All Posts – Page 39 – UAB Institute for Human Rights Blog

Mindful Learning: Adding Meditation to Education

A girl sitting outside and meditating. — Girl Meditation. Source: Best Picko, Creative Commons

If you have ever struggled to fall asleep or dealt with significant anxiety or stress, you may have tried to calm down and relax yourself by listening to a guided meditation or yoga practice. Data from the 2017 National Health Interview Survey (NHIS) found that 14.2 percent of American adult and 54. Child participants had practiced meditation in the previous 12 months. The survey also found that 14.3 percent of adults and 8.4% of children had practiced yoga in the past year. Some schools have now seen the positive impact that meditation and yoga can have on children’s behavior and mental health and have decided to integrate these practices into their procedural structures. Instead of sending children to detention or the principal’s office for traditional disciplinary methods, these schools have rooms designated for mindfulness and meditation. This results in a complete shift in how both educators and students cope with behavioral issues and emotional struggles in the classroom.

What Is Meditation? What Are the Benefits?

According to the National Center for Complementary and Integrative Health (NCCIH), meditation is, “Meditation is a mind and body practice that has a long history of use for increasing calmness and physical relaxation, improving psychological balance, coping with illness, and enhancing overall health and well-being.” While there is no single method or rigid guideline for how to meditate, there are four main elements that most meditation methods include: an environment with minimal distractions, a comfortable posture (such as sitting or lying down), a focus of attention, and an “open attitude (letting distractions come and go naturally without judging them).” In this context, yoga combines meditation with specific physical postures and breathing techniques.

While there is still much research to be done on meditation and its impact on people, studies thus far suggest that it can help reduce blood pressure, aid in coping with anxiety and depression, improve sleep, reduce pain, improve ability to focus, and much more. There is also research that suggests practicing meditation could lead to physical changes in the brain which support numerous aspects of mental and physical health. For example, one study that was performed in 2012 compared brain images of 50 adults that did not regularly meditate and 50 adults who had been doing so for years. The results suggest that the brains of those who had been practicing meditation had undergone gyrification, which means the outer layer of their brains had more folds, potentially increasing their ability to process information. Another study from 2013 suggests that regularly practicing meditation may slow, stall, or reverse certain changes in the brain that typically result from aging.

It should be noted that every individual’s relationship with and response to meditation can differ. One person may work well with a certain meditation strategy, while another person might find that strategy extremely difficult or uncomfortable. Some people who suffer from mental health issues, such as anxiety, may find that certain forms of meditation make them more anxious. Some people may have physical limitations that prevent from sitting on the floor, which is a common posture for many meditative practices. It is a very personal experience and should not be treated as one-size-fits-all.

Children learning yoga outside. — Learning Yoga. Source: Amanda Hirsch, Creative Commons

How is Meditation Being Implemented in Schools?

In 2013, Robert W. Coleman Elementary School of West Baltimore created the “Mindful Moment Room,” a space used for meditation and yoga. This is where students are sent when they are being disruptive in class or aggressive with their classmates. The space is warm and inviting, smelling of essential oils and decorated with pillows and yoga mats. Here, students who are feeling angry or frustrated can have an opportunity to breathe and do activities like yoga and meditation to calm down. The Holistic Life Foundation is the non–profit that helped the school to establish and run the Mindful Moment Room. The staff helps students talk about why they had to leave class and guides them through mindfulness exercises. Mindfulness in not limited to being encouraged when students are misbehaving. Students listen to a 15-minute guided meditation over the intercom at the beginning and end of every school day and can practice yoga both during and after school.

Not only is this beneficial in helping kids work through problems at school, but it also helps them build skills that can help them to cope with strong negative emotions in the future. The students themselves have been able to recognize the benefits they have experienced from practicing mindfulness. Dacari Crawford, a third-grader at Robert W. Coleman, said, “When I get mad at something or somebody, I just take some deep breaths, keep doing my work and tune everyone out. It gives you good confidence when you need to do something important.” Inspired by the impact mindfulness practices have made on the elementary school, Patterson High School has started its own Mindful Moments Room.

A Mother’s Testimony

Dana Santas, a yoga trainer to many professional sports teams, was invited write an article for CNN discussing her experience of guiding her three children (the youngest of which being on the autism spectrum) through yoga. In her experience she has found three main reasons why mindfulness-practices like yoga and meditation should be taught in school:

The first is “teaching breathing as fundamental to well-being.” She points out that the impact that breathing has on us is not as simple as the fact the we cannot live without breathing. Our breathing patterns, our postures while breathing, and the way we breathe in general impacts both our mental and physical health in ways that are hard to notice if we do not know to look for them. This be related to things like the basic mechanisms of breathing or using breathing to calm down when one is overwhelmed. Santas developed a breathing exercise called “peace palm exhaling” to help her son with Asperger’s syndrome when he becomes overwhelmed.

The second reason is that yoga can help children “move with control and confidence” because it can help them gain self-control and respect for their own bodies and improve their balance and movement abilities.

The final reason she discusses is that yoga can promote the power of mindfulness, helping children to learn skills that they can use to cope with anxiety and stress.

How Does Mindfulness Impact Human Rights?

One significant impact that the use of meditation and mindfulness in schools has on human rights is that it helps to improves students’ ability to access and fully utilize their right to an education. The right to an education is recognized in Article 28 of the Convention on the Rights of the Child (CRC) and Article 26 of the Universal Declaration of Human Rights (UDHR). Article 26 of the UDHR also recognizes the right of every person to an education that works towards the full development of their personality, and that right is also supported by meditative practices. With fewer class disruptions, an improved ability to focus, and a calmer school-environment, students can spend more quality time learning and gaining knowledge that they can use in the future. Practicing mindfulness also helps to create an environment that supports one’s health and well-being, which is recognized as a right in Article 25 of the UDHR and Article 24 of the CRC. The impact that meditation and mindfulness can have on education and personal development can help a person better prepare for future experiences, helping them have better access not only to these rights, but also to their other rights as well.

Australia: Dreaming of Reconciliation

Introduction

Aboriginal and Torres Strait Island peoples’ indigenous communities boast the oldest documented forms of culture in the world. For over 60,000 years (and some claim these communities have been in the Australian ‘neighborhood’ for 80,000 years), these societies were comprised of at least 500 distinct ethnic groups, sharing overarching worldviews and belief systems, but with widely diverse symbols and rituals, methods of exploring and explaining the world around them, and material expressions of their cultural heritage. Over the course of tens of thousands of years, Aboriginal peoples developed the oldest intellectual, religious, and artistic traditions in human history. As do all cultures, these traditions morphed and took shape over time, as the values of the Aboriginal peoples developed, as their surrounding ecological environment changed, and finally as colonizing forces destroyed much of the Aboriginal peoples and heritages. This post provides a brief overview of the colonization of Aboriginal communities and how, hundreds of years later, descendants of both Aboriginal communities and New Australians are working together to reconcile their shared traumatic history through the creation of shared cultural histories.

Aboriginal rock art depicting a contact ship from colonizing forces — “Sailing ship contact art” by Jon Connell, Creative Commons

Colonial Past, Post-Colonial Future?

Broadly defined, colonization is the long-standing political practice of settling a population onto a new territory by subjugating and / or eradicating the current occupants. Colonization is rooted in domination – an assertion of power (e.g., political, economic, militaristic) for the benefit of the colonizing state. In essence, colonizers seek land or other natural resources, and they justify forcible expansion through various arguments from the religious (e.g., manifest destiny, divine rule) to the ethical (e.g., a ‘civilizing mission’) to the practical (e.g., terra nullius). Colonization is different from imperialism in the sense that imperialists seek absolute control over a territory, whereas colonizers seek to permanently settle a new population onto a territory. Colonization has ancient roots extending to the Romans, Moors, and Ottomans and likely beyond. Edward Said’s (1978) seminal text Orientalism helped usher in ‘postcolonial studies’, an intellectual framework intending to deconstruct the horrific consequences colonialism have had on global human development. At the most basic level, postcolonialism aims to explore and explain the world through the eyes of the ‘colonized people’, namely the indigenous groups that were and are repressed by colonizing forces and how this repression plays out in the modern day. In the case of Australia, this means Aboriginal communities.

For 200 years, contact between Aboriginal groups and outside world produced largely positive results, including trade relations and the sharing of technologies. Then in 1770, English Captain James Cook and his cadre begin settling in Australia, bringing with them disease, dispossession, and direct conflict. Within 10 years, the Aboriginal population was decimated; direct (e.g. violence) and indirect (e.g. alcoholism) effects of colonization murdered 90% of these communities. Even today, the violent legacy of colonization cascades into the lived experience of Aboriginal Australians. This collective trauma still impacts these individuals at the biological level (e.g., pathologically high rates of embodied stress), psychological level (e.g., higher rates of suicide), and the societal level (e.g., placing trauma as a central component of cultural production; Krieg, 2009). In the span of about 200 years, the historical and cultural legacies of the oldest societies on the planet were either intentionally destroyed or forcibly assimilated. In 1991, however, the Australian government moved to finally reconcile this violent past with surviving members of Aboriginal communities, drawing on the wisdom of these communities themselves.

