In April 1989, following the sexual assault of a white woman in New York City’s Central Park, five young Black and Hispanic youth were convicted for this heinous crime despite inconsistencies in DNA evidence. In the process of weathering the media storm and pressure from local authorities, Salaam claims he had a “spiritual awakening” that was being shaped by the hands of God. About six months into his bid, Salaam was debating if he was doing time or if time was doing him, when an officer approached him and asked, “Who are you?”. After giving the officer his full name, the officer replied, “I know that. You’re not supposed to be here. Who are you?”. This moment changed his entire trajectory because Salaam realized he was born with a purpose. As a result, Salaam earned a college degree while in prison and suggested this accomplishment means he could do anything. He argues that many in the public eye were looking at him with hatred because they saw his future self, an educated Black man fighting for racial and criminal justice.
After serving nearly seven years for a crime he did not commit, a confession and DNA match from Matias Reyes in 2002 allowed the release and exoneration of Salaam as well as Antron McCray, Kevin Richardson, Raymond Santana, and Korey Wise. Aside from Salaam and Wise’s acquaintanceship, the Exonerated Five did not know each other. Due to police profiling, they were rounded up by NYPD, interrogated, and pressured to confess to false narratives about one another, thus having to fight individually for themselves as well as their families. The Exonerated Five never discussed these events among each other because they assumed everyone had the same experience. However, upon a pre-release screening of When They See Us, which Salaam claimed was a “traumatic experience”, the Exonerated Five had the opportunity to process the series of events that would bind them together forever.
Dr. Salaam speaking with Dr. Dilworth. Source: UAB Institute for Human Rights
Although, the story does not end here. As fate would have it, then future U.S. President Donald Trump actively participated in promoting the execution of the Exonerated Five through an ad in local newspapers. Furthermore, Salaam’s claim that President Trump is responsible for “cosigning folks in Charlottesville” suggests our current cultural, social, and political environment encourages racial and criminal injustice. In response, echoing Carter G. Woodson’s treatise “The Mis-Education of the Negro,” Salaam exclaimed that history is trained and taught into a people. As a result, people of color, namely Black Americans, can become so destroyed by a system that they don’t want to participate. Although, Salaam said such a position suggests, “Non-participation is participation.” Thus, we, ourselves, are the answer.
This brings us to how we, particularly white folks who have orchestrated institutions to disadvantage people of color, can be the change we want to see. As Salaam suggests, “The system is working the way it was designed.” Thus, systemic issues disproportionately affecting people of color, such as police profiling, generational poverty, underfunded schools, and weakened voting rights, must immediately be addressed and reformed. Eradicating these injustices will unlikely be in in our lifetime, although current efforts by Black Lives Matter, Innocence Project, The Sentencing Project, and Woke Vote, among many others, shine a light on what we have, and can, accomplish.
Boys in Jibla, Yemen. Rod Waddington, Wikimedia Creative Commons
The rise of modern extremist groups has drawn new attention to child soldiers, triggering compassion and outrage. Besides the tactical advantage – where children are more capable of getting close to their targets – children are weaponized and featured in propaganda, even as suicide bombers or executioners, to attract media for the political advantage and attention, while others hang onto the group, maybe seeking refuge, while working as auxiliaries (cooks, messengers, porters, brides, stationed guards, etc.) in desperation. So malleable and vulnerable growing up in worlds hostile to childhood, child soldiers are collateral damage of warfare, used as tools, sacrifices, or targets.
To better protect children from this exploitation, International Humanitarian Law (IHL), Convention on the Rights of a Child, the Fourth Geneva Convention, and a statute of the International Criminal Court all set the International Stage prohibiting the recruitment and use of children in hostilities, banning voluntary enlistment, and considering these actions as war crimes. In 2002, the UN General Assembly’s Optional Protocol on the Involvement of Children in Armed Conflict (OPAC) entered into force as the world’s first international treaty focused on ending the military exploitation of children, protecting anyone under 18 from recruitment and conscription in conflict. Seventeen years since, 166 countries have ratified it (21 generated by the Zero under 18 Campaign of 2010). However, the UN Security Council Resolution 1612 responsible for monitoring and reporting compliance, realizes enforcement is difficult especially because most violations are made in the name of non-state actors (those who are wholly or partly independent from state government).
In the MENA (Middle East and North Africa) region, many sides of ongoing conflicts have been documented or accused of using child soldiers for these reasons. However, the Islamic State – as ISIS or ISIL – is of the most notorious for its exceptional number of children enlisted for military engagement and for the distinct role its “Cubs” play in the international narrative. ISIS has bred “Cubs of the Caliphate” as a unique form of resilience by combining intense physical training with ideological and psychological indoctrination to advance the organization’s current and transgenerational aims- meaning that enlisting children allows the Islamic State to outlast territorial defeat and ensure its survival through these new generations. Since these children are seen as the future of IS, education and propaganda are essential to indoctrination.
