When it comes to children, parents almost always have full control over the healthcare received and how its administered. With the exception of some Jehovah’s Witness’s cases, abortion cases, and court-tied decisions, parent’s typically have the final say so when it comes to the healthcare treatment that a child may take on. While at times this level of parental jurisdiction can prove problematic, when there is a discrepancy between what a child wants and what the parents want, this jurisdiction in the case of those aiming to help their children receive gender-affirming care is becoming more difficult.
Children smile and hug while wearing the Pride flag. Source: Yahoo Images
Gender-Affirming Care & Gender Dsyphoria
According to the Trevor Project, more than half of trans and non-binary youth consider suicide annually. This striking statistic appears to be remedied by the the reception of gender-affirming care. Gender-affirming care is defined by the World Health Organization as care that “support[s] and affirm[s] an individual’s gender identity” when it conflicts with the gender identity assigned at birth. For those below the age of 18, this care rarely involves the use of surgery. Instead, puberty blockers, which delay the onset of puberty, and hormone therapy, which helps induce physical characteristics that align with their gender identity, are used to help minors work against gender dysphoria. Gender dysphoria is explained by the American Psychology Association to be “psychological distress” rooted in a discrepancy between gender assignment and gender identity. This condition is associated with high rates of mental health conditions and suicide. As such, the reception of gender-affirming care by children has the potential to address gender dysphoria and lead to better health outcomes for trans and non-binary children.
Preventing access to this life-saving care can have dangerous effects, but that’s exactly what proposed and brainstormed bills in several states have the potential to do. The rationale behind such bills varies with voices from Texas likening gender-affirming care to child abuse and with other states claiming that children aren’t ready to make such important decisions regarding their bodies. The interesting part in these bills is where the penalty falls. Both providers and parents are at the mercy of state employees and educators if they seek to either perform or connect the child with gender-affirming care. The irony is that in most cases, parents are needed to consent to medical care and that providers are encouraged to align with parental wishes. Parents have to consent to their children receiving vaccines. If a parent or guardian decides to go against the standards for recommended care, then the pediatrician must oblige. In the case of standards around gender-affirming care, the American Academy of Pediatrics and the American Association of Medical Colleges has made clear that there are criteria to determining whether a child should receive care and that gender-affirming care is the standard of care if these criteria are met.
Sign where people can fill in their pronouns. Source: Unsplash
Exploring a Right to Healthcare
In this sense, a denial of a child’s access to arguably life-saving and parentally sanctioned treatment goes against a right to health care. Alabama Rep. Neil Rafferty, the singular openly gay member of the Alabama Legislature, spoke to the matter before his state’s bill was ratified. “Y’all sit there and campaign on family being the foundation of our nation … but what this bill is doing is totally undermining that. It’s totally undermining family rights, health rights and access to health care.”
While healthcare as a right remains uncodified in the US, the United States has signed on to multiple international agreements, most recognizably the Universal Declaration for Human Rights, and is held to international suspicion and disfavor should it move towards legislation that hinders a human right and targets minorities. Whether this international judgement holds sway over the United States politically and legislatively is one thing, but for a country viewed to be a global hegemony, a stand against what can be perceived as a violation of fundamental human rights and protections for children is jarring.
Additionally, some bills, like Alabama’s, have enfolded restrictions and impositions on on trans children. For example, under an extension of the bill, students in Alabama must use the restrooms that align with the gender assigned at birth making education an uncomfortable environment for trans children.
Child posing with a t-shirt and position expressing self-love. Source: Unsplash
As such, an attack on healthcare can operate as an entryway into further impositions on trans rights that have been long hard fought and won for years.
Though there’s no telling what the future holds for trans children, there are still ways to support them.
1. Donate to LGBTQ+ affirming spaces and support networks like The Trevor Project.
2. Write letters to your state representatives relaying your support of LGBTQ+ children and their ability to have access to quality, life-saving healthcare and urging their reconsideration of a politician’s support for legislation that may prevent said access.
3. Check in with people in your life who may be affected by such a decision.
While discussing various human rights violations and crises, it is important to also be mindful of the special groups such violations affect. On August 19th, 1982, the United Nations announced that June 4th of each year will be declared the International Day of Innocent Children Victims of Aggression. According to this article from OC Human Relations, the day’s purpose is to acknowledge the pain suffered specifically by children throughout the world who are the victims of physical, mental, and emotional abuse. The day also affirms the UN’s commitment to protect the rights of children. According to Children’s Advocacy Centers of Tennessee, nearly 700,000 children are abused annually in the US alone. In addition, rates of child abuse and neglect are five times higher for children in families with low socio-economic status compared to children in families with higher socio-economic status. A child’s right to be free from aggression and abuse is violated globally across many spectrums with crises such as domestic abuse and gun violence.