The archaeological dig site of the Canning Stock Route — “MX MM YIWARRA KUJU” by Secretaría de Cultura Ciudad de México, Creative Commons

Reconciliation: Measuring Success & The Canning Stock Route Project

In 1991, the Report of the Royal Commission into Aboriginal Deaths in Custody set the stage for reconciliation processes between Aboriginal and new Australians. The following decade saw the government-sponsored Council for Aboriginal Reconciliation and its successor, the NGO Reconciliation Australia, standardize and elevate reconciliation processes between Aboriginal and new Australians. Reconciliation Australia posits five dimensions must be addressed in successful reconciliation attempts: (1) race relations; (2) equality and equity; (3) institutional integrity; (4) historical acceptance; (5) unity. McIntosh (2014) further clarifies best practices of Australian reconciliation efforts by measuring these attempts through the Reconciliation Process Analysis (RPA). The RPA grounds its prescription in two critical factors: visioning (imagining the ‘end state’ of reconciliation, i.e. unity between Aboriginal and new Australians, as decreed by Reconciliation Australia) and backcasting (workings backwards from this vision and labelling tangible steps that have the potential to lead to this reconciliatory vision; McIntosh, 2014). He lists three stages in the RPA:

Stage 1: “Search[ing] for all available information on the convergence of interests that created the agenda for reconciliation”; this emphasizes the “spaces of encounter or contact zone”.
Stage 2: Understanding how these spaces of encounter can lead to ‘tipping points’, whereby reconciliation processes are unstoppable both in public and private discourse; in effect, how to move from theory to practice.
Stage 3: Creating a reconciliation ‘report card’ by comparing the current state of affairs to visioning and backcasting efforts undertaken by reconciliation workers from both sides of the conflict.

Utilizing the RPA clarifies the success rate of reconciliation for the practitioner and, more importantly, offers concrete steps and directives for the actors involved in reconciliation processes. By utilizing this framework, Aboriginal and Western Australians now have a blueprint and a tool for functional analysis.

One documented reconciliatory success is the that of the Nguarra Kuju Walyja (translating to “One Country, One People” in a local Aboriginal dialect) Canning Stock Route Project (CSRP). The CSRP uses cartographic rendering from both Western and Aboriginal Australian sources to create a new transcultural map of portions of Western Australia that were colonized by the English (Milroy & Revell, 2013). This project involved combining colonial-era mapping (originally belonging to Surveyor Alfred Canning) with religious artistic techniques belonging to the indigenous communities forcibly displaced and murdered by Canning and his crew (Scott, 2011). The CSRP features a hybrid of Western and Indigenous art media (cartography, sand illustration, paint, etc.) for the purpose of intercultural apology, forgiveness, and reconciliation.

To learn more of the artists involved in the project, click here, and to see the artwork used in the CSRP, click here.

Processes such as these benefit not only the public who consumes the art, but also the researchers, artists, and practitioners who work together on the project (Milroy & Revell, 2013, Smithers Graeme & Mandawe, 2017). An autoethnographic and reflexive examination of the reconciliation processes enjoyed by the producers of the CSRP would likely reveal changes in outlook between these producers; the act of physically participating in the creation of a reconciliation project may have more tangible effects on the artists than the public. This and other initiatives similar to the Canning Stock Route Project should be analyzed using McIntosh’s RPA to assess tangible reconciliation outcomes and their impacts in the broader communities these projects serve. This form of reconciliation research would connect the general benefits of reconciliation, such as the integration of histories, with empirical support. Reconciliation is, after all, both an art and a science.

An Aboriginal Australian standing on a mountain in the Australian outback — “Injalak DSC01824 NT” by Ian Cochrane, Creative Commons

The Dreaming & The Land

A central aim of the CSRP was an intentional integration of European history (vis-à-vis ‘Western Geography’) and Aboriginal history (vis-à-vis the land-based worldview of The Dreaming). This history is co-written, it is co-owned, and it draws on cultural heritages and strengths of both parties. We are all familiar with the notion of Western Geography – but what is the Aboriginal Dreaming?

The Dreaming, loosely translated, means several things: the time of creation (when animistic spirits sang the world into existence), the spiritual / ethical code of an Aboriginal individual, and the cultural laws governing Aboriginal tribes (Milroy & Revell, 2013). The Dreaming is both a worldview and a system of behavior – there is no differentiation within many Aboriginal societies.

The Dreaming informs Aboriginal tribes of their cultural history and collective memory through story, art (with particular emphasis on performative aspects, such as dance), pilgrimage, and other rites / rituals (Petchovsky, San Roque & Beskow, 2003). The Dreaming is the spiritual and cultural tradition of Aboriginals, and the Dreaming is central to every facet of their lives. The Dreaming, Aboriginal Australia’s religious and cultural system, is literally rooted in the Australian landscape (Milroy & Revell, 2013). Landmarks are holy sites to the Aboriginals; some locations’ sacredness is shared by all tribes, some tribes, or one tribe. The unifying factor, amidst hundreds of Aboriginal traditions, is the relationship between person, spirit, and land in Australia. The spiritual lives of Aboriginal Australians are nourished by this relationship; by the same token, land theft and forced displacement robs the Aboriginal not only of his or her Country but also their spiritual home and fortitude. The CSRP, at its most fundamental, approached reconciliation through the land. Land theft cleaved the relationship between colonizers and Aboriginal communities, therefore land sharing may mend this relationship.

Aboriginal rock art depicting a communal celebration — “Injalak DSC01797 NT” by Ian Cochrane, Creative Commons

A Dream of Reconciliation

Initiatives such as the Canning Stock Route Project aim to engender sustainable peace and reconciliation between descendants of indigenous populations and their colonizers – this is at the heart of healing from cultural violence. Other similar reconciliation movements, such as those between European Americans and Native Americans, must take heed from the successes of the CSRP. Government policies, such as reparations, are not enough to successfully reconcile cultures dominated by violence and repression. Successful reconciliation also hinges on heritage – such as Aboriginal societies’ profound love of and respect for their land. nHeritage lives through art, through wisdom texts, and through stories passed down over the course of many millennia (in the case of Aboriginal communities, 60,000 years and more). nIf the modern world truly seeks to heal from its colonial past, the glorious histories, beliefs, and heritages of indigenous communities must drive future reconciliation.

Below are images of Aboriginal rock art and of the Australian landscape that may have once inspired the Aboriginal Dreaming.

For more information about rock art, visit here, here, and here.

For information on the powerful connection between Aboriginal communities and land, visit here.

For a greater in-depth explanation of the Aboriginal Dreaming, visit here.

Aboriginal rock art depicting a kangaroo — “Burrup rock art” by Jussarian, Creative Commons.

Aboriginal rock art depicting a man — “Painting” by Francesco, Creative Commons

a rock formation on a mountain in the Australian outback — “The Three Sisters, Katoomba, NSW” by Jan Smith, Creative Commons

References

Borer, T. A. (2006). Telling the Truths. Notre Dame, IN: University of Notre Dame Press.

Krieg, A. (2009). The experience of collective trauma in Australian Indigenous communities. Australian Psychiatry, 17(special supplement), 28-32.

McIntosh, I. S. (2014). Reconciliation, you’ve got to be Dreaming: Exploring methodologies for monitoring and achieving Aboriginal reconciliation in Australia by 2030. Conflict Resolution Quarterly, 32(1).

Milroy, J. & Revell, G. (2013). Aboriginal story systems: Re-mapping the West, knowing country, sharing space. Occasion: Interdisciplinary Studies in the Humanities, 3, 1-24.

Petchovsky, L., San Roque, C. & Beskow, M. (2003). Jung and the Dreaming Analytical psychology’s encounters with Aboriginal culture. Transcultural Psychology, 40(2), 208-238.

Said, E. W. (1978). Orientalism. New York, NY: Random House, Inc.

Scott, S. (2011). Yiwarra Kuju: The Canning Stock Route. Australia Historical Studies, 42, 289-294.

Smithers Graeme, C. & Mandawe, E. (2017). Indigenous geographies: Research as reconciliation. The Interdisciplinary Indigenous Policy Journal, 8(2), 1-19.

Why Language Matters to Women

by Pam Zuber

United Nations Flag. Source: sanjitbakshi, Creative Commons.

Language matters. So do the rights of people. But in 2019, it looks like representatives of the U.S. government promoted the use of language that may affect, if not imperil, the rights of women. Every year, the Commission on the Status of Women (CSW) issues statements called agreed conclusions based on priority themes and recommendations. The CSW is part of the Economic and Social Council (ECOSOC), which itself is one of the platforms of the United Nations (UN). For the sixty-third session from March 11-22, 2019, the CSW’s agreed conclusions were “social protection systems, access to public services and sustainable infrastructure for gender equality and the empowerment of women and girls.”