The recruitment process of child soldiers involves the selection of a recruit, gaining different accesses, developing emotional trust, and ideological development. In efforts to gain powerful or intimate access to a child and avoid detection or resistance, recruiters may charm or manipulate them into physical and psychological isolation especially away from their parents or community exploiting familial and psychological vulnerability (neglectful or abusive conditions, suppression as members of minorities or other discriminated groups, orphaned children, poverty, etc.) while offering aid, resources, or promises of hope or retribution they have been deprived of. In ISIS-held territories, recruiters can act with impunity, with public access through different media channels or local gatherings. Children may join voluntarily, following their peers, dedicated to revenge, and for income, resources, security, or basic needs these organizations provide to orphans or children living in poverty or war-like conditions. Some children may have encouraged or pressured by their parents and family members who support or trust in the organization’s mission, for the religious promise of martyrdom, or in search of other securities. While other children are sold to militias. For example, in 2009 outside of MENA, the leader of the Tehri-e-Taliban Pakistan was reported to be buying children from 7 to 16 to serve as suicide bombers for prices between 7,000 and 14,000 USD in a nation where the per capita income was 2,600 USD per year. Further, in some of the region, Taliban leaders would demand money from families in return for protection and if they could not pay this amount, the group demanded a child recruit for the movement.
Children growing up in ISIS or similarly occupied territories in a crisis-struck region may be exposed, accustomed, or desensitized to images of violence and torture. They may have grown up in areas subject to various forms of violence, which have resulted in loss or trauma, that become observed facts of life. Many grow through an atmosphere saturated with antagonistic rhetoric where complex and dynamic conflicts are simplified into “Us or Them.” The environment may promote a justice system that deems violence acceptable and necessary in enforcing social rules and norms or resolving conflict. Additionally, the youth bulge in the MENA region has created economic and educational challenges that may promote the extremist narrative. Many developed in a world hostile to childhood with conditions that persecute innocence and youth. Hanging on to these organizations provides a sense of purpose, responsibility, or camaraderie for these children. Family and community who typically teach and convince children to value and respect human life (including their own), social responsibility, and ethics of society are replaced by more radical political organizations. Once enlisted, training is designed to ensure compliance by degrading or breaking down the individuality of soldiers to assemble them into a group (identity) that does not question orders. Forcing children to commit atrocities against their own family or communities not only causes the psychological break essential to attach them to this new entity, but it also stigmatizes the child, cutting off any exit from the militia.
“We were the ‘cleaners’ group. Cleaning means slitting the throats of those who belong to the other side and are hiding,” says a Syrian child who joined ISIL when he was 14, “A guy from my area was decapitated by [ISIL] because of me. People had their hands chopped off because of me.”
The Human Rights Watch reports that the rise of violent extremist groups in the MENA region marks an increase in the detention and prosecution of children as countries have adopted more aggressive counterterrorism measures. In this tense and antagonistic climate, with a whisper of “ISIS,” a child may be arrested if there is any suspicion or fingers pointing to their connection with these organizations or their members (who may have once been locals, friends, neighbors, or family). Children who have been arrested have described abuses and forms of torture interrogators use to elicit a confession.
“My confession says that I joined ISIS for sixteen days, but actually, I didn’t join at all. I said sixteen days to stop the torture.”
The Special Representative of the Secretary-General for Children and Armed Conflict to the General Assembly urged Member States to treat children accused of actual or alleged association with parties to conflict primarily as victims and reiterated that detention should only be used as a measure of last resort and for the shortest possible time.
No doubt, many have committed atrocities that can be prosecuted under international law. However, punitive justice will only mimic the trauma, oppression, or distrust that the restorative process will have to undo. Dealing with a high prevalence of PTSD, depressive disorders, anxiety disorders, and physical ailments, children are pushed further into social isolation as they retain and relive the worst moments of their experience. So isolated through exposure to different levels of violence, they should not be further ostracized. They should be able to realize that they are victims of conflict. Psychological work must break the cycle of persecution and re-instill bits of humanity while nurturing future visions that have been stripped from these individuals. Some zones make children hyper-aware or fearing that their life was perpetually in danger. Sensitive programs and social workers will have to foster a sense of security or protection that the allegiance to a powerful organization or weapons once provided. Child-specific programs will have to consider the range of adversities confronted or of emotional distress experienced, along with local and cultural ways of coping with tragedy.
Because of their unique psychological and moral development, rehabilitation and reintegration must foster the health, respect, and dignity of these children. It must understand the different sense of morality developed; the difficulties of the child who has broken links with their family, community, or self; and the active involvement and recognition of the interests of the victim (child and community) in the resolution. They will realize that those who did not join or support ISIS (or other enemies) were also affected by conflict and need (and will expect) equal access to certain resources- like access to education and healthcare, but especially the running water and meals- that reintegration centers or programs might provide. This unequal access to resources may further marginalize these child soldiers. A greater focus should be made on efforts to trace liability up the chain of command and prosecute those who enlist children, so superiors are less incentivized to use them for the worst violations and war crimes.
Reintegrating former child soldiers into society is a long-term process, which requires commitment at the local and international levels. This demographic, these children, will grow as the future of the region and international body. Therefore, it is an international challenge to realize and coordinate supports and resources available, while encouraging measures to control sub-regional and cross-border activities harmful to children like deployment and protection of child-protection officers and advisers entering into conflict to reach the most vulnerable and restricting aid or support to organizations or government-backed militias who recruit and use child soldiers to engage in combat. Further, the international narrative on child soldiers must demand collective responsibility for the child’s fate along with the community’s awareness and sensitization of the experience the child lived as a member of these militias. If former child soldiers do not have access to rehabilitation programs to help them locate their families, receive education and different training to be fostered or introduced into civilian life, or realize any way to support themselves, they are at risk of re-recruitment. Threatening a new generation of terror, the protection of children in armed conflict should be regarded as an important aspect of any comprehensive strategy to resolve conflict. Asserted by the United Nations Special Representative for Children and Armed Conflict: We cannot afford to lose children, the future of nations, once they are released.