Child Domestic Abuse and Covid-19
Source: Yahoo Images
Domestic abuse is an international issue that can affect people of every age, race, gender, and background. Also referred to as ‘domestic violence,’ domestic abuse can directly or indirectly affect children due to bullying, harassment, and endangerment from those who reside in their homes with them. Some signs of domestic abuse in a physically or emotionally abusive relationship include the following fromThe Children’s Society:
Kicking, punching, hitting
Threatening to kill someone or hurt them
Controlling behavior
Controlling someone’s finances by withholding money or stopping someone going to work
making someone feel guilty, criticizing them or making them feel small and stopping them from standing up for themselves
Unfortunately, the 2020 outbreak of the Covid-19 virus led to an increase in child victims of domestic abuse due to stay-at-home orders and lockdowns. These lockdowns decreased a child’s ability to find a safe place through school counselors or churches and seek guidance from trusted adults. Without being able to find an escape from unsafe home lives, many children suffered an increased risk of domestic violence. Although exact numbers cannot be known of how many additional cases were caused by the pandemic, one study analyzed data on more than 39,000 children treated at nine pediatric trauma centers. When researchers analyzed the group of children aged 5 and older, the number of child abuse victims tripled compared to a similar period before the pandemic. “The most common injury identified was head injury, followed by a mix of chest, abdomen, extremity and burn injuries,” said senior study author Dr. Katherine Flynn-O’Brien, associate trauma medical director at Children’s Wisconsin in Milwaukee. Dr. Andrea Asnes, a leader of the AAP Council on Child Abuse and Neglect and director of Yale Programs for Safety, Advocacy and Healing in New Haven, Connecticut, went on to explain that daycares for younger children were deemed essential and remained open, while school-aged children were stuck at home.
Today, and every year on June 4th, it is important to remember this human rights holiday in honoring Innocent Children Victims of Aggression across the world. Progress can be made by further educating yourself on the many acts of aggression that violate a child’s human rights and by spreading the word to others. Click here to learn more: International Day of Innocent Children Victims of Aggression.
Source:Yahoo Images; An image depicting some of the equipment used for mining minerals.
Over the past few weeks, we have been examining, in this environmental series, the various ways in which our over-consumption, coupled with the negligent practices of industry, have led to the deterioration and devastation that climate change has yet to fully unleash upon us. We have observed the intersectionality between fast fashion, human rights violations within the industry, and how the fashion industry perpetuates colonialism and imperialism while simultaneously amplifying the climate crisis. We have also studied in detail the process of oil development, and the very real consequences that carelessness from industry can have on communities and ecosystems alike. We have further focused on the lasting implications of these industries, and how environmental racism and exploitation, both of resources and people, have led to global inequities in quality of life. Now, we shift our focus to the mining industry, which encompasses so many raw materials that are transformed into the products we consume on a regular basis around the world. These products include materials for constructing infrastructure like roads and buildings, raw materials used to build and support the electric grid, and even materials used in today’s newest laptops and smartphones. One can even argue that mining is a vital part of an advanced industrial society.
The Mining Industry
Source: Yahoo Images; An image of a water source that has been polluted due to mining operations in the area.
The mining industry can be categorized into many different groups, but some of the most popular categories include, coal and Uranium mining, metal mining and industrial mining. Coal mining, and the mining for Uranium are largely used for energy purposes, such as generating electricity or using the mined Uranium for nuclear power. Metal mining consists of mining for metals such as zinc, gold, copper, iron, silver, and other such precious materials. These metals can be sold for use in technological devices, but, in cases like iron and zinc, can be turned into various products, from tools to jewelry. Finally, industrial mining digs up raw materials for manufacturing and industrial consumption, including raw materials and chemicals used in construction jobs. These three areas of mining alone impact so many aspects of our society, from our energy consumption to our smart gadgets and our stylish accessories, down to the buildings we work out of, and to the homes we live and grow up in. This is just an introduction to just how crucial a part mining plays in our lives, and why it is necessary for us as a world to begin to ween off of this dependency on mining and shift our focus toward sustainability and renewable resources. In order to fully comprehend the need for this shift, we must look closer at some of the mining techniques and the dramatic impacts their operations have on the environment.
Surface Mining Techniques and their Environmental Impacts
Strip Mining
Source: Yahoo Images; An image depicting how destructive mining operations can be. This is only one of the methods used to mine for minerals.
A commonly used surface mining technique, strip mining is used to remove the surface layers of soil until the desired resource is exposed. Especially used for coal extraction, this process includes drilling and blasting portions of the earth to reveal the minable resource. These blasted off pieces of “overburden” are cleared and removed from the site, and chunks of coal, (or other resources), are extracted from the blasted site and loaded up onto trucks that transport them away for use. This method greatly impacts the environment in the surrounding areas. The earth is made up of many layers of minerals. These minerals are made up of decomposed organic matter that have been compressed over time into materials we extract today, such as fossil fuels and sand. One of these layers consist of topsoil, a rich layer of naturally composed, nutrient-rich soil that is crucial to the land’s ability to grow food or herbs. The strip mining method, along with some of the other techniques of mining, leaves the topsoil exposed to the natural elements, and the soil can begin to erode, leaving the land barren and jeopardizing its ability to support life. Strip mining can also pollute nearby sources of water by releasing certain acidic minerals that are dug out of the ground during mining operations and spill into the waterways, react to the water and oxygen, expose the marine life to toxic waters and pollute water sources used for domestic and agricultural consumption. These practices impact the biodiversity of the regions in which they take place, transforming more than just aesthetic beauty for us to enjoy. Biodiversity serves varying purposes, as each organism is part of a larger food chain, and having a rich, vibrant, biodiverse environment comes with its own benefits to the planet and its life forms. Certain keystone species play crucial roles in the survival of an ecosystem, and these mining practices endanger their existence, further deteriorating the conditions of survival for many species living in these areas, including humans.