During the CSW’s 2019 session, representatives of the United States requested changing the language of the commission’s agreed conclusions. They wanted to remove language that referred to “universal access to sexual and reproductive health and rights.” Writing in the Washington Post, Ariana Eunjung Cha and Lena H. Sun said that the American representatives felt that this language would promote abortion and juvenile sexual activity. According to Cha and Sun, the representatives also wanted to eliminate the term “gender-responsive” in the agreed conclusions and replace it with the term “family-centered.” But this language denies our ever-evolving concept of family. Families come in all shapes and sizes. Family isn’t just the nuclear family model of a man, a woman, and children. Actually, it never was, because don’t we all know people who were raised by single parents, grandparents, aunts and uncles, siblings, or two parents of the same gender? People who lived with foster families and in group homes? People who lived with multiple generations under one roof? Denying multiple concepts of family and gender creates an inaccurate depiction of families. This depiction hurts the many, many people not included in this narrow definition.

When representatives seek to eliminate the word gender, the denial also obviously denies gender and sexual orientation. It implies that gender is binary, that the only two genders are male and female. It doesn’t acknowledge trans people, people who don’t identify with a certain gender, or people with different sexual orientations or no sexual orientation. Not acknowledging people’s existence marginalizes them, which may make it easier for people to ignore or even abuse them.

Finally, the U.S. representatives pushed to add another section to the agreed conclusions. This section stated, “women’s contribution to the home, including through unpaid care and domestic work, which is not adequately recognized, generates human and social capital.” The U.S. representatives did not get their way, but the rest of the commission did. In a document discussing the agreed conclusions, the commission stated that it wanted to “[e]nsure universal access to sexual and reproductive health and reproductive rights.” It urged entities to

respond to the needs of women and girls and recognize and value unpaid care and domestic work, enable the mobility of women and girls, strengthen women’s participation in public and political life, as well as their economic opportunities, in particular their full and productive employment and decent work and equal pay for equal work or work of equal value, and strengthen their resilience to shocks.

Although the efforts by the United States representatives were ultimately not successful, they still sent a chilling message that could have repercussions for women in the United States and abroad. After all, while “universal access to sexual and reproductive health and reproductive rights” can mean abortion, it can also mean so much more. It can mean distributing contraception and information on how to use it. It can mean providing tests and examinations that could diagnose pregnancy or health conditions and provide early and effective treatment.

Such criticism about providing access to reproductive rights sounds similar to criticism leveled at the Planned Parenthood organization. Critics charge that Planned Parenthood performs abortions, which it does, but abortions represent only 3.4 percent of the services it provided in the 2017-18 fiscal year. People are quick to condemn the organization for providing abortions while ignoring that more than 96 percent of its work is not related to abortions but instead relates to contraception, examinations, testing, and other matters relating to health care, especially preventative health care. Reproductive health and women’s rights are at risk with each slight or purposeful alteration to words used in the creation and passage of legislation, the implementation of the laws, and the subsequent treatment of persons who identify as women. Denying such rights treats women as second-class citizens not worthy of vital forms of health care. It perpetuates the belief that women are not able – and should not be able – to make decisions about their bodies and their lives. It denies cis women opportunities. It denies the very existence of trans women and people who have nonbinary identifications. Not being able to make personal decisions may impact women’s physical and mental health. This impact could produce far-reaching consequences.

Women who lack reproductive rights cannot plan their families. They may have more children or children sooner than they intended. This may be physically and mentally draining. It may lead to poor health, lost educational opportunities, financial and career stagnation, and even conditions such as addiction that may need to be treated by addiction treatment professional facilities because women are trying to make sense of their lives or escape the realities of their lives. Women may feel trapped. They may be unable to attain a decent quality of life and achieve upward mobility, all because they lack something as basic as birth control.

A woman cleaning — Source: By Fars News Agency, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=67475239, Creative Commons.

Why Emphasize Domestic Work?

By emphasizing domestic work, the U.S. delegation to the United Nations’ commission is sending a strong message. Again, the U.S. representatives wanted to include language that addressed its belief that “women’s contribution to the home, including through unpaid care and domestic work, which is not adequately recognized, generates human and social capital.” On one hand, the U.S. delegation to the Commission on the Status of Women recognizes that women still perform the bulk of domestic duties in most cultures throughout the world. It acknowledges that most cultures often do not recognize females’ domestic work financially, politically, socially, or emotionally. On the other hand, why is the United States so keen to emphasize domestic work?

Women perform domestic work. But they also perform countless other kinds of work. Around 74.6 women were in the U.S. workforce in 2017, reported the U.S. Department of Labor. These totals amounted to about 47 percent of the United States workforce. Since women already account for about half of the nation’s workers, it’s impossible to ignore their numbers. It’s shortsighted and dangerous to overlook this impact and to deny or downplay women’s contributions. Speaking of contributions, does the U.S. delegates’ proposed language portray their beliefs about what woman should be doing? In this view, women should handle domestic work and men should work outside of the home. Again, this is a very traditional view that was never the case for 100 percent of U.S. families. While stay-at-home wives and mothers may have been more prevalent in the past, many women have always worked outside of the home due to necessity or desire.

What Do Choices Mean for Women?

As an alternative, what about supporting language that acknowledges the many roles that today’s women actually perform? Yes, women perform domestic work and raise families. But they also work outside of the home and pursue educations. They also do many of these things at the same time. Some choose not to marry, live with partners, or have children, or they are partners with other women, or they have multiple partners or participate in other arrangements. They may identify as cis, trans, or nonbinary, or have other identities. They may not live in traditional nuclear families, but their families and their choices are not any less valid – or any more valid. They’re just living their lives. They’re happy, successful people who contribute to society. Ignoring their ideas of family and gender, and ignoring the contributions they make through their work and other efforts, ignores them as a whole. And they shouldn’t be ignored, because non-nuclear families are now more common than nuclear ones. The Pew Research Center reported that only forty-six percent of U.S. children eighteen years old or younger lived with two parents in their first marriage in 2014.

Instead of ignoring women, maybe the U.S. delegation and other representatives should consider promoting inclusive language that acknowledges choice. If women have options, they can better control their destinies. In most societies throughout history, men have had more agency in steering the course of their lives and communities. But how are women supposed to have agency if authorities do not allow them to control any aspect of their lives, including their own bodies? Providing opportunities for women to work, to pursue educations, to choose whether to have families or not, to run for office, all give women control and power. This can create additional control and power, as women will have the knowledge, skills, connections, agency, and confidence to live the lives they want to live and help others do the same. Women will be independent, not dependent. They will not have to rely on husbands, fathers, or brothers but will have the resources to thrive on their own.

Allowing women full access to reproductive care and other types of health care and encouraging them to pursue a wide range of career opportunities enables women to live the fullest lives possible. Using language to deny these opportunities harms women and future generations. When U.S. representatives use certain language and deny other types of language, they threaten freedom, self-determination, and other American ideals. They forget that what’s right for women is what’s right for the United States as a whole.

Pamela Zuber is a writer and an editor who has written about human rights, health and wellness, gender, and business.

Wiki yangu na Kenya

My week spent in Kenya was amazing and profound, yet I find myself at a loss for words when trying to describe my time there.” I have been told that I am not a good storyteller. Details of the stories I tell that seem crucial to me turn out to be utterly unimportant to others, often causing them to lose interest and miss the significance of my experiences. Upon my return from a week-long study abroad trip to Kenya, I was asked all the predictable questions that one receives after a travel excursion: What did you do? How was it? Did you love it? Will you return? Can you tell me more about your trip? These are the questions that I cannot answer…how do I summarize a week’s worth of moments into interesting, well-constructed narratives that completely capture the beauty and wealth of knowledge I learned while away?

The truth is I can’t, so I don’t, leaving both me and my friends unsatisfied. So when my professor who led the trip to Kenya reminded us of our living dictionary assignment, my plan began to take form. The Living Dictionary assignment was to select words in Swahili and translate them to English and turn in that list of words we had collected while there. Nelson, who started the camp and worked tirelessly to coordinate our trip and helped me translate the words for my Living Dictionary. This is not a commonly used phrase – in the United States or otherwise, so it took Nelson a minute to compose it. My mind starting whirling as to how I could take the assignment and make it into an art project. I realized that each day of my trip could be summarized into two Swahili words, and those words could tell the stories of my trip, along with accompanying the artwork.

While I was in Kenya, I chose nine words and phrases to tell the stories of my experience. Then I created images to accompany the words using different art mediums. These phrases and words were translated for me by the people I met while I was in Kenya. I found it liberating to express my experiences through creativity, and then use those art pieces to tell a story of my time abroad. Organizing my thoughts through the words and pictures ordered the information I shared. Reflecting on my week in Kenya, I knew there was some core knowledge I had observed while there that left an impact on me, I wanted to leave an impact with this art.

Kamuzu ambayo ni hai – “Living Dictionary”

The watercolor is inspired specifically by an image from the safari we took; however, it also represents the vibrancy of color in the Kenyan landscape. We spent a majority of our time in Kenya out in the Maasai Mara, which is about four hours from Nairobi. There we stayed at Oldarpoi Camp, a sustainable tourism camp run by the community for the community. On the safari, I saw animals in their environment and on their own terms. The land and animals there are demonstrating an authentic ecosystem, something I have never seen firsthand before. My lion and elephant viewing could be confined to the zoo, but the safari was the antithesis of the zoo. There were no glass windows separating the animals from the observer, nor regularly scheduled feeding times. It was as if I stepped into a city where the skyscrapers were trees and sidewalks were flowers and bushes. Like any great city my presence did not interrupt its typical course, nor will my individual presence ever be remembered by the occupants. The natural beauty of this place never failed to leave an impression on me.