Where stylish manikins pose mute and chic. Source: sagesolar, Creative Commons
Most people dream of choosing their life partner. Their marriage would be one of independent and happy life. This is not the reality for many young girls who become child brides. Early and/or forced marriage is most practiced in Sab-Saharan Africa; it is also common in the Maasai community. The Maasai, despite their poverty, have proudly maintained their traditional lifestyle and cultural identity without giving to the pressures of the modern world. The community is under a patriarchal leadership which denies young girls an opportunity to go to school. Education is withheld from girls because it is believed that educating a girl child is not a wise investment because the girl will marry into another family. Therefore, the father of the girl will opt to educate a boy.
Maasai girls are circumcised between 11 and 13. In time, she will marry a man chosen by her father in exchange for cattle and money. A Maasai woman will never be allowed to marry again. As a young girl, she will have her personal autonomy denied. If her husband is an old man who dies when she is still in her teens, she will become the property of one of her husbands’ brothers. She will be one of the multiple wives and will have many children, regardless of her health or ability to provide for them. She will rise early every day to complete her tasks including milking the cows, walking miles to water holes to wash clothes and get water, and gathering heavy loads of firewood to carry back home. If she is lucky, she will have a donkey to share her burden. She will live a life of few comforts, dependent on a husband and a family she did not choose. In between her burdensome chores of the day, the Maasai girl is also a beader – such intangible high skills built into her cultural knowledge and practices. Most of her struggles are shaped by circumstances and the challenges of her time including deep-seated patriarchal attitude.
There are several reasons for forced marriage among the Maasai. First, a desire to ‘eliminate’ the familial poverty. For impoverished families giving a daughter in marriage is a way to reduce expenses particularly if a son’s education and expenses are prioritized. Second, early pregnancies drive toward early marriage as it is seen as a safeguard against immoral behavior. Parents in the Maasai community marry off pregnant girls to protect their family status and name and to receive both dowry and ‘penalty’ payment from the man responsible for the pregnancy. Third, many early marriages occur out of desperation as a young girl seeks ‘refuge’ from neglect or orphanhood. Some girls are taken advantaged by older men who give them false promises of a better life. Girls face a lot of problems and challenges if/when she does not meet the expectations, thus creating a journey towards poverty and gender-based violence begins.
The struggle to end the practice of early marriage in Kenya, particularly among the Maasai, has slowly progressed. There are NGOs that have come seeking to eradicate early child marriages. They work together with the government to help the young girls get out of the retrogressive cultural practices by empowering the girls and enlightening the parents on matters about the education of their girls. The NGOs try to educate the girl child on her rights.
By understanding her personal rights, the goal is self-confidence and independence, and a willingness to advocate and fight for herself and for others. She will be able to choose whom to marry and when to marry. She will have fewer children. They will be healthier and better educated than the previous generation. She will not circumcise her daughters. She will have economic security. Education will enable the girl to help and support her parents, and she will never forget where she came from. Education is the key to success; it is the key to freedom.
The conversation around reproductive and sexual rights and the bodily autonomy of women generally consists of access to abortion, birth control, and intimate partner and sexual violence. FGM is a patriarchal cultural practice rooted in the cutting away of the female body with the suppression of emotion, which at its core, is a denial of personhood. For more than 200 million girls and women, the violation of their body occurred when they could not advocate for themselves. For these girls/women, it is as if all the entities in her world are conspiring against her current and future life. Although Grace details the practice of female genital mutilation (FGM) in Kenya in this blog, the violation has increased in the US since 1990. The global conversation on FGM has been spurred by young women and girls willing to risk social exclusion in the pursuit of eradicating gender-based violence. – AR (**Trigger warning)
by Grace Ndanu
Maasai Girl. Source: Donald Macauley, Creative Commons
The development of women has been low for a very long time in my country of Kenya because of some retrogressive cultures that include FGM, early marriages, and wife inheritance. For this blog, I will major on FGM within the community I am most familiar with: the Masai.
The practice of FGM is rooted in gender inequality. Women will never have a say on the issues surrounding their daughters; this means that the men are the ones to control women’s sexuality, and ideas about purity, modesty, and purity. Although women do not have a say on their daughter issues, they are the ones to perform the act; this is seen as an honour. The act of cutting one’s daughter is both an honour and a fear. The fear lies in the inevitable social exclusion if the cutting does not occur. The procedure is done in three ways: partial or total removal of the clitoris, the complete or partial removal of the inner labia with or without removal of the clitoral organ and outer labia, or the removal of the external genitalia and fusion of the wound. The inner and/or outer labia are cut away with or without removal of the clitoral organ.
The cutters use non-sterile devices which may lead to contracting diseases such as HIV. The devices include knives, razors, scissors, glass, fingernails, or sharpened rocks. There are adverse health effects depending on the type of procedure. The effects include infections, difficulty in urinating and passing menstrual flow, chronic pain, development of cysts, complications during childbirth and fatal bleeding.
Female circumcision lowers girls self-esteem and confidence. When they undergo the practice, they must stay at home for them to heal which means, particularly for in a school, they miss a lot of their lessons. For those who have never been to school are at risk of being married at an early age, maybe 12, to an older man.