Source: Yahoo Images; The different layers of the soil
Open-Pit Mining
Source: Yahoo Images; An open-pit mining operation that has carved out the sides of mountains and formed a concave pit.
Another surface method of mining is the open-pit mining technique. This process is similar to the strip-mining method, in the sense that it also requires the blasting of mining zones. It does differ however, in that these explosions are used to create large craters, and then machines are used to extract precious materials from these concave, open pits. Materials extracted from this process are also transported away via trucks, similar to the strip-mining method. This method is commonly used for both coal mining, as well as mining metals such as copper, gold, or iron. This method, just like the strip-mining method, causes severe degradation and destruction of the natural environment. Some of these impacts include polluted waterways, air pollution, soil erosion, and a destruction of habitats that support and promote biodiversity. The process of open-pit mining, during the blasting and drilling of the earth, release metals and radioactivity into the dust clouds. Anyone breathing this air is at risk of developing serious respiratory illnesses. In addition to the dust clouds, the emissions released by the heavy machinery also add to the polluted air of which mining workers as well as local residents have to breathe regularly. As if that was not dangerous enough, open-pit mining also causes water pollution, in similar ways to strip-mining. The release of sulfur into the local waterways, and its reaction to the oxygen turns the water acidic, endangering the aquatic life, and poisoning the local communities’ waterways. Similar to other surface mining techniques, the open-pit technique also requires massive amounts of ground water and freshwater for its operations, further threatening the local communities’ access to water.
Mountaintop Removal
Source: Yahoo Images; A mining operation that used the mountaintop removal method, where the crowns of mountains are removed to expose the minerals below.
One of the most landscape-altering surface mining methods, mountaintop removal is a technique used to mine coal by blasting off the tops of mountains (which are filled with biodiverse forests), tapping directly into the resources they want to mine. Like the other surface mining methods discussed above, this method also has similar environmental impacts to the air, the water, and the area’s biodiversity. The waters are polluted with the toxins released from the mining process, killing off marine life, while entire forests are blasted out of existence. This method of mining is especially harmful for climate change because it permanently alters the topography of an area, releases tons of carbon emissions and other pollutants into the air, while destroying the many trees and plants that could have helped store some of the carbon emissions being released from these operations. This method also leads to soil erosion which can cause an increase in natural disasters such as flooding, forest fires, and landslides, and leave the land barren, making it difficult for local residents to grow crops on it.
These surface mining techniques are some of many methods that are used to extract minerals and valuable resources out of the earth. We discussed in detail the process of oil and natural gas extraction, using drilling and fracking techniques, and many of us are also familiar with the underground coal mines and tunnels that go on for miles beneath the surface. Those extraction methods come with their own risks and hazards to both the environment and its people. While we will not be covering those mining methods in this blog, we will be focusing more on the mining industry more generally, and its impact on human lives.
Human Rights Violations in the Mining Industry
Source: Yahoo Images; A depiction of children working in an aboveground mining operation. Similar to Fast Fashion and Big Oil, the mining industry has exploited children and vulnerable communities in order to find cheaper labor forces.
One of the most horrendous violations of human lives comes from the mining industry’s use of child labor in their mines, especially in poorer nations of the global south. While this certainly has to do with issues of environmental racism and avaricious profit motives, child labor has also become an increasingly preferred labor force used in multinational industries like fashion, oil, and mining, to name a few. The use of child labor in mining practices denies these children their entire childhood, and instead exposes them to dangerous working conditions that end up impacting their health for the rest of their lives. These children are exposed to toxic chemicals and micro metals and radioactivity released from the blasting process that they end up breathing in. These are especially harmful for developing children, whose growth can be stunted because of constant exposure to toxins like sulfur, mercury, and uranium. They are also required to work in contaminated waters, leading to skin infections and other issues that can impact their hormone levels and their overall growth. In addition to these dangers, children working at these mining sites are also in constant danger of physical harm from heavy machinery and the possibility of landslides due to weakened landscapes caused by the explosions and other disruptive practices.
Due to the profit-centered nature of these multinational industries, children and adults are exposed to some harrowing working conditions to meet the profit margins. These conditions have serious health implications, including lung disease, hearing issues, exposure to radioactive materials, mental health issues, and even back injuries. Respiratory illnesses and risks of developing chronic lung problems such as black lung disease, are very real consequences of breathing in the polluted air around these mining zones. Workers can develop issues with their hearing due to the loud and constant blasts from the mining operations, as well as the noisy machinery used in the mining areas. The blasts themselves, as discussed above, add metals into the air, and release radioactive gas into the surrounding air. Although some miners are given protective gear against these dangerous gases, miners are frequently required to breathe in this polluted air, which has large amounts of radon, a cancer-causing gas, while simply trying to just do their job. Due to the physically straining work that miners are expected to perform, mining can induce incredible amounts of stress. Miners also are required to work long hours, expend a lot of physical energy, and as a result, are more likely to injure themselves on the job. Although miners in the United States and other industrialized nations have workplace protections that shield the miners from obtaining injuries at the job site (or holding their employers accountable should such workplace injury occur), those working in areas without these regulations are more vulnerable to being injured and receiving little to no compensation or assistance through these injuries.