Moja & Billie (Mbili) – “One” & “Two”

The image I chose to depict these words was inspired by all of the nights I spent looking out from the window above my bed. I could always see the milky way, and it was an unreal, magical sight that I have never been able to appreciate while in the States. Looking up at the universe I saw light and contrast that I cannot name or begin to understand. I could not tell you why stars burn in the night or the difference between celestial planets, but that does not mean I cannot appreciate it. I ended each day in Kenya grateful and full of love for all that I had seen and learned, even if I had not yet begun to process it. Like this trip, those evenings staring at the expanse was a singular experience The highlight of my evening was when I picked out Orion’s belt, a constellation made of three stars. It was so clear and easy to pick out that I wanted to add it into this piece.

On our first day in Kenya, as we were driving out to the Mara, we stopped on the side of the road at a shop. There, I met Joseph, who taught me how to count in Swahili. This is the first of many instances where my English ears did not hear or understand the nuances of the language. Two in Swahili is spelled “mbili,” but to my ears, it always sounded like “billie.” Language was an important tool to use when making a connection with others in Kenya. I often did not speak the same language as them, but something I have found to be true everywhere, in the United States and Kenya, was that others are eager to teach. Never once did I ask how to say or spell something in Swahili and the response was “No.” Each time, the person gleefully and patiently waited with me as I stumbled over sounds trying to repeat what they were teaching me. Not only did I learn Swahili words from this, but I learned the power of teaching and how it provides connection and bonds with humans.

Sawa Sawa & Twende – “Ok? Ok!” & “Let’s go!”

During our trip, Sam and Joel not only drove us all over the country but also became our friends and guides. They fearlessly leading us all over the Mara through a safari. They knew so much about the creatures we were seeing. They knew where they would spend time and were able to find the best spots for viewing. Whenever we would stop to look at an animal, Sam would ask us, “Ok?” and we would all respond “Ok!” letting him know we were ready to move on. Sam was an expert driver and wild animal spotter as we witnessed many animals such as lions, giraffes, zebras, and warthogs in their natural habitat.

Much of the way people make money is through tourism, and often the safaris and the promise of animals is what brings the tourists. In order to see the animals up close, it is vital that you respect and understand their patterns and habits.

Sopa & Asanti (Asante) – “Hi” “Hey” Hello” & “Thank you”

A majority of people that I met while in Kenya were able to speak three languages: English, Swahili, and their local dialect. We were staying in the Maasai lands where they speak Maa, which is that region’s local language. A common greeting for them is “Sopa” or hello. When we first arrived at the Oldarpoi camp, we were greeted by the people sharing their culture and traditions with us. They always warmly welcomed us with a friendly “Sopa”. When beginning to learn a new language it seems that some of the first phrases you pick up are how to welcome and how to be grateful. This made “Thank you” a vital phrase, and gratitude a universal concept, which is one of the most insightful realizations I had while in Kenya. I might not speak the same language as them, or fully understand their culture, but there are mutual understandings of humanity that persist across cultural boundaries. The sound of children laughing and playing is the same in any country. Friends teaching each other popular dances is the same in any country. Being grateful for life and connection is the same in any country. Asanti, or Asante as it is correctly spelled, was given freely and frequently during our time there. How could it not be? We had so much to be grateful for.

We we ni rafike yangu & Nakupenda – “You are my friend” & “I love you”

On the first afternoon of our arrival in the Maasai Mara, we asked the warriors if they could show us around the camp. There was a village below where we stayed and as we were walking down the road the children were arriving home from school. We stopped and began to talk to these bright and inquisitive children. They drew their names in the dirt, as well as an outline of Kenya with a star where they lived. They wrote out long division problems with a stick to test my “college education”. The children giggled as they posed for photos and excitedly crowded the cameras. They opened their home, their lands, and their hearts to us without hesitation.

It was important to me that there was not a white savior mentality on this trip. I personally think that not only is the idea or concept of entering a foreign country and being a “savior” detrimental to the community, but also spreads this harmful to other Westerners considering trips to Africa. Dr. Stacy Moak and Dr. Tina Reuter, the professors who led this trip, ensured that we worked collaboratively with those in the community to provide them with the resources they needed. Change in a community does not come from a group of students visiting for one week. Members of the community are the true agents for change, and to have an opportunity to learn from them is an unforgettable experience. In many depictions of non-Western countries, the people are displayed in images of despair and poverty. This fuels the white savior complex but placing pity on these countries and the utmost need for a Westernized hero. Is there despair and poverty in Kenya? Yes. Is there despair and poverty in the United States? Yes. Regardless of where we are, considering what the photos you take and share are actually depicting is a measurable action you can take. Does the photo reflect the strength of the person? Does it treat humans in the photo as entertainment only? When someone is wanting to use imagery to advocate and empower for change, is the photo reflecting the true nature of its subject, or whatever sensationalized image will get the most emotional response?

I can’t speak to all the plights of the Kenyan people, nor can I summarize everyone who lives there within a week of being there; all I know is what I observed from my week-long trip: The people I met in Kenya are smart. They are curious. They are happy. They are resilient. Maybe if others had more opportunity to engage with non-Western worlds in an accurate and authentic way some of the negative mentalities and complexes surrounding how we view the rest of the world would begin to be transformed. I was fortunate to get physical proximity to the people of Kenya and the characteristics they exhibit, and hopefully, the visuals I shared will begin to give others a sort of pseudo-proximity to the humanity in all.

The Evolution of How I Defined a Global Citizen

As the world has grown smaller, and the global economy and policies have pushed their way to the focus of peoples concerns, many citizens have altered their attention from the nation to the globe, defining themselves to be a global citizen. Since the introduction of social media, I have seen how easy it is to know what is happening around the world. With easy access to international information, I have seen more of my own generation focus on what they can do to help people on the international stage. Specifically, when my friends and I began deciding what we wanted to study as undergraduates, we were not focused solely on what we wanted to do but also how we could use our major to help others around the world. We would consider ourselves to be global citizens. What does it mean to be a global citizen?

Over spring break 2019, I traveled with the UAB Social Work Department along with Dr. Stacy Moak and Dr. Tina Kempin Reuter to Kenya. While we were there to work on projects that centered around a multitude of social work topics, I learned what it means to be a global citizen and how my definition of that changed throughout the trip. Before leaving for Kenya, I considered myself a global citizen, but I was not certain about what it meant to be one. From my experience in traveling, I defined a global citizen to be someone who understood that there were cultures and communities outside their own community that should be appreciated.

Before the class began, my knowledge of African culture was limited to what I saw in movies like the Lion King and Black Panther. During the class we prepared for our trip by creating lessons on our projects, expanding our knowledge about Kenyan culture, and preparing supplies to take to the groups we were meeting in Kenya. This knowledge helped me establish a basis of understanding for the communities we would be visiting. As part of our class, we read My Maasai Life: From Suburbia to Savannah by Robin Wiszowaty which educated me on many Swahili and Maa words as well as specific cultural details within the Maasai Mara. We also had a lesson on human rights and what should be available to all humans. This lesson opened my eyes to a part of global citizenship that I had not thought of because of my little education on human rights. To help communities around the globe, I must know what’s going on in international and national legislation to know where those human rights are being violated or taken away. This knowledge grants the ability and responsibility to work towards a better world where everyone has their basic rights as a human.

Emma and the Maasai women sitting in a circle having conversation — Photo by Emma Laurence

Before this trip, I had believed that this understanding would be enough to establish an appreciation for the community of the Maasai Mara. While I did appreciate the culture, I soon realized that fully experiencing a community is far more important than learning from documentaries and online sources. The experience that creates a deep connection towards communities of the world is one that is achievable when you focus on the people around you. Throughout our time in the Maasai Mara, my definition for a global citizen was redefined. From getting to go inside a Maasai community to doing beadwork with some of the hardworking Maasai mothers, I began to create relationships within the community, some even without a common language to speak.

One afternoon the students and professors sat down with the Maasai women to learn how to make soap and do beadwork, we had learned that these women used these skills to make money for their families. The woman who was tasked with trying to teach me how to do the beadwork was very patient and kind, and we didn’t even speak more than a few words to each other. I know little to no Swahili or Maa, and the woman knew no English. We were able to find a way to establish a friendship through unspoken communication, involving a lot of laughter at my inability to put beads on a string. It seemed impossible before I came to Kenya to establish a friendship with someone who came from a vastly different culture and background from mine especially if there is no common language spoken. I quickly from the trip that not only can you form relationships with people from all walks of life, but they are necessary to understand and fully appreciate the communities you visit when traveling.