There have been efforts in fighting FGM because there are no known health benefits instead the effects known are negative. A number of NGOs, including the Cara Girls Rescue Center under the Cara Project, are helping to mitigate the practice. The Cara Center takes in girls who are at risk of going through the painful process and also the ones who are already circumcised. They ensure the girls’ safety and security. If the girl has not yet gone through the process, she is welcomed in the center and immediately start the counseling process. Additionally, she will begin schooling – some of them may not have gone to school at all. For those already violated, they are immediately taken to the Gender Violence Recovery Center under the Nairobi Women’s Hospital for medication where they are admitted and receive counseling. At the same time, both the parents and the cutters are arrested. They must present to court when they are summoned and given a warning that if it has ever happened again, they will be jailed.
The rescued girls and warned parents receive an education about the human and reproductive rights of girls and women. It is with this new knowledge that they understand their personal/familial and communal rights better. Learning has created awareness and advocacy throughout the Masai community [and in other African countries and throughout the world]. There has been the development of a zero-tolerance attitude on FGM matters that extends to many of them becoming rescuers of girls before they are circumcised.
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.
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.
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.
Over spring break 2019, UAB students traveled to Kenya with Dr. Stacy Moak, Professor of Social Work, and Dr. Tina Kempin Reuter, Director of the UAB Institute for Human Rights. They visited CARA Girls Rescue Center where they met Grace, a student and former resident at CARA [she is behind the lady in the orange dress]. Below is Grace’s narrative which includes sexual violence.
Photo by Stacy Moak
As humans, we are born to expect much than to face reality. We come to learn that everything has a purpose.
I was born in 1998 and raised by a single mother till 28th November 2004, where I got a daddy who I thought was loving and caring. Instead, he became a monster. Before my sister who was born in 22nd November 2005, the man started beating me for no reason and not just a child beat, it was a criminal beat whereby he used an electric wire to beat me up. As a child, I expected my mom to get in between and talk to her husband about the matter. My expectations became a fantasy and the beating became a habit. In 2006 in grade 4, I was supposed to go for tuition on weekends, but instead, I was forced to stay with my little sister at home so that my mom can go for work or church meeting. When I refused I was given a thorough beat and asked why I didn’t love my baby sister.
Sometimes the man volunteered to stay with the baby but insisted I remain so that I will help him with the baby. His agenda was opposite and he started molesting me. He started touching my private parts and when he knew it was time for mom to come back, he beat me up so that I should not say. As this was going on, we had a male neighbor who was doing the same as what my dad was doing but didn’t beat me. Until one Sunday, I refused to go to church and now I was left with the neighbor in the compound where he got a chance to rape me and asked me to keep quiet. Later in the evening, I decided to open up to my mom and she said that I was lying. She talked with my dad about the issue and they decided to ask the neighbor. Definitely, he denied. From this point, my parents started calling me a liar. This made my dad more comfortable in continuing what he was doing to me that is threatening me and sexually harassing me. This was still going on and my little sister grew up knowing I was a bad girl. It came to a point where anything happened to her she would say it is me.
Photo by Grace Ndanu
On 22 April 2008, I got a baby brother and now I felt my life was at the peak. I didn’t want to live anymore and attempted three suicides. God remained faithful and kept me alive. It was on the second term of my grade 6 and I was transferred from a private to a public school which was 8km away from home. I was forced to walk all the way and come back home remember no lunch for me. In 2009, it was time for my sister to join [to go to] school. She was brought to the school I was which made my life more and more difficult because I carried the girl at my back every morning to school. My going to school late and tired became a habit and whenever I raised the issue, I was beaten and threatened that I will not join high school. I faced rejection, hatred, insult, and isolation. My brother and sister were growing knowing am the baddest person on earth. I went to a different church from the family so that I can come back home and do the house chores at this time. I was not allowed to stay with my siblings become it was believed I had no good intentions towards them.
In 2010, a church friend of my mom noticed she hasn’t seen me for a while and decided to visit us at home. She asked me if am fine and my response was positive but she was not convinced. She decided to pay my school fees and she ordered that I go back to my previous school. My dad was not happy and started accusing me of witchcraft, asking ‘why it is only me and not any other person.’ At this point, I decided to run from home – hoping after five years of tears and pain, I will come to my rescue. I didn’t know where to go but I started my journey in February on a Tuesday. I boarded a bus to a place called Kiserian and another one to Nairobi. I had no money but I reached Nairobi. I stayed in Nairobi for three days without food, just loitering and later I decided to call my mom with a stranger’s phone and she came to my rescue. The following Monday I was taken to school. I tried being strong by working hard but my life was miserable until I was through with my primary school. I promised myself that I will not live any longer and attempted another two suicides; I found myself alive.
I was enrolled in high school in 2011 which made me happy but inside I was dying. I knew the battle isn’t over yet because, during the holidays, I would go home. [In Kenya, most high schools are boarding schools.] My first holiday that was in April, I went home and this gave my dad a chance to rape me. He threatened me with a knife that if I said he will kill me. After four weeks, I went back to school. While in school, I started developing ulcers and depression. I started falling sick each day and this forced me to go home. While my mother was nursing me, I opened up to her about what dad was doing. [I thought she would defend me but] It came out the opposite and she defended her husband. She told me that I was lying. Later that evening she told the man what I told her during the day. The man denied and told my mom that I am cursed and that she should let me get married because I was a grown up at 13 years. I got well and went back to school. I got more depressed and started fainting. One of the teachers realized that nothing was going well with me. She decided to call me and ask me [about] the problem. I opened up to her. She went ahead and explained the matter to the principal. The principal made an arrangement of visiting a counselor and a doctor at the Nairobi Women’s Hospital. I started the medication together with the counseling sessions which was of great help.