Source: Yahoo Images; An image depicting an aerial view of a mining operation and the massive amounts of dust and other particles that are being released into the air. This is the same air that workers and locals living and working in these areas have to breathe into their lungs.
Why Should We Care and What Can Be Done About It?
Upon reflection, the mining industry seems to be damaging to the environment and, because of its harmful practices, a threat to the future of humanity. Even as we continue to extract more and more minerals from the earth, we are slowly running out of resources to mine. Some experts invested in the mining industry argue that the next step is to switch gears and expand our technological advancements to be able to mine asteroids and other elements in space. While this suggestion might address the issue of resource availability, it does not address the fact that these practices, (along with other industries), are adding to the climate crisis. Until anthropogenic actions are not regulated in industry, climate change is going to continue to be an existential threat to this Earth.
On an international level, therefore, regulations need to be passed on mining practices, and the working conditions of miners. Along with these regulations, multinational corporations that fund this industry should be stopped from exploiting vulnerable nations for their cheap labor and loose regulations. Just like with other natural resources, many of the economies of nations that are exploited for their resources and labor are heavily dependent on the sale of these resources. It is important, therefore, to ensure that they can shift their economies into stable ones that depend on renewable resources before abandoning these already vulnerable nations to deal with the consequences of the exploitation of the mining industry. On a more domestic level, the United States needs to transition into a greener, more sustainable economy so that there is no pressure for constant exploitation of these nonrenewable resources such as coal, oil and gas, and other such minerals. Stopping mining practices can allow the earth to heal and grow back some of the biodiversity that has been lost from centuries of exploitative mining practices. In addition to transitioning into a greener society, we should provide some sort of relief for communities that have been impacted by these careless practices and ensure that remediation attempts take place to restore the impacted lands to conditions that existed before the mining practices took place. On a more personal level, we as consumers have some power over the industries we incentivize. This is still true when it comes to stopping some forms of mining, (such as mining for gems), but largely out of our individual hands when it comes to stopping the use of certain resources that are a crucial part of our infrastructure, such as coal. Even with this in mind, one thing that each person can do is educate one another about the various impacts these mining practices have on the environment and on human lives as a whole. Bringing awareness to issues such as this can help alter the public opinions about using such resources, and in turn can lead to a much-needed paradigm shift in our approach to ending climate change.
After weeks and months of rising tension, Russia invaded Ukraine on February 24, 2022. Russian troops moved over the border into Ukraine and the Russian air force started attacking cities and strategic locations like military installations and airports. These attacks have happened all across the country, not only in some of the contested provinces in eastern Ukraine. These areas have experienced violence and fighting since 2014 after Russia annexed the Ukrainian territory of Crimea. World leaders have condemned Russian actions, with the U.S. and EU announcing additional sanctions on Russia and security-related, economic, and humanitarian support for Ukraine. NATO and the UN have held emergency sessions.
Source: New York Times, 02/24/2022.
While this conflict seems far away for us here in Alabama, these developments are impactful, significant, and not to be underestimated for multiple reasons.
Impact on Geopolitics and the International Order
Most importantly, this is the first time since World War II that we are seeing what will likely shape up to be a full-blown international war in Europe. The Russian aggression against Ukraine puts the international order generated at the end of World War II at risk and shakes the very foundations of international relations. The invasion violates international law and denies principles and tenets established by the United Nations Charter, namely the concept of collective security, the maintenance of international peace through multilateralism and institutions, and the outlawing of the use of force in international relations. The war also threatens to destabilize Europe and undermines the order established after the end of the Cold War in the 1990s. This has the potential for severe and long-term consequences for Eastern European countries that were formerly under Soviet influence.
From a geopolitical point of view, the invasion highlights Russia’s expansionary tendencies and Russian President Vladimir Putin’s attempts to assert his power and restore regional dominance. Reinstating direct or indirect Russian control over Ukraine – a country that was formerly a part of the Soviet Union and before of the Russian Empire – has long been on Putin’s agenda. The collapse of the Soviet Union in the early 1990s and the following eastward expansion of NATO and the European Union to include countries that were formerly within the Soviet sphere of influence (e.g., Hungary, Poland, Slovakia, the Baltic States, and the Czech Republic) have humiliated Russia’s ambitions to be perceived as a major world power and undermined its influence in Eastern Europe. NATO announced in 2008 that it would consider membership of former Soviet Union states Ukraine and Georgia, which Putin considered a direct threat to Russia’s influence. When Ukraine’s pro-Russian president was overthrown in 2014 and a pro-European government was installed, Putin invaded and annexed Crimea and started to support pro-Russian separatist forces in the eastern Ukrainian provinces of Luhansk and Donetsk. Tensions have grown since then, culminating in the Kremlin calling the Ukraine “not a state”, designating it an artificial country, and Putin’s speech justifying the invasion by accusing the Ukrainian government of a genocide against the country’s Russian-speaking population. He has also issued warnings to NATO and the U.S. that interfering would lead to “consequences you have never seen”.