While at Cara, a women’s rescue facility outside of Nairobi, I learned more about the role that I play in communities around the world. As we sat around a table where students were discussing social work practices with the counselors at Cara, I saw how the exchange between communities is important as well. We learned that the women at Cara, had the experience to help the young ladies in their facility but they needed supplies, as well as some specific lessons, plans that they hoped we could develop later for them as a future project. This exchange taught me that first, to help a community, you must be told what they need from the community itself, you cannot interpret this yourself. As an outsider in a community, I would never know what people need; therefore, by being told by the community, our group was able to help with the specific needs of the community. Second, as a global citizen, my role is not to go into communities and change them to look more like mine. My community is not always right. Therefore, you must communicate and exchange information to meet the community where they are at. Thus, I redefined a global citizen to be someone who sought out friendships so that they could enhance their love for a community and exchange knowledge to put in place future projects that would aid members of the community.

a group photo of the team from UAB — Photo by Emma Laurence

Once I returned from Kenya and quickly fell into my daily routine as a student, I found that a few more things about how I was defining a global citizen changed. The definition is not simple or short because to be a citizen of the globe involves a lot of thought and appreciate as well as work. As a global citizen, it is important to create relationships in a community to see the community as your own because as a global citizen your community is the globe. This leads to the service aspect of a global citizen. Because these communities are part of your community, you must work to help those communities where they need it, if that need is established from the community itself, while working to preserve the beauty of the culture within the area. It is your responsibility to make sure the people in your global community have the rights they deserve as a human. Therefore, you must say up to date on current events surrounding legislation around the globe especially when that legislation infringes on human rights.

While I was only able to spend a week working on the projects, my trip will be able to impact how I see myself in the world for years to come. I know now what my job is as a global citizen and how I can do that job to the best of my ability. I hope soon more people will see their role as a global citizen so we can move towards furthering knowledge for the different cultures around the globe, access to human rights for all, the exchange between communities, and international friendships.

The Power of Animations through Pixar

a picture of a praxinoscope — Praxinoscope. Source: joegoaukiffi3, Creative Commons

The beginning

Many of you have grown up watching animated films. They have a special place in our hearts and often cause us to reminisce on our childhood. Animated films have been around for hundreds of years, dating back to 1877 when the praxinoscope was invented. This device would allow you to see an animation by having pictures in a moving wheel. Thus, it would seem as if the pictures are moving due to a slightly different frame. Animations are not necessarily a genre, but instead a film technique. It becomes complicated when trying to determine when the first color animation came out since many films have been lost, although people presume it was around the 1920s. Shortly after, in 1928, Disney developed Mortimer Mouse, which turned into the iconic Mickey Mouse we all know.

Pixar

Pixar is a well-known company that produces numerous animations and is a branch of the Walt Disney Company. Pixar creates an environment where individuals can work together creatively. In fact, they have a meeting every couple of months called Braintrust, which is where employees can discuss ideas, progress, and struggles with their movies, stressing the importance of honesty. This ensures an environment where people can be flexible in their creativity.

“Creative culture can be created when you find people that are willing to level with you and make you grow. Once you see them, hold them close. – Eugene Eşanu

The first short film that Pixar Animation Studios produced was in 1986 and was called Luxo Jr. Due to the use of computer-generated imagery (CGI), it was ahead of its time. What took people by surprise was how the objects could shed light and shadows on themselves, depicting three-dimensional imagery as more alive and realistic. Furthermore, this short film was able to connect to the audience through “emotional realism”, which is where animated characters portray feelings and emotions that resemble human experiences, so we the audience can relate. It was innovative, not just for Pixar but the entire industry. Luxo Jr. went on to win Academy Award for Best Animated Short Film and inspired the creation of many other films such as Toy Story and Cars. As a result, Luxo Jr. was chosen to be preserved at the National Film Registry due to its “cultural, historical and aesthetical significance”. Without this film, who knows where the animation industry would be today.

a picture of Woody from Toy Story in the driver's seat — Pixar Motorama 2009. Source: Ben Ramirez, Creative Commons

Pixar Addresses Diversity

Becoming a director, in general, can be difficult. It becomes more complicated when you are a woman or person of color, especially in animation. During the span of seven years, only one major animation, across several companies such as Disney and Dreamworks, was directed by a woman (Jennifer Yuh Nelson directed Kung Fu Panda in 2011). In fact, Women in Animation found that “60% of all animation and art-school students are women, yet only 20% of creative jobs in the industry are currently held by women”. In order to address the inequality towards women and people of color, Pixar decided to launch a new program called SparkShorts.

This new program encompasses a series of short animated films that are meant to create more leadership opportunities for women and people of color.

Three of SparkShort’s films were released in February through YouTube with two of the directors being women:

The first SparkShort was called Purl and focuses on a pink ball of yarn who feels out of place amidst the humans. The film shows what it feels like for a woman, Purl, to be working in a predominantly male office. The reviews were stellar. Instead of focusing on the quality of the animation (which was excellent in its own right), compared to previous films, people are focusing on the narrative of the story.
The second film, Kitbull, sets the scene for an abused Pitbull becoming friends with a stray kitten, hence the name of the film. It sends a powerful message of love, corruption, and friendship. It brings about the controversial topic, the No Kill Movement that advocates for stopping the killing of healthy and treatable animals due to convenience.
The third released film, Smash and Grab, tells the story of two robots by the same names who are best friends. Smash’s job is to break rocks and to pass them to Grab who throws it into a furnace. Their routine is the same every day, with an occasional break for playing catch with the rocks. However, the robots cannot leave because they are restrained by a long cable but Smash notices that there is a world where robots could be free and together they decide to escape. This film is unique in that it does not contain any dialogue. However, the theme of friendship is clear.

What Lies Ahead

The films do not end there. In the upcoming year, three more are expected to be released. The first film, Wind, will be directed by a Korean American director, Edwin Chang. The genre is magical realism film about a grandmother and her grandson. The second film will be the first of its kind to have Pinoy characters. Bobby Rubio is the director of Float, a story about a father protecting his son. The third film, Loop, will be directed by Erica Milsom, which will portray a non-verbal autistic girl. These films pave the way for future films by creating narratives that touch on the representation of all people and is not afraid to shed light on stigmatized topics. Furthermore, it creates discussions on the characters and their representation, fatherhood and masculinity, and people with disabilities. The films are not afraid to portray the difficult issues that affect people worldwide. This is just the beginning; these short films can change the industry and people’s perspectives on important topics.

Why it matters

In reference to the Universal Declaration of Human Rights, all humans have equal rights. It is not dependent on one’s gender, race, or religion. People have the right to work without experiencing discrimination and the film industry has a past at doing this. When underrepresented people see themselves in film it creates a chain reaction. Films have the power to shape how audiences perceive the world and it has the potential to instill empathy by breaking through barriers such as race, geography, and gender. Pixar is breaking the typical standards of the animation industry. In fact, their ideas are breaking the mold for people; it has the ability to normalize commonly stigmatized topics. It can lead us to the idea of inclusivity. I leave you with one final message, “To infinity … and beyond.”

Worldwide Famine and its Impact

by Nicole Allen and Pam Zuber

Famine and other types of food insecurity are problems in several ways. A chronic and widespread lack of food is not only harmful to people’s health but can produce other repercussions. Unfortunately, we are witnessing many of these short- and long-term repercussions of famine and food insecurity in several areas of the world.

Yemen

Yemen is a country in the throes of a vicious civil war. Like other countries experiencing such strife, it is experiencing food insecurity as well. People who experience food insecurity do not have consistent access to nutritious, affordable food. Yemenis truly do not have physical access. Experts estimate that Yemen imports 90 percent of its food, but the civil war has closed the country’s airports to civilian flights, blocked its seaports, and created dangerous conditions within the country. Even if food becomes available, many impoverished Yemenis cannot afford it. Saudi Arabia invested billions in Yemen in early 2018 to reinforce the latter nation’s economy and the riyal, its unit of currency, but the economic status of Yemen remains precarious.

Malnutrition causes other problems. Malnourished people are susceptible to disease that requires medical intervention, and this has been the case in Yemen. The country has experienced cholera and meningitis outbreaks. These diseases can create even more malnutrition. Thus, Yemen is battling a vicious cycle of malnutrition and disease. There is another, less-discussed but still significant factor that also contributes to problems in the country: drug use. Many in the country use a drug called qat (also spelled khat). Users say the drug enhances strength and virility, which is why military leaders allegedly give it to child soldiers. Users also say it suppresses the appetite, which could make qat attractive in a country experiencing food instability. Given qat’s popularity, it is also big business for the people who grow and supply it. Qat is profitable, which could encourage people to grow and sell it instead of other crops that could feed Yemenis. But, as with any drug, struggles for control over the qat market could provide dangerous, especially in a country already experiencing political instability. The quest for profit might come before the health, physical safety, and other human rights of Yemenis.

Somalia

Long subject to periods of drought that devastate its food supply, Somalia’s food situation is bleak. According to the United Nations’ World Food Programme: “As of May 2018, 2.7 million people [in Somalia] cannot meet their daily food requirements today and require urgent humanitarian assistance, with more than half a million on the brink of famine. Another 2.7 million Somalis need livelihood support to keep from sliding into crisis. An estimated 300,000 children under age 5 are malnourished, including 48,000 who are severely malnourished and face a high risk of disease and death.” Such drought limits the crops Somalis can grow and shrinks the amount of pasture land they can use for their livestock. It also puts people out of work, preventing them from buying food and other necessities.