CARA. Photo by Grace Ndanu
The principal did not only helped me get well. She also [helped me] find a good home for me at the Cara Girls Rescue Center. The center took good care of me and they also counselled me. After some weeks, I had no one to pay my school fees there. I was transferred to AIC girls where I would get a sponsor and continue with my studies. After I got someone to support me, I went back to Cara Girls Rescue Center where I am till date. Being suffered for eight good years–my all childhood life has been a hell. There was no love, no care, and no mercy even from my own mother. I promised myself that I will never allow any child or anyone go through what I went through. Through this, I have always admired to be a Gender and Development CEO. I am working towards the goal. I am in my second year of studying in Gender, Women, and Development Studies. I have joined Egerton University Human Rights Club and an organization, Family Health Options Kenya, which deals with sexual health. It involves educating peers about sex and what they should do when their rights are violated. In the future, I am planning to do a Masters in Gender, Peace, and Security. I must ensure children especially the ones living with their stepparents to have full access of their mental peace, and the young girls and women who can’t raise their voices. I aspire to give people light and hope and reasons to enjoy their lives. I have realised I never enjoyed life. I just lived because it was a must but now it is time to live in reality. This is what am supposed to do: make people live the reality life, the life they deserve and deal with the ones that come in between their peace, joy, happiness and their rights.
I believe I am an agent for change. I must bring a change AND WE WILL RULE THE WORLD.
I have thought a lot about the phrase “speaking truth to power” over the last few days. Perhaps my musings have a lot to do with the free space I have in my mind now that my thesis is complete. Or it could be the anger I feel knowing that children of Hollywood actresses and the like scammed their ways into colleges and universities while I sacrificed, saved, budgeted and continually sought/seek to maintain my integrity on my significantly less flexible income. What did it mean for me to know that some people have no idea or care about the struggle of other people? What did mean to have someone blatantly disrespect the work ethic of millions of people? Nearly one year ago, my colleague Lindsey wrote a blog about The True Cost of fashion as highlighted in a Netflix documentary. For me, it was an eye-opening read as I found myself confronted by my disrespect for the work ethic of millions of people. After reading her blog, I was committed to shopping differently, but I honestly did not know how or where to begin. You see, I like clothes. I use the word like instead of love because love affirms a commitment whereas like can be fleeting and fickle; therefore, I like clothes and love colors, patterns, and fabrics. I agree with Orsola de Castro’s declaration that “clothes are the skin we choose.”
I cannot say that I have gone this year without purchasing new clothing, but I have not bought as much as I have in years past. I have also become mindful of my giving to charity stores because as the film points out, unsold clothing goes to other countries and overwhelms their local industry; thereby limiting the jobs and transferrable skills like sewing and tailoring. Watching the film, I realized that the core of this change was the shift in my paradigm which subsequently caused a shift in my values. De Castro asserts that our choice of clothing is the manifestation of our communication – fundamentally a part of what we seek to communicate about ourselves. So, I began to ask myself, “What did I want to communicate about myself? Did it matter to me that some of my clothes are years old if they still fit and have been well maintained?” No, but the change in my values was not merely about not caring about the durability of my clothing from years ago. It was about the lives of those on the other end of the stitches and sewing machines.
A downside of globalization is the increase of fast-fashion at the expense of the lives of garment factory workers. Globalization has allowed for the outsourcing of fashion to low-cost economies where the wages are low and kept low; therefore, those at the top of the value chain get to choose where the products are made based upon where they can compete and manipulate the cost of manufacturing. The only interest companies have in countries like Bangladesh is for the exploitation of the people, most of whom are women. The result of the Bangladeshi factory worker is that the “budget conscious shopper” can now purchase clothing that is “cheap enough to throw away without thinking about it” as proclaimed by Stephen Colbert. Last year I began questioning how my consumption of fast-fashion had continued to perpetuate the injustices of the gouging of low-wage countries experiencing the exploitation of their citizens while I claim to advocate for liberty and justice for all. Was I true to myself by ignoring the plight of millions of people making the $20 pair of jeans I brought with my e-coupon? I began to think about it.
Photo by Ajanet Rountree
According to the film, Bangladesh is the second largest fashion producing market in the world after China. In 2013 the Rana Plaza took over 1,000 lives and had been noted as the worst garment disaster in history. In the year following the tragedy, the fashion industry had its most profitable year. Despite the trillions of dollars made globally by the industry, the lives of the workers are disposable. There is no standard wage or guarantee of work conditions. In Cambodia, garment workers protested and demanded a living wage of $160 US a month. The protesters met with aggressive government force that resulted in the deaths of five workers and several others injured. Companies in low-wage countries do not own the factories or hire the workers. Therefore, they are not officially responsible for the treatment of workers and the human rights violations they endure as a byproduct of their need to work. The research of Kevin Bales reveals the depths of the impact of the global economy on human lives in his books on disposable people.