Source: Ministry of Defense of Ukraine.
This has implications not just for the Ukraine, but also for other former provinces of the Soviet Union like Georgia and Kasakhstan. Further, it might set a precedent for other countries like China, which has long contested the independence of Taiwan and the validity of Taiwan’s statehood, or Serbia, which has disputed Kosovo’s recognition as a state. If the international community and Western power show a weak response, China might feel emboldened to take military action to annex Taiwan.
The Human Rights Perspective
From a human rights point of view, there are two particular points of concern I want to highlight. First, there is the potential of grave human cost. In the first hours of the invasion, 40 Ukrainian soldiers have already been killed and dozens more wounded. While Russia’s defense ministry promised not to attack cities or put civilians at risk, we all know that this is not how war works out or how Russia has fought its past wars (think Chechnya and Syria). Human rights violations, especially against women, children, and other vulnerable groups, tend to be widespread in armed conflict. A number of agencies have already called for a ceasefire to protect people in the Ukraine and to allow for humanitarian action, but so far we have yet to see any progress on this.
Second, there is the larger issue of authoritarian regimes expanding to the detriment of democracy and human rights. The “democratic recession” or the decline of democratic institutions and individual rights even in countries that were traditionally stable liberal democracies with high levels of freedom (including our own…) has been demonstrated by political scientists over the years (the term was coined by Larry Diamond, but see also here and here for other approaches). While scholars are debating the impact of democratic decline, Freedom House scores have consistently declined since 2005, showing democracy and human rights in crisis.
Meeting of the Security Council. Source: Nagpur Today.
It seems that the foundations of international peace, democracy, and human rights are at risk. Russia’s open aggression shows that these foundations are crumbling or at least are perceived to be crumbling. Putin is not alone in his interpretation – other authoritarian leaders in China, Venezuela, and Iran, and even some heads of state of democratic countries like Poland and Hungary, have openly defeated traditional avenues of political interaction, trade, treaty making, and diplomacy in favor of hard power and force.
Where does this leave us? At this point, it is unclear how the war between Russia and the Ukraine will unfold, how long it will last, and what the exact human and economic costs will be. We also don’t know yet how the world will respond beyond strong condemnation and imposing sanctions. What we do know is that there is great volatility and potentially long-lasting consequences from this fall out. This is a dangerous situation that we need to observe carefully. It has major implications for geopolitics and will affect us here at home.
What can you do to support the people in the Ukraine?
Anne Applebaum (writer, Atlantic Monthly, focus on Eastern Europe
Franz-Stephan Gady (International Institute for Strategic Studies, IISS, in London–short analyses of the evolving military situation)
Steeven Seegel (Historian of Russia and Ukraine, UT Austin, actively bringing the community together)
Learn more about the conflict, context, and potential implications. We will post the recording of our Panel The Ukraine Crisis: Implications for Geopolitics and Human Rights that took place on Thursday, March 3, at 4:00 pm CST soon.
The Taliban regime, like the older one that ruled from 1990-2001, upon capturing the capital, shut down the Ministry for Women’s Affairs and replaced it with the Ministry for Protection of Virtue and Vice. Later, they announced that women cannot go out in public without a male relative or without being fully covered, and female workers have been instructed to stay home. Education, politics, sports, freedom of expression, and whatever else requires women venturing outside with a voice has been banned by the government, punished by beatings or floggings.
Afghan women in veils with the words “Taliban vow to respect women We can still see We can still watch We can still notice We will no longer accept.” Source: Flickr
Education and Occupations
Girls’ education in Afghanistan took a lot of effort to achieve, but many obstacles, specifically financial security and accessibility, still stand in the way. Knowledge gives individuals mobility and power to decide their future for themselves — a source of pride that Afghan women have fought for. In Afghan villages and cities alike, many women and girls would work for low wages in poor conditions to finance their education, and now these efforts and opportunities have been ripped away.
Pride is now fear. After the fall of the Afghan cities Kabul and Herat, the Taliban prohibited girls over 6th grade from attending school and segregated universities between genders. Boys were allowed back weeks ago, but no indication was given to girls — a silence that told them to stay home. The regime previously stated that education will resume under the laws of Islam. Even if girls can go back to school, they may not learn certain subjects such as engineering, vocational education, cooking, and government studies.
A class for girls in a village school outside Jalalabad, Afghanistan. Source: Flickr
The Taliban is not their only issue, however. Many female political figures remaining in Afghanistan fear retaliation from men they jailed or sentenced. Despite the years of progress since the last Taliban occupation, women in powerful roles still made men in Afghanistan uncomfortable. The Taliban has not instituted strictrestrictions on law and order —allowing incidents of physical and sexual violence against women to increase.