What little food and water there is available is a precious commodity in Somalia. People have attempted to control these scarce resources to build and consolidate power, which has sometimes led to violence and tension. People without such resources might be more willing to join violent movements because they feel as if they have no other options. Thus, famine and reduced job prospects might be breeding grounds for violent groups of people who feel as if they have nothing to lose. It could contribute to violence, unrest, and human rights violations, since people may feel that their situations are hopeless and that human life is worthless.

Nigeria

As with other countries on this list, political strife has created considerable food insecurity and other problems in Nigeria. The militant group Boko Haram has been active in northeast Nigeria since the early 2000s. Boko Haram’s name means “Western education is forbidden” in the Hausa language and the group calls for Islamic law (sharia). The group has protested secular Nigerian rule in various ways, most notably by kidnapping several women, girls, and children in a number of separate incidents and by bombing and attacking government and United Nations buildings. Boko Haram has also clashed with government representatives and multinational troops, which has killed several Nigerians, displaced others, and severely disrupted everyday life in the African nation: “[I]t is likely that significant populations remain in areas of the northeast that are currently inaccessible to humanitarian actors. Reports indicate that people fleeing from conflict-affected, inaccessible areas [in Nigeria] are often severely food insecure and exhibit signs of malnutrition,” according to a 2018 report from the Famine Early Warning Systems Network.

If Nigerians had their way, they would not only have access to food, but the means to grow it as well. Fanna Kachella is a farmer in Rann, a city in northeastern Nigeria. The ongoing political conflict has affected her livelihood, but she hopes that food assistance can help her and her family: “Not having anything much to do has been hard for us, we are used to planting our own food. I hope we will get a good harvest from the seed.” The ability to support oneself and one’s family should be a fundamental human right. Not being able to do so is denying this right. Not being able to do so can jeopardize a person’s health, dignity, ability to form and nurture a family, and interactions with others.

South Sudan

Founded in 2011, South Sudan is the world’s youngest country. But, in its brief history, it has faced many problems that are as old as time. Unlike other countries on this list, it looks as conditions may be improving, however. On August 6, 2018, South Sudan’s president, Salva Kiir, signed a power-sharing cease-fire agreement with the leader of his political opposition, Riek Machar. As part of this agreement, Machar would serve as one of the five vice presidents of the country. Political conflicts between the two men plunged South Sudan into civil war in 2013. Machar once served as Kiir’s deputy but fled the country after a dispute between the men. The two men agreed to end their dispute in 2015, but it ended in 2016 when Machar return to the country’s capital, Juba.

These personal disputes erupted into a country-wide civil war that has killed thousands of residents of South Sudan and displaced almost two million more. The political conflict and its resultant disruptions, massive displacement, economic problems, flooding, dry spells, and pests all contributed to famine conditions in 2017. According to the international initiative the IPC (the Integrated Food Security Phase Classification), “5.3 million people required food assistance” in South Sudan in January 2018, “up 40 percent from the same time last year.” The initiative attributed these food-related problems to “widespread conflict [that] continues to displace communities, disrupt livelihood activities and impede humanitarian access to vulnerable populations.” But, if the truce between Kiir and Machar holds, it could spell an end to this calamitous conflict. Perhaps it will allow people to return to their homes and grow and obtain food, reversing the food insecurity and other problems that this new nation has faced.

North Korea

Food insecurity and malnutrition have been common occurrences for decades in North Korea, another country also experiencing political troubles. The oppressive and secretive nature of the country’s government has made it difficult to determine the extent of North Korea’s many problems. But, the estimates are devastating. For example, experts believe that a famine in the country in the 1990s killed up to three million people. North Korea’s mountainous terrain and cold climate have always made agriculture difficult, and the country no longer received agricultural aid from the Soviet Union after the latter country collapsed in the early 1990s, which made farming even more difficult.

The North Korean government claims that a lack of aid from other countries continues to hurt the country. Many countries have imposed sanctions on North Korea for developing a nuclear weapons program. The countries imposing the sanctions have claimed that they did not place sanctions on food but on other goods. But, even these sanctions threaten the livelihoods of many North Koreans. If the North Koreans cannot earn enough money, they cannot earn enough to feed themselves and their families. The results have been heart-wrenching. “[H]unger remains a way of life” in North Korea, wrote Dr. Kee B. Park in a December 2017 article in the New York Times. “Forty-one percent of North Koreans, about 10.5 million people, are undernourished, and 28 percent of children under 5 years old have stunted growth. When my 4-year-old daughter visited [North Korean capital] Pyongyang in 2013, she, all of three feet, towered over children twice her age.” Park vividly explains how hunger creates immediate problems and future ones. Not having food creates insecurity that can last a lifetime. It can create physical and emotional problems that persist long after people receive adequate food if they ever receive adequate food.

What Are People Doing About Hunger-Related Issues?

Different governments are pitching in to tackle famine. The government of United States president Donald Trump pledged to donate more than $1 billion since November 2017 alone. Still, relief workers say that the governments of other countries can do more. That is if the governments even know about such problems in the first place. Relief workers say that people do not know that famine exists in many places. They say that Trump’s administration has been helpful in its humanitarian efforts. But, on the other hand, they also say that publicity surrounding Trump and the activities of his administration has overshadowed people’s knowledge about other things, including famine and food insecurity in different parts of the world. Food insecurity is also tied to political insecurity. It is no coincidence that many of the countries on this list have experienced war or other forms of political instability in addition to food problems. Many experts believe hunger and war are often inextricably linked. According to Cormac Ó Gráda, “The hope for a famine-free world depends on improved governance and on peace. It is as simple – and as difficult – is that.”

Nicole Allen is a freelance writer and educator based in the United States. She believes that her writing is an extension of her career as a tutor since they both encourage learning and discussing new things. Her degrees in creative writing, education, and psychology help her understand her target audience and how to reach them in creative and educational ways. She has written about fitness and health, substance abuse and treatment, personal finance and economics, parenting, relationships, higher education, careers, travel, and many other topics, sometimes in the same piece. When she isn’t writing, you might find Nicole running, hiking, and swimming. She has participated in several 10K races and hopes to compete in a marathon one day. A longtime volunteer at animal shelters, Nicole is a passionate supporter of organizations that help animals. She also enjoys spending time with the dogs and cats in her life and spoiling them rotten.

Pamela Zuber is a writer and an editor who has written about human rights, health and wellness, business, and gender.

Peaceful Behavior Can Be Taught

scrabble pieces that spell PEACE — It isn’t enough to talk about peace, one must believe it. And it isn’t enough to believe in it, one must work for it. Eleanor Roosevelt. Source: Kate Ter Haar, Creative Commons

After being a participant in many classes in Peace and Peace Studies, I have had the opportunity to reorient my beliefs about the role of war and violence in humanity. Contrary to the Hobbesian view that humans are born to be violent, their birth is violent after all, and people resort to violence naturally to maintain their social, political, and religious power and positions, I find that this is not necessarily the absolute truth. Several “truisms” are now more apparent to me: (1) that while conflict is unavoidable among living beings (humans and primates), the resolution of the conflicts can take various forms including nonviolent practices; (2) peaceful resolutions can be taught through socialization and education; and (3) war did not exist prior to 10,000 years ago. These are broad, I know, but they underline my revised thinking about the state of our world today and the messages that are conveyed by the media, education systems, politicians, etc.

In an article on aggression in children, it was shown that children can be taught to be cooperative or aggressive and that their responses to frustrating situations will be contingent on their training. Those children who were taught and encouraged to be aggressive, responded with aggressive behaviors when denied their movie and ice cream. And those who were trained and encouraged to be cooperative, actually became more cooperative when faced with the same frustrations. The article ended with “can peace be taught?”. I think this is definitely so as we have studied different peaceful societies where conflict resolution techniques include: avoidance, withdrawal, mock conflicts (where no permanent harm is done), apologies, community mediation gatherings, etc. In addition, there is research that shows that the majority of soldiers in previous wars did not pull their triggers and that soldiers have had to be trained, coerced, and shamed into going into battle to kill another human being. As we are facing a daily crisis of suicides committed by veterans, we know that by putting men and women in aggressive, warlike situations permanently scars them not only physically, but even more so emotionally. If violence was innate, we would not be having so many emotionally wounded returning soldiers who struggle to enter and maintain daily life and their relationships.

If we look at the research from Chenoweth & Stephan’s Why Civil Resistance Works, we find they demonstrate that not only do nonviolent campaigns have a greater success rate and are increasing in frequency since 1900, they tend to attract many more participants from all ages, social sectors, and economic classes. Whereas, violent movements typically attract young males and may be related to their need for social recognition along with promised economic and status rewards. Another aspect to consider when looking at the violent versus nonviolent nature of humankind (or creature-kind!) is that in nonviolent movements there are loyalty shifts that occur within the security sector. Men and women who are hired to be violent towards another have been shown to lay down their weapons or just stand there rather than exercising violence on another who really is just like them or a family member. I think about the nonviolent campaigns where resistors presented soldiers and police with roses to put in their guns, told them they were loved and were embraced as being one of them and not the enemy. Popovic talks about the use of toys to demonstrate the sentiments of the people under oppressive regimes, to present some levity, but also show the nonviolent tactics in a civil resistance movement. Even the use of language can reinforce nonviolence in the words and expressions selected. Instead of “Death to the Shah”, one can pick a slogan that is positive and nonviolent – “We want peace now”. All of these remind each of us, and the communities we belong to, that it is our responsibility to make choices about whether to be nonviolent and peaceful or violent in our lives, actions and words. I do think that it is a choice that may take re-education and intentionality.