As consumers in a capitalistic society, we distance ourselves from the devastation of poverty and inequality by comforting ourselves with the notion of ‘at least it’s a job’ and ‘sweatshops have the potential to bring about a better life for workers eventually.’ In a Fox News interview highlighted in the documentary, Benjamin Powell of the Free Market Institute defined sweatshops as “places with very poor working conditions as us, normal Americans would experience. Very low wages by our standard. Maybe children working; places that might not obey local labor laws. But there is a key characteristic of the ones I want to talk to you about tonight, Kennedy [the host of the show], and that’s they’re places where people choose to work. Admittedly from a bad set of other options.” There are several things worth noting about Powell’s statement. First, he acknowledges that the conditions are deplorable. Second, he knows that ordinary Americans have not experienced any situations like this. Third, he knows that there is a possibility that children are employed in these factories because there is no enforcement of local labor laws. Lastly, he soothes his conscious and those of the viewer by suggesting people choose to work there. In an article, Powell and Zwolinski argue that the anti-sweatshop movement fails in at least one of two ways: internally by failing to maintain their allegiance or externally but uncontroversial by yielding to objections that should be viewed as legitimate concerns. They insist that sweatshop workers voluntarily accept the conditions because it is a better alternative for them. Is it American pride that allows us to assume that a citizen of another country would willingly choose to work in a job to feed and clothe their children/family that Americans would not do? Have we become so full of ourselves that we willfully accept the sweatshop conditions for others but not ourselves for a $5 t-shirt or $15 dress?
The documentary states that fashion is the most labor dependent industry with nearly 1 in 6 working globally in some part of it. Most of the work is done by those with no voice in the supply chain. Many factory working parents must leave their children to be reared by other family members who live outside of the city or factory area due to the long hours and low-wages; eventually seeing them only once or twice a year. Shima, an Indian garment worker, tearfully states, “There is no limit to the struggle of Bangladeshi workers. People have no idea how difficult it is for us to make the clothing. They only buy it and wear it. I believe these clothes are produced by our blood. A lot of garment workers die in different accidents. [Regarding Rana Plaza] A lot of workers died there. It’s very painful for us. I don’t want anyone wearing anything, which is produced by our blood. We want better working conditions so that everyone becomes aware.” Livia Firth, creative director of Eco-Age, chides that we are profiting off their need to work. They are not different from us, but we treat them with disrespect and like slaves. Economist Richard Wolff concludes that American desire for profit at all cost is in direct competition to the values we claim to possess as Americans. In other words, as consumers of fast-fashion, we are perpetrators of injustice because we assist in the exploitation of workers through the violation of their human rights. Our capitalist economy thrives on our insatiable greed, our irrational fear, and our thirst for power all at the expense of someone else’s survival in poverty and inequality.
Am I anti-capitalism? Perhaps. I am anti-inequality and the continuation of needless injustice at the expense of those most vulnerable so if the divide between the haves and the have-nots continues to widen because of capitalism, then yes, wholeheartedly I am against it. Beyond whether I am anti-capitalist lies the question of whether I can remain unchanged when faced with the narrative of someone surviving in an unjust situation? Put another way: can someone with less social and economic power speak into my life and cause me to change? Yes.
If our economic system thrives on our individual and collective materialism, then any change in our behavior and values will change the system. Changes in our individual and collective action and values mean changes in the individual and collective lives of those on the other end of the thread and sewing needle. This year I have learned that challenging myself to live in a way that keeps the narratives of those who cannot speak up for themselves t the forefront of my mind is—I joined with them—our collective way of speaking truth to power.
This Sunday 7 April is the International Day of Remembrance of the Victims of the Rwandan Genocide.
Photo by Carmen Lau.
I decided to study the Rwandan genocide after attending the Institute for Human Rights conference entitled, “Bystanders and Complicity in Nazi Germany and the Jim Crow South.” Rwanda, viewed as a trophy of the African “mission field” by many in Western Christianity, shocked many onlookers in the period during and after the genocide as it became obvious that Christians had killed Christians. Moreover, many estimate that most Rwandan Genocide victims were killed in churches, an assertion that stimulated my interest. The Rwandan Genocide differs from other genocides because religion did not serve as a demarcation to target victims as “other.” Most people in Rwanda identified as Christian, and the religious affiliation did not coincide with ethnic identity.
Last summer, I tagged along with a group of teachers and professors who were passionate about using education to prevent genocide. This was a first step in developing my thesis: Stories from Rwandan Churches Priot to the Genocide: A Collection of Oral Histories. The travel group knew one another from collaborating with the Holocaust Museum, and they held great affection and esteem for Carl Wilkens, our group leader. Wilkens backstory, as described on his website, is this:
As a humanitarian aid worker, Carl Wilkens moved his young family to Rwanda in the spring of 1990. When the genocide was launched in April 1994, Carl refused to leave, even when urged to do so by close friends, his church and the United States government. Thousands of expatriates evacuated, and the United Nations pulled out most of its troops. Carl was the only American to remain in the country. Venturing out each day into streets crackling with mortars and gunfire, he worked his way through roadblocks of angry, bloodstained soldiers and civilians armed with machetes and assault rifles in order to bring food, water and medicine to groups of orphans trapped around the city. His actions saved the lives of hundreds.”
With this experience, one might not be surprised that Wilkens has chosen to position himself as a force for peace and as a catalyst to stimulate people to seek to become integrated beings with emphasis on respect, empathy, and inclusion.
