months, and our staff is happy to help you create an outreach plan for your community.
Martyn Steiner

Project Based Learning: Explained. - YouTube - 0 views

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    The Buck Institute for Education commissioned the cutting-edge advertising agency, Common Craft, to create a short animated video that explains in clear language the essential elements of Project Based Learning (PBL). This simple video makes the essential elements of PBL come alive and brings to light the 21st Century skills and competencies (collaboration, communication, critical thinking) that will enable K-12 students to be college and work-ready as well as effective members of their communities
Teachers Without Borders

Safe Schools Campaign - 0 views

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    The All India Disaster Mitigation Institute (AIDMI), Ahmedabad, India, is a community-based action research and action advocacy organisation which has been working towards bridging the gap between policy, practice and research in disaster management since 1995. AIDMI's mission is to reduce the vulnerability of poor communities by increasing mitigation efforts, through learning and action, to ensure water, habitat, food, work and human security. The organisation operates locally but also maintains an active international presence.
Teachers Without Borders

Disaster-resilient school communities urged - thenews.com.pk - 0 views

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    Considering the vulnerability of children and the role schools can play in case of any natural or human induced disaster, the speakers of a seminar have stressed for creating disaster-resilient school communities that are better trained and equipped for dealing with any such emergency situation.   They demanded the government to declare May 16 as National School Safety Day and define standard operating procedures (SOPs) for schools which could be followed in case of any disaster. They said that these SOPs should be mounted on school walls and children and teachers be trained to strictly follow them.  
Teachers Without Borders

Jobs galore for Kenyan teachers as Rwanda seeks tutors  - News |theeastafrica... - 0 views

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    Rwanda is planning to hire at least 4,000 teachers from the East African Community this month, opening an employment window for thousands of unemployed teachers in the region. The move is part of plans to scale up the use of English as the language of instruction in schools as well as increase its use in the largely French-speaking economy, as it seeks opportunities in the integrated EAC where English is the formal language of communication.
Teachers Without Borders

LOCAL - Teachers in Van ask for better conditions - 0 views

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    As only a few days remain before education restarts in the quake-hit city of Van, school teachers in the city complain of poor living conditions. Due to their quake-damaged houses, many teachers live in other housing such as large shipping containers or preschools and have complained about the living conditions. Among the teachers' complaints are communal living standards, such as communal toilets shared by more than 40 people, heating and the inability to cook.
Teachers Without Borders

Annotated Bibliography: Teacher Professional Development in Crisis | INEE Site - 0 views

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    This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts.  The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org.  
Teachers Without Borders

What is a girl worth? | Education | The Guardian - 0 views

  • On Mondays, Wednesdays and Thursdays, 12-year-old Abigail Appetey is forced to miss her classes at primary school to sell fried fish door-to-door in Apimsu, her farming village in eastern Ghana. She gets up at 5am to buy the fish three miles away.The little she earns won't go on the exercise books she needs; her parents will spend it on her 20-year-old brother Joseph's education. Abigail wants to be a teacher, she says, but is always tired in class.There are 41 million girls around the world who should be in primary school all week, but aren't, the Department for International Development says. At least 20 million of them are, like Abigail, in sub-Saharan Africa.
  • In Ghana, 91% of boys, but only 79% of girls finish primary school.
  • Here in Asesewa – one of Ghana's poorest districts – Abigail's nearest junior high school has just five girls out of 20 pupils in its most senior class. The school improvement plan is torn, written in felt tip and peeling from a wall in a corridor. It is the middle of the dry season and temperatures can reach 31C, but the school's tap is empty and the toilets don't work. The most the school seems to have is a few exercise and textbooks that look as though they date back to the 1950s.The average income for Asesewa's population of 90,000 is between £11 and £14 a month, according to the international charity Plan, which has a base here.
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  • But what these under-tree schools can't match in cash and facilities, they more than make up for in initiative. Word about the girls' football club here in Asesewa has even reached the MPs in Accra, Ghana's capital. Football is a passion for Ghanaians of both sexes and the club only allows girls who are at school or on vocational courses to play. Clever girls, who have dropped out of school through lack of funds, are awarded scholarships, funded by Plan, to return to class and allowed to join one of the 25 teams.
  • Ministers in the Ghanaian government abolished fees for primary education in 2005 and boast that they spend the equivalent of £6 in state funds on each primary pupil every year. But parents must pay for exercise books, school uniforms and exams.It is these hidden costs – which can amount to more than £100 per child per year – that dissuade many from sending their girls to school, says Joseph Appiah, Plan's chief fieldworker in Asesewa.Besides, the value of an educated girl is lower than that of an educated boy. "The feeling is that girls will marry and belong to another family; boys bring back what they make to their parents," Appiah says.And, in these rural communities, girls are needed at home. From as young as seven they can be expected to prepare breakfast and lunch for their parents, take it to them in the fields and cook a hot dinner in the evenings. Many will also have to fetch water from several kilometres away and sell what they can to supplement their family's meagre income. That leaves little time for lessons
  • The club started only three years ago, but is already thought to have boosted girls' school enrolments in some villages by 15%. It may have been just the catalyst needed to change attitudes – and to change them more quickly than the MPs expect.
  • At Akateng primary school and junior high, not far from Abigail's village, boys and girls have just put on a play they have written about the shortsightedness of parents who deprive girls of school. Among those watching it were the real leaders of these rural communities – the "kings" and "queens". These are highly respected elders who have been selected to preside over villages and keep their traditions going.Sitting on a raised platform, with brightly patterned yellow fabric draped over one shoulder, Kwuke Ngua, one of the kings, tells how attitudes are changing. "We used to think women were not destined for education, but now we believe it does them well," he says. "They have more skills, which they can bring to the community. All girls should go to school." One of the queens, Mannye Narteki, goes even further: "Girls can no longer fit into working society unless they are educated," she says.
  • Just one extra year of full-time primary school can boost a girl's eventual wages by 10% to 20% in sub-Saharan Africa, charities say. An extra year of secondary school can make a difference of 25%.Educated and empowered girls, like those on the football teams, are far more likely to get involved in community decision-making and drive progress of all kinds in their villages and beyond.
stephknox24

Education for Liberation Network - 1 views

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    We are a national coalition of teachers, community activists, youth, researchers and parents who believe a good education should teach people-particularly low-income youth and youth of color-to understand and challenge the injustices their communities face.
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