As I type this, there was news notification about a senator who was raped while she was in the military and how she felt raped also by the system. I think we have used the excuse that men are just men and they are innately violent to give them passes for the actions they take instead of condemning their actions and reinforcing that we all are peaceful until we learn to be aggressive with others and sometimes with ourselves. Peaceful interactions and actions can be taught and socialized and reinforced within any society!

Noodles and Poverty

Chef Felipe Rojas Lombardi’s defines a noodle as “a universal food, complimentary to many other foods, and adaptable to many cuisines around the world.”

a photo of various types of pasta — Noodles paste colorful. Source: Pixabay, Creative Commons

Role of noodles

Never underestimate the importance of noodles. According to Lin-Liu, a blogger, the oldest mention of noodles she found was in a Chinese dictionary from the third century A.D. Originally, noodles were made from bread dough. Interesting enough, noodles were found in a sealed ceramic bowl at a burial site from 3^rd millennium B.C. Ultimately, the exact origin of noodles is difficult to pinpoint. However, noodles may have started in a variety of locations such as China and Italy. Regardless of its origin, noodles are a vital part of numerous cultures worldwide. Noodles are not just a dish, but it also embodies the culture, city, and people that make them.

In different cultures, the name of the noodles can be used to commemorate a historical event. For example, there are several pastas that commemorate Italy’s wars in Africa such as the tripoline pasta, which references the Tripoli province of Libya under Italian rule and the bengasini past, inspired after the Benghazi. There are also references made for the House of Savoy, a royal family in Italy, through a noodle named mafaldine after the Princess Mafalda. Furthermore, noodles have been named after emerging machinery like the ruote (wheels) or eliche (propellers). Noodles could also be used to determine the wealth of the person due to the ingredients that were used. In China, certain types of noodles are eaten at certain occasions such as birthdays, marriages, or moving to a new house. In addition to playing a role in beliefs and customs, noodles also have health benefits and have been included in a variety of diets. Some even say that noodles can reduce the number of those in poverty.

Poverty in China

Poverty exists everywhere, in new and old places. Specifically, in China, there are 252 million people who live on their earning of less than $2/day. In fact, 40% of people in China live on less than $5.50/day. Many of these individuals live in rural areas and make their living from farming, forestry, or fishing. There are numerous reasons that explain the causes poverty in China with rural-urban migration being one of the most prominent. China has a majority urban population, meaning there is an influx of people moving into more urban areas in search of better jobs. However, individuals who cannot afford to leave often times stay in rural areas, struggling to survive.

Another reason for poverty in China is the Hukou system’s effect on migrant workers. The Hukou system is a registration program that identifies certain demographics as either rural or urban residents. This system prevents migrant workers from receiving healthcare, education, or pension through the government because Chinese citizens can only receive benefits from their local government. Thus, when people move, they cannot receive the benefits from their new regional government. In Shanghai there were 170,000 students enrolled in high school; however, there were 570,000 migrant children from 15 to 19 who lived in Shanghai but were not permitted to attend the schools. There are reforms and policies in place to try to reduce the effects of poverty in China, such as President Xi Jinping claiming he wants to “eradicate rural poverty by 2020.”, although, poverty remains a salient issue.

Noodle Initiative

“Give a man a bowl of noodles and you feed him for a day; teach a man how to make noodles and you feed him for a lifetime.” – Yuhan Xu (NPR)

As mentioned earlier, noodles are a staple food, especially in China. In northwestern China, there is a province by the name of Gansu that has proposed an idea to eliminate poverty by using their specialty dish of hand-pulled noodles in beef broth – a noodle initiative. This dish costs as low as $1.50. Their goal is to train 15,000 individuals from poor areas how to make these noodles from scratch. so they can pursue gainful employment making noodles or even open their own shops. In order to acquire people’s interest, the government is offering financial incentives to both companies and people to meet their goal of opening 1,500 new noodle shops this year. However, noodle initiatives are not a new concept. In 2018, there was a noodle skills training program in Lanzhou and Beijing where more than 12,000 people participated and 90% of them found jobs related to noodles.

In Lanzhou, the capital of Gansu province, there are approximately 50,000 beef noodle shops and 40,000 noodle-makers; out of those shops, 4,000 of them are in the impoverished areas. The annual noodle shop sales in Gansu makes an estimate of $1.8 billion. In Lanzhou, there is a school named the Vocational and Technical College of Resources and Environment whose goal is to train professionals in making a proper Lanzhou beef noodle. The tradition of the Lanzhou beef noodle is almost 200 years old and does not take a long time to prepare. However, in order to pull the noodles, it takes years of practice, generally a year to learn how to pull noodles but three years to be called a “noodle master”. Furthermore, the school hopes to spread these skills overseas but has been difficult due to visa requirements. Noodle chefs need to fulfill certain educational requirements in order to go overseas. Thus, some schools that have three years of training also award their students with associate college degrees and national vocation qualification certificates. Additionally, in certain countries like Australia or the United Kingdom, there are branches of the Lanzhou beef noodle where students are offered job positions there with a salary of 8,000 to 12,000 yuan and free accommodation.

Everyone has a right not just to work, but to work in a positive environment. In accordance with the Universal Declaration of Human Rights (UDHR), the work conditions should be “just and favorable”. The noodle initiative aims to offer individuals an increase in skill, employment, and a better future. The implication of poverty, employment, and human rights are intertwined. Poverty affects aspects of one’s life such as housing, food, and healthcare. At the core, poverty is when someone does not have access to their basic rights. Thus, it hinders people’s quality of living and their freedom while also increasing the possibility of discrimination and health disparities.

Violent Ableism: A Structural Epidemic

Warning: This blog includes content on violent acts against people with disabilities.

Last week, James Quilter was nearly strangled to death last week by his own mother. Quilter, 21, is a nonverbal autistic man with Langer-Giedion Syndrome. His mother became enraged after seeing a mess created by her son. Screaming for him to die, Gidget Quilter pushed James to the ground and choked him in front of her other six children.

Stories like this are not uncommon. Children with disabilities suffer from physical abuse at a rate over four times higher than children without disabilities (WHO). Parents of children with disabilities may lack a nuanced, informed understanding of disability. Lack of knowledge in itself shouldn’t be demonized, but ableist misinformation has dangerous and even fatal results. Abled parents may think of their child’s disability in terms of their own experience, creating selfish motivations with detrimental results. This perspective has led to disability advocacy organizations that are operated by and designed around abled caregivers and parents. In these spaces, the conversation is warped to emphasize “fixing” and eradicating disability instead of empowerment. This perpetuates dangerous stereotypes and justifies people like Gidget Quilter.

Protesters from Autistic Self-Advocacy Network hold signs that say "I am not a puzzle, I am a person" and "Autism Speaks does not speak for me" at the Walk Now for Autism fundraiser in Portland, OR. — “not a puzzle.” Source: Philosophography, Creative Commons.

As I have discussed in earlier posts like Disability History: Overlooked but Not Forgotten, ableism is a phenomenon based on implicit negative bias towards disability that is played out on every level of society. Ableism is rooted in widespread bodily expectations of “perfect” ability. All actors within ableist systems have the burden of meeting sociocultural bodily expectations. On an abstract level, anyone not meeting ability expectations is expected to accept the risks that come with perceived weakness/vulnerability; anyone who meets the standard for ability expects immunity for enforcing ability expectations, even if violent. In a society that rewards and idealizes normality, hatred is often directed at anyone showing otherness or “abnormality.” Audre Lorde discusses this frankly in her classic collection, “Sister Outsider.”

“Institutionalized rejection of difference is an absolute necessity in a profit economy which needs outsiders as surplus people. As members of such an economy, we have all been programmed to respond to the human differences between us with fear and loathing and to handle that difference in one of three ways: ignore it, and if that is not possible, copy it if we think it is dominant, or destroy it if we think it is subordinate” (Lorde, 1984:77).

In blogs like the one mentioned above, I chose to leave out details on the suffering of people with disabilities. This was intentional, as I wrote, “It’s exhausting and demoralizing to read about these things as a disabled person. It also encourages unneeded pity from non-disabled people. Though pity may come from good intentions, it only reinforces dehumanizing attitudes.” I stand by this sentiment, especially in the context of empowering historical narratives, but it feels critical to bring attention to violent ableism in its own piece.