I had expected to cultivate empathy and understanding and to gather context and information, but I had not considered the idea that this trip with teachers would provide space for some mental detox. I had heard Rwanda described as a country with gorillas and genocide, but I saw a place where the government exceeded expectations in the context of health care and infrastructure. Ranking among the 20 poorest countries in the world, Rwanda is a place of paradox. When our group gathered in the small white bus outside the Kigali Airport, I first sensed that this would be different than I had expected. Carl Wilkens presided over our discussion as we rode to the hotel that would be our home for the next 11 days. Wilkens urged us to harness the power of gratitude to rewire neural circuits and reminded us that since negative thoughts stick like Velcro, one must intentionally attend to the task of noting the positive.
Photo by Carmen Lau.
Early on the first day, to fulfill Wilkens’ charge, our designated facilitator, a teacher from Nebraska, urged us to think about “The Good Life,” the motto for her home state. As the group shared visions of a good life, I noticed that already, just twelve hours in Rwanda, we had erased default notions of acquisition or competitive achievement as core building blocks in “The Good Life.” Instead, people cited nature, learning, and human connectivity as the essence of a good life.
Gratitude underpins the curriculum for Mindleaps, a thriving multinational NGO designed to empower children who come from the most impoverished homes. Mindleaps collaborates with the Gisimba Training Center, a repurposed orphanage that was featured in Wilkens’ book, I’m Not Leaving. This was our first stop on the Carl Wilkens Tour. Once a child is accepted to Mindleaps, she has the opportunity to have a noon meal, wear a special uniform, receive school supplies, learn digital literacy (as an enticement to learn English), attend academic enrichment classes, and have her mother participate in a parenting-strengthening program (fathers are often away seeking work). Oh, and the best part is the child learns to dance very well. Dancing gives the children confidence and a sense of personal achievement that will be key to developing skills to thrive.
I visited the home of a seven-year-old student who regularly walks alone to Mindleaps — a three-quarter mile jaunt down a hilly tangle of dirt roads that are jam-packed with huts. Her home has no electricity or plumbing and only a patchy tin roof. Her mom comes to the parental-enrichment class regularly. The strategies used by Mindleaps are being tested by a tracking software program to provide a nuanced evaluation of the children in the areas of memorization, language, grit, discipline, teamwork, self-esteem, and creativity. For me, the visit to the Mindleaps gated compound was a transcendent experience. I saw excellence, bright colors, simple food, and a tidy vegetable garden. A swarm of smiling students wanted to touch and thank each one in our group.
Holistic, abundant living combines heart and head. So far, this time in Rwanda has allowed me to peel off barnacles of language and worldly possessions and notice feelings of gratitude and love. Watching the children and teachers leap in grand plié’s to Leonard Cohen’s “Hallelujah” consolidated my embrace of Rwanda’s Mental Detox. Rwandans have embraced the ethos of gratitude. The security detail at the entrance to the parking lot of Hotel Des Mille Collines paused from the task of pushing mirrors on long handles under incoming Land Rovers (to check for bombs) and greeted our group of pedestrians on foot. He said, “Thank you for visiting our hotel.” Street merchants, airport personnel, gardeners, cooks, and administrators said variations of “Thank you for visiting our country.”
As the old saying goes, “You won’t remember what they said, but you will remember how they made you feel.” In Rwanda, I feel loved and appreciated.
Living in a city with some of the most well-ranked hospitals in the nation, we sometimes take our access to healthcare for granted. The wail of an ambulance is a frequent annoyance to UAB students, but it’s a noise that many people are grateful to hear – especially those who live in rural areas with limited access to healthcare.
Midwife Lorina Karway is one of those people. Karway is responsible for helping thousands of Liberian women give birth safely. She often uses the light of her cell phone, held in her mouth, to deliver babies in a facility without electricity (UN Women). It’s not an easy feat to accomplish, but courage, intuition, and years of experience guide Karway to success. Childbirth is a common, natural process that veteran midwives handle skillfully, but complications do happen. When they do happen, it can be incredibly dangerous. The nearest hospital is over sixty miles away, and emergencies without swift action can have fatal outcomes. Midwives have successfully operated for centuries without hospitals, but medical equipment and clean facilities with electricity are immensely helpful in high-risk situations.
“Cmdr. Protegenie Reed, a Navy midwife from Miami, Florida holds a newborn baby during Pacific Partnership 2015.” Source: Sgt. Valerie Epple, Creative Commons.
Midwifery still has a reputation for being illegitimate or unsafe relative to hospital deliveries, but midwives aren’t just second-rate doctors for communities without hospital access. “Skilled, knowledgeable and compassionate care for childbearing women, newborn infants and families across the continuum from pre-pregnancy, pregnancy, birth, postpartum and the early weeks of life,” is how the World Health Organization defines the holistic practice. Part of the negative reputation is because midwives tend to practice in areas where adequate services and equipment are lacking, creating the dangerous situations that Karway faces. Communities without access to healthcare still require some sort of healthcare, and midwives across the world bravely fill that gap.
“Midwives Hasina and Aya Begum wait inside the birthing centre in Koral slum, Dhaka, Bangladesh.” Source: Conor Ashleigh for AusAID.
The danger is not created by practicing midwives, but rather from the community’s lack of access to adequate local healthcare services that extend beyond a midwife’s capacities. A solution to this gap in service would enable midwives to deliver better standards of care, and to ensure midwives can collaborate with hospital assistance when required. Additionally, there is evidence that midwife-assisted births result in better care than births guided by obstetricians (Walters et al). The study by Walter investigates variation within hospitalized care, but similar conclusions were found in regards to remote midwifery. Cost analyses of prenatal and postnatal care from seven different remote aboriginal communities found that “midwife group care (MGP) was likely to be cost effective, and women received better care resulting in equivalent birth outcomes compared with the baseline maternity care” (Gao et al).