Female Workers
Women have taken to streets demanding their rights back as the Taliban prepares to deal with international questioning for their rise to power. Although once numerous after the fall of Kabul and Herat, protests are now few and far between. Organized protests were broken up by the Taliban’s gunshots, beatings, and killings in early September, effectively dampening the morale of activists. Now, the regime demands prior registration with a detailed account of the event and any slogans that are to be chanted, decreasing the right to assembly in the nation.
Female journalists, teachers, activists, and especially judges are also being targeted by the oppressive regime. It is common practice for the Taliban to break into homes of instrumental feminist voices and threaten their families, and the United States’ promise to protect Afghan women activists from the Taliban has fallen flat.
Former Afghan legislator Fawzia Koofi fled Afghanistan to Qatar after she was placed under house arrest and guarded day and night by the Taliban. Parliament members Shagufa Noorzai and Homa Ahmadi escaped to Athens, Greece, along with 177 other high profile female lawyers and judges with help from the Melissa Network and Human Rights 360. Even though activists like Koofiand Noorzai are far from their home country, they have already started networking to protect the rights of women and girls from where they are.
In late August, 15 members of the inspiring 20-memberAfghan Dreamers fled Afghanistan, with 10 arriving safely in Mexico City, Mexico, and 5 in Doha, Qatar. Thisall-girls robotics team made waves after winning multiple international robotics competitions in the United States and becoming a luminescent symbol of the potential ofgirls in science, mathematics, and engineering. These girls left with the hopeof continuing their education and competing in robotics tournaments. Some girls voluntarily stayed behind to help education efforts in Afghanistan. They all hope that their achievements and stories will empower girls in their home country to fight for their education and convince the regime to adapt to a new generation of women.
Private Afghan universities require girls to wear an abaya and niqab. Source: Flickr
Education as a Human Right
The Taliban violated many articles of the Universal Declaration of Human Rights (UDHR). Article 26 proclaims that basic and fundamental education should be free, compulsory, and equally accessible. Education is stated as the driving force to foster respect for human rights and personal freedoms all over the world which is crucial for women to rise from societal restrictions.
The head of the Afghan Women’s Network, Mahbouba Seraj, emphasizes that Afghanistan is not the same country that the Taliban left. Women will not sit and stand by while they try to take away their rights. Over 6 million women have established their presence in traditionally male-dominated fields such as media, medicine, law, and government. She believes that the gender equality movement in Afghanistan will prevail over the Taliban’s resistance.
Earlier in October, the United Nations Human Rights Council voted to approve a rapporteur on the grounds of Afghanistan to investigate and report civil and human rights violations. The European Union’s ambassador to the UN cited particular concern for the restrictive actions of the Taliban against women and girls. In addition to the UN, the public can offer donations to other international human rights organizations that are also working on the safety of female Afghanistan officials and girls seeking to continue their education such as Amnesty International, CARE, and Women for Afghan Women.
Mountains of Afghanistan. Source: Creative Commons
Twenty years after the events of September 11, 2001, and the subsequent war on terrorism, the United States military has ended its operations in Afghanistan. The country, ravaged by war and too fragile to stand on its own, was immediately overtaken by the very forces the U.S. sought to defeat. After two decades, three administrations, and 170,000 American lives lost, the U.S. is leaving Afghanistan in much the same shape as it was found.
What is to become of Afghanistan and what toll will the inevitable economic and humanitarian crisis take on its people, many of whom do not know where their next meal will come from? What will happen to a generation of women and girls whose education and employment are now at stake and whose rights are tenuous under the new/old regime? What will happen to the millions of children under five that are expected to become acutely malnourished in the next year? What will happen to those that managed to escape – will they find safe refuge in neighboring countries, or will they suffer the plight of many refugees and displaced peoples around the world? All remains to be seen, but at this point, the outlook is dire. Here we provide a brief history of Afghanistan over the past century and consider what lies ahead for the struggling nation.
Afghanistan is located centrally in southeast Asia and shares a border with Iran, Pakistan, Tajikistan, Uzbekistan, and Turkmenistan. It is home to at least 14 distinct ethnolinguistic groups, and the mountainous terrain has kept these clans separate and made it difficult for a central government to take hold. The strategic location of the country, however, has made it very enticing to those seeking to procure a hold on southeast Asia. After a period of relative stability after its independence from colonial rule in 1921, the country has been plagued by invasion and power struggles since the 1970s.
In 1953, the pro-Soviet General Mohammad Daoud Khan became prime minister of Afghanistan, and in 1956, Soviet leader Nikita Khrushchev agreed to help Khan establish economic and military ties. At this time, women were granted a more public presence and were allowed to attend university and join the workforce. In 1973, Khan abolished the monarchy and replaced it with The Republic of Afghanistan, naming himself president and keeping close ties with the USSR. While creating his new government, Khan proposed a new constitution in which women were granted more rights, and the country set out on a path to modernization. This did not sit well with local clan members who believed in a strict interpretation of the Qur’an, the holy book of Islam. Tensions rose under the surface until they eventually boiled over.
In 1978, an armed revolt broke out in the countryside, led by conservative Islamist and ethnic leaders who were protesting social changes Khan was trying to implement. This group became known as the mujahideen, or “holy warriors.” Backed by the United States, the mujahideen killed Khan, and a full-scale war broke out from 1979 to 1989: communists versus mujahideen. This being the height of the Cold War, the US continued to provide weapons and tactics to the rebels in order to defeat the Soviets.
Around 1988, Saudi Islamist Osama bin Laden founded the group al-Qaida (“the base”). Though the US had backed the mujahideen in defeating the Soviets, bin Laden argued that the US stood as the primary obstacle to the establishment of a truly Islamist state. By 1995, a newly formed Islamist militia, the Taliban, rose to power, promising peace to the war-torn people of Afghanistan. Calling themselves “students of Islamic knowledge,” the Taliban imposed strict sharia law, stripping women and girls of their basic human rights and instituting public floggings and amputations of those who broke the law.
Afghanistan. Source: Yahoo Images
The War
September 11, 2001: Al-Qaeda operatives hijack four commercial airliners and crash them into the Twin Towers in New York City and the Pentagon in Washington, D.C. Close to 3,000 people die in the attacks, thousands more are injured, first responders are exposed to toxic fumes that will later be listed as the cause of cancer, and a nation that has never before been attacked on its own soil mourns an incomprehensible loss.
Most of the 9.11 hijackers originated from Saudi Arabia, none from Afghanistan, though the mastermind behind the attack, Osama bin Laden, was operating out of the country. The ruling authority in Afghanistan, the Taliban, was accused of harboring terrorists. In the coming weeks, George W. Bush’s “war on terrorism” provided the U.S. blanket authority to invade any country accused of sympathizing with or aiding Muslim extremists. On October 7, 2001, the U.S. military began a bombing campaign against Taliban forces in Afghanistan. Ground combat troops arrive two weeks later. Thus began what would become the longest war in U.S. history.
Both the Obama and the Trump administrations tried to leave Afghanistan, but the situation remained too precarious to do so safely. President Biden, convinced that there was never going to be a safe time to leave, was determined to put an end to the loss of American lives, especially in a situation of no measurable progress. “It’s time to end America’s longest war,” he declared. The remaining 3,500 troops in Afghanistan have been withdrawn despite the failure of intra-Afghan peace talks and the increase in Taliban attacks on Afghan security forces and citizens. The Taliban wasted no time storming the capital of Kabul, forcing president Ghani into exile, and reasserting its authority.
Biden says Washington will continue to assist Afghan security forces and support the peace process, but what does that mean? As the U.S. officially ends its military operations in Afghanistan with precious little to show for it, much is at stake for those who remain in the country, most notably women and children.
The ensuing humanitarian crises is expected to affect nearly half of children in the country. Food stocks will soon run out, and a third of the country will not have access to basic goods and services. Afghanistan does not have sufficient funding in its international humanitarian response plan; as of August 2021, it is only 38 percent funded. This translates to approximately 1.2 million children losing protective services, leaving them vulnerable to violence, sexual exploitation, and forced early marriages, and about 1.4 million women left without a place of comprehensive support.
Displacement and a Refugee Crisis
Although President Biden did agree to allow Afghani people who worked with the US coalition to come to America with US troops, there were several tens of thousands that could not board the planes. Images of the Kabul airport being jam-packed with families awaiting airlift, along with videos of people handing their babies to American soldiersand absolute strangers for the sake of safety and refuge did circulate our social media pages the past few weeks. The outpouring of compassion did overwhelm the global community, but now that airlifts have ceased, about 39 million Afghans remain trapped in the humanitarian crisis that is yet to emerge in the country. According to the United Nations High Commissioner for Refugees (UNHCR), around 3.5 million people have already been displaced due to violence in Afghanistan. These people are fearful of returning to their homes, but they also lack the finances to survive.
Consequently, the people of Afghanistan will seek refuge in neighboring countries, where many of their fellow citizens already live. For four decades, Pakistan and Iran have hosted millions of Afghan refugees. But these countries are also not capable of doing this for too long due to their own lack of international humanitarian aid. The UNHCR has called on countries to leave their borders open and permit refugee status to the people of Afghanistan in order to evade any more human rights violations and to prevent a greater humanitarian crisis from emerging.
What Next?
In an article about the challenges that the Taliban now faces, Dan Bilefsky of the New York Times writes: “Will the Taliban engage the world with a more inclusive approach? Or will they return to the ways of the past?” So far, the Taliban have been cracking down on protests, rounding up known opponents, and violently suppressing the news media. Unfortunately, from a human rights perspective, it appears that the worst is yet to come.
Social Work Students’ Accreditation Visit 3.26.13. Source: Southern Arkansas University, Creative Commons
Social work is a field in which professionals are intended to do their best to help connect members of vulnerable populations with the resources necessary to allow them to live with their rights and general well-being safe. However, on October 12 of this year, during a meeting between the Texas Behavioral Health Executive Council and the Texas Board of Social Work Examiners, a section of the social workers’ code of conduct was altered. A section which previously stated, “A social worker shall not refuse to perform any act or service for which the person is licensed solely on the basis of a client’s age; gender; race; color; religion; national origin; disability; sexual orientation; gender identity and expression; or political affiliation.” During the meeting, the words “disability; sexual orientation; gender identity and expression” were taken out. They instead replaced that phrase with the word sex, making the social workers’ code match the Texas Occupations Code.
This is concerning for a few reasons, the most glaring one being that it leaves members of the LGBTQ+ community and people with disabilities in Texas, two populations that are already seriously vulnerable, even more vulnerable than before, as social workers can now turn away potential clients from those communities.
This led to an uproar among advocates for the LGBTQ+ community and people with disabilities, as at puts their ability to access important resources that are related to their basic human rights directly at risk. There is an increasingly serious concern that members of these populations will face even more obstacles in accessing the things they need than they already do.
The Human Rights Connection
It’s important to recognize that is an issue of human rights, even outside of the clear issue of discrimination against these groups that is involved. Consider some of the jobs of social workers. They include therapists, case workers, workers for Child Protective Services, and much more. In addition to working with people with disabilities and members of the LGBTQ+ community in general, many social workers specialize in work with children and older adults, two groups which overlap with the former. Then these vulnerable populations are unable to get the support they need in order to access the tools, programs, and resources that exist specifically to help them live life and access their basic needs, they are by extension often kept from being able to access their basic human rights.
Source: Yahoo Images
One clear example of this is when people with disabilities require financial aid to support themselves do to an inability to be a part of the general workforce. Social workers are an important part of the process of connect the people affected by this issue with the resources and government programs they need. Without the aid of social workers, they might have significant difficulty accessing their “right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control,” as recognized in Article 25 of the United Nations’ Universal Declaration of Human Rights.
The fact that this allows social workers to discriminate certain groups in accepting clients is human rights issue in itself, as according to Article 7 of the UDHR, all are entitled to equal protection under the law and,“All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.”
The Purpose of Social Work: Helping Vulnerable Populations
Another reason this change in the Texas social workers’ code of conduct is problematic is that the field of social work is inherently meant to involve professionals helping vulnerable populations (such as the LGBTQ+ community and people with disabilities). According to the National Association of Social Workers’ (NASW) Code of Ethics,“The primary mission of the social work profession is to enhance human well–being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty.” A vulnerable population is a group or community “at a higher risk for poor health as a result of the barriers they experience to social, economic, political and environmental resources, as well as limitations due to illness or disability.”
Social work is also built a set of core values: service, social justice, dignity and worth of the person, importance of human relationships, integrity, competence. It is the job of a social worker to do what they can to uphold those values by helping vulnerable populations access the resources they need. Therefore, social workers’ turning away members of the LGBTQ+ community and people with disabilities, particularly vulnerable groups, goes against the social work code of ethics.
The ethical principles of social work also bar social workers from participating in acts of discrimination on the “basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical ability.”
There is a meeting set for October 27, 2020 so that the Texas Behavioral Health Executive Council can discuss the issue of discrimination as it applies to the changes that were made to the Texas social workers’ code of conduct. It is vital that we do not underestimate the significance of this situation and the serious harm that it can cause.
“classroom.” Source: Lead Beyond. Creative Commons.
In 1954, the United States Supreme Court overruled the “separate but equal” clause of Plessy v. Ferguson with the case of Brown v. Board of Education of Topeka, declaring that “separate” educational facilities are inherently unequal. While Brown v. Board was aimed at addressing racial segregation, it is worth noting the implications of this view of separate educations because students with learning disabilities are often educated separately from their peers. Our current education system divides students into different categories and programs based on their perceived levels of academic ability under the assumption that this is the best way to help students reach their fullest potential. This is problematic and leads to students’ missing the benefits of an inclusive classroom. Though it would not be a simple task, students who have learning disabilities should be educated alongside students who do not, using cooperative classwork, where students work together to complete an assignment or task, whenever possible.
The Americans with Disabilities Act defines a person with a disability as “a person who has a physical or mental impairment that substantially limits one or more major life activity.” For this blog, I will be focusing on learning disabilities, particularly those that do not completely inhibit functions that are vital in a traditional classroom, such as communication. However, I do recognize that the line that I am drawing between which disabilities/experiences of disabilities my proposal would apply to and those it would not is not completely clear, as no two people with the same disability have the same experience. The degree to which a person is able to participate in inclusive and cooperative learning would have to be determined on a case by case basis.
Article 26 of the United Nations’ Universal Declaration of Human Rights (UDHR) states that everyone has a right to an education. Article 24 of the UN’s Convention on the Rights of Persons with Disabilities (CRPD) states that all people with disabilities have the right to “an inclusive education system at all levels and lifelong learning.” The use of cooperative classwork among students with and without disabilities would hopefully help more effectively access these rights for both parties. Additionally, by helping the members of each group become more accustomed to interacting and being part of a common social group, this can also help individuals with the types of disabilities that are focused on in this blog to access their right to employment (which is given in article 23 of the UDHR and article 27 of the CRPD) and their right to participation/inclusion in their communities (article 27 of the UDHR and article 19 of the CRPD