Violence is a mechanism by which individuals assert ableism, but not all cases of ableist violence are as visible as the attack against James Quilter. Violence, according to Galtung, is enacted when “human beings are effectively prevented from realizing their potentialities,” (1969:170) or when there is an ability to avoid harm that is neglected in favor of others’ benefit. This encompasses deprivation of health through personal violence (direct violence) and social injustice (structural violence). Personal or direct violence is further understood as having both physical and psychological components. In the following subsections, I will identify psychological/internal violent ableism, physical/direct violent ableism, and the structural violence of ableism. All of these elements compound into a fundamentally ableist world in which people with disabilities face endless barriers to empowerment and liberation.

This image shows a red figure in a wheelchair that appears to be made by fingerpainting. There are three lights shining at the top of the image. — “Disability.” Source: Abhijit Bhaduri, Creative Commons.

Psychological / Internal Violence

Disability has long been viewed as a deficit in ability, with blame for impairment placed upon the disabled individual. This framework instills a deep sense of inadequacy and shame for people with disabilities, amplifying when the disabled individual relies on the assistance of others or social welfare programs. Internally, shame is generated by the weight of burdening others in societies that assign value to self-sufficiency. Shame reinforces a lack of self-esteem that further impedes participation in society. This process has been disrupted with personal empowerment made possible with the social model of disability. Per Tom Shakespeare, “The problem of disability is relocated from the individual, to the barriers and attitudes which disable her. It is not the disabled person who is to blame, but society. She does not have to change, society does. Rather than feeling self-pity, she can feel anger and pride,” (Shakespeare, 2006:200). Read more IHR blog posts about the social model of disability here and here.

This has been revolutionary for the empowerment of disabled people, but society at large has not yet embraced this perspective. Ableist bias runs deep and is clearly manifested in the discrimination and exclusion of people with disabilities in society.

Direct Violence

In part due to these fears and biases, persons with disabilities overwhelmingly experience disproportionately high rates of direct violence. Davis writes, “People with disabilities have been isolated, incarcerated, observed, written about, operated on, instructed, implanted, regulated, treated, institutionalized, and controlled to a degree probably unequal to that experienced by any other minority group” (2006: xvi). Per the National Crime Victimization Survey conducted by the U.S. Bureau of Justice Statistics, “the rate of violent victimization for persons with disabilities was at least 2.5 times the rate for those without disabilities.” Disabled women face violent victimization at a rate of 32.8 per 1,000, compared to abled women at 11.4 per 1,000 (Harell, 2017).

The disaggregated nature of the disabled community translates into a preponderance of data for specific impairments. For example, people with cognitive/developmental disabilities are up to ten times more likely to be victims of crime, and often face repeat victimization (Petersilia, 2000). Per the same source, sexual assault rates for women with developmental disabilities are over fifty percent higher than in the general population. This is partially due to the physical vulnerability of people with disabilities but can also be tied to broad assumptions that dehumanize disabled people as well as structural factors that increase vulnerability. A study published in the Journal of Interpersonal Violence found that “structural violence was shown to underpin all other forms of interpersonal violence,” which, they further conclude, increases the vulnerability of persons with disabilities in addition to isolating them from society (Neille and Penn, 2015).

A man in a wheelchair looks back as he wheels down the street. He is wearing a bright pink hat and has a backpack hanging off the handles of his chair. — “The Wheelchair Wanderer.” Source: Edward Allen Lim, Creative Commons.

Structural Violence

Structural violence is more difficult to identify and prohibit than direct physical violence, and its impacts are much deeper. Injustice is built into the structure of our world, which “shows up as unequal power and consequently as unequal life chances” (Galtung, 171). Centuries of global ableist conduct explains why the structural violence of ableism is so deeply wrought, and why it is such a challenge to identify the full extent of its power. I will attempt to explain the roots of ableism, violence as an enforcing mechanism, and the current manifestations of this structure.

Disability cannot be an “other” unless conceptions of the body are expected to fit some standard or ideal physical form. In other words, deviance can hardly be defined outside of its distance from an ideal. Though modern culture is normalized to judge anything by its “average” or “normal” form, these concepts are relatively new. The field of statistics gained steam in the early 19th century, heralded by a group of European eugenicists looking for a way to improve humanity – first by establishing an ideal for mankind, and then acting to eliminate wrongful deviations. “Eugenics became obsessed with the elimination of ‘defectives,’ a category which included the ‘feeble-minded,’ the deaf, the blind, the physically defective, and so on” (Davis, 2006). The hierarchical conceptualization of the body was used to uphold classist structures and elite institutions of power.

These ideas, aided by the popularity of social Darwinism, became prevalent and were applied into political, social, and legal institutions – effectively cementing structural ableism.

Impacts of Structural Ableism

Reproductive violence is a significant type of violence enacted against disabled people on a structural level. Forced sterilization is a major component of this. People with disabilities have historically been forced to undergo sterilization in a variety of countries and time periods, including 20th century America. By 1931, nearly thirty states had compulsory-sterilization laws, aimed at “the insane, ‘feeble-minded,’ sexual perverts, drug fiends, drunkards, epileptics, and ‘other diseased and degenerate persons,’” (Hubbard, 2010:95). The fact that so many states implemented compulsory-sterilization laws is a testament to the pervasiveness of ableism. This foundation was laid in the 19th century but, like many other forms of systematic oppression, is continuously self-reinforcing.

“In the case of disability, [oppression is reinforced] by a circuitry of power and ideology that constantly amplifies the normality of domination and compresses difference into classification norms… of superiority and normality against inferiority and abnormality.” (Charlton, 2006:225).

Unchecked ableism has created a world in which people with disabilities face endless barriers to empowerment and liberation. One major mechanism of ableist structural violence is economic injustice; this, perhaps, has been the most recognizable form of indirect violence for disabled people. Poverty is both a cause and a consequence of disability, forming the disability-poverty circle. Over 27% of individuals with disabilities live in poverty in the United States – nearly double the 12.5% rate for the general population (Wohl, 2014:3). Discrimination in employment, inaccessible urban environments, and lack of accessible transportation make it incredibly difficult for people with disabilities to generate an adequate or stable income. Lack of insurance with overpriced medical bills often exhaust disabled peoples’ resources, while restrictive qualifications for government assistance complicates life further.

“Getting fitted out for a better future.” Source: Kanishka Afshari/FCO/DFID, Creative Commons.

Globally, disabled people, particularly in periphery countries, are “the poorest and most powerless people on earth,” (Charlton, 2006:218), facing a compendium of internal, interpersonal, and structural violence. Political economy is a critical area to investigate here, being the system that informs the hierarchy of wealth/poverty, production/exchange, power and privilege. The political economy has evolved to be ruled by “laws of capital and profit,” (Charlton 2006:218) with no room for deviation, impairment, or mercy.

Conclusion

Persons with disabilities face violence at the psychological/internal level through shame and stigma; at the interpersonal level through direct/physical violence between individuals; and at the structural level through norms that “otherize” deviance, discriminatory policy, and institutions like the international political economy. Violent ableism is an intentional mechanism to reinforce elitist structures of power that benefit “superior” groups and eradicate “inferior” deviants. Ableism is a self-perpetuating cycle that operates through internal assumptions, individual interactions, and structural manifestations in policies and institutions.

Structural ableism will stay rooted in place until positive peace for the disability community is actively pursued at every level – challenging internal bias, practicing social compassion, and preventing future manifestations of ableist structural violence through the destruction of that system and the active, inclusive construction of a better one. Stay tuned to the IHR’s Facebook and Twitter for my next blog on what positive peace for the disability community looks like, and how we can achieve it.

Works Cited

Charlton, James I. “The Dimensions of Disability Oppression: An Overview.” In Lennard J. Davis, Disability Studies Reader, 2nd ed, 2006, pp. 217-230.

Davis, Lennard J. “Constructing Normalcy.” Disability Studies Reader, 2nd ed, 2006, pp. 3-16.

Davis, Lennard J. “Disability Studies Reader,” 2nd ed, 2006. Routledge, Taylor & Francis Group. New York, NY,

Finkelstein, Vic. “To Deny or Not to Deny Disability.” In Handicap in a Social World, edited by A Brehin et al. Sevenoaks: OUP/Hodder and Stoughton. 1981.

Galtung, Johan. “Violence, Peace, and Peace Research.” Journal of Peace Research, vol. 6, no. 3, 1969, pp. 167–191. JSTOR, JSTOR, www.jstor.org/stable/422690.

Harell, Erika. “Crime Against Persons with Disabilities: 2009 – 2015 Statistics.” National Crime Victimization Survey, Bureau of Justice Statistics, 11 June 2017.

Lorde, Audre. “Sister Outsider – Essays and Speeches.” The Crossing Press, 1984.

Shakespeare, Tom (2006). The Social Model of Disability. In Lennard J. Davis (ed.), The Disability Studies Reader, 2nd ed., 2006, pp. 197-204.

Patterson, Cynthia. “‘Not Worth the Rearing’: The Causes of Infant Exposure in Ancient Greece.” Transactions of the American Philological Association (1974-), vol. 115, 1985, pp. 103–123. JSTOR, JSTOR, www.jstor.org/stable/284192.

Wohl, Alexander. “Poverty, Employment, And Disability: The Next Great Civil Rights Battle.” Human Rights, vol. 40, no. 3, 2014, pp. 18–22. JSTOR, JSTOR, www.jstor.org/stable/26408468.