Policy solutions have not been aimed at uplifting midwives, but rather to create barriers and even criminalize. Midwifery was essentially outlawed in Alabama for the past forty years, along with a dozen other states. Even where legal, barriers were constructed make it difficult for up-and-coming midwives to obtain training, licensing, equipment, facilities, and adequate pay. This is bad for midwives, and detrimental to women in need of accessible maternal healthcare.
Over 300,000 women and 2.7 million babies died in childbirth in 2015 alone.
Most of these deaths were preventable and caused by a lack of sufficient antenatal, delivery and post-natal care.
Almost ⅔ of all maternal and newborn deaths could be prevented by well-trained midwives.
Midwifery includes comprehensive reproductive health and community health practices.
Barriers faced by midwives include:
Social isolation / poor living conditions; 37% of midwives face harassment at work
Lack of professional development opportunities or support through regulation/accreditation
“Unequal power relations and gender inequality within the health system and within communities” (WHO).
“Private sector markets and medical hierarchy leading to medicalized births, which constrains opportunities for quality midwifery care” (WHO).
“International Day of the Midwife.” Source: Lindsay Mgbor/Department for International Development, Creative Commons.
Human Rights Impact
Here are some reasons why it’s important to embrace midwifery as an alternative or addition to formal medical care:
Overlooking midwifery increases stigma. This makes it harder for women to access midwives – especially rural and/or low-income families cannot afford or cannot travel to medical centers.
Midwifery is a critical role in some indigenous traditions. Native women have the right to practice traditional knowledge and engage in their own culture. Legislation that stigmatizes or creates barriers for midwives will likely harm indigenous practitioners.
Women have the right to choose what kind of healthcare is best for them. Healthcare is never one-size-fits-all, and it’s important to invest in a variety of options for a variety of patient needs.
Midwifery needs to be an accessible and viable career path. Medicalization of birth and barriers to midwife accreditation essentially act as gatekeepers, forcing aspiring practitioners to attend costly medical school or, for those who can’t afford it, to abandon their dreams.
Midwifery is a quality alternative to hospitalized childbirth, but many don’t have the luxury to choose. When distance makes choosing hospitals impossible, midwives fulfill their communities’ needs for reproductive/maternal healthcare. Midwives should be empowered to provide adequate services whether in urban hospitals or rural facilities, with unhindered access to training, education, and opportunity. Per CEDAW, states have the obligation to provide “appropriate services in connection with pregnancy, confinement and the post-natal period.” Let us support midwives as they courageously provide services that no one else will. Let us encourage midwives across the globe to continue their work despite disdain, mistrust, and criminalization. Let us uplift and support midwifery to make the world a better, safer, more accessible place.
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Craven, Christa, and Mara Glatzel. “Downplaying Difference: Historical Accounts of African American Midwives and Contemporary Struggles for Midwifery.” Feminist Studies, vol. 36, no. 2, 2010, pp. 330–358. JSTOR, www.jstor.org/stable/27919104.
Parry, D. C. 2008. “We wanted a birth experience, not a medical experience”: Exploring Canadian women’s use of midwifery. Health Care for Women International, 29: 784–806.
Thomas, Samuel S. “EARLY MODERN MIDWIFERY: SPLITTING THE PROFESSION, CONNECTING THE HISTORY.” Journal of Social History, vol. 43, no. 1, 2009, pp. 115–138. JSTOR, www.jstor.org/stable/20685350.
Shaw, Jessica. “ The Medicalization of Birth and Midwifery as Resistance.” 20 Mar 2013.
Health Care for Women International. Volume 34, 2013 – Issue 6. www.tandfonline.com/doi/abs/10.1080/07399332.2012.736569?tab=permissions&scroll=top
On Tuesday, November 13, the Institute for Human Rights and Consulate General of Switzerland – Atlanta co-sponsored a showing Sonita, a film based on a 15-year-old girl from Afghanistan who immigrated to Iran in order to flee the Taliban. Over the course of the three years Sonita is filmed, she is able to receive assistance at a center for refugee children in Tehran, Iran where she works on her dream of becoming a rapper by performing for her classmates and pursuing a place to record her music.
What many people are unaware of is the Afghani tradition of forcing children into marriage, with Sonita’s family setting her price as $9,000. Without intervention from the filmmaker, Rokhsareh Ghaem Maghamim, who paid her family $2,000 to postpone her marriage, Sonita might have not made it to where she is now. To make matters worse, women are not allowed to sing in Iran. So, in order for Sonita to continue her dream of becoming a rapper, the shelter could no longer be affiliated with her. Maghami then managed to take Sonita to the United States, without her parent’s permission, to pursue a career in rap.
Maghami started filming this documentary to help her cousin who worked at the refugee center, while her cousin just wanted to help Sonita find some training for her music. However, these selfless acts dramatically changed a young woman’s entire life.
Sonita shares the story of one young woman’s strength, perseverance, and the ability to use music as a vehicle to confront social injustice. This film not only gives the audience an inside look to both a tradition and country many are unfamiliar with, but also provides Sonita with the voice she needs to have her story heard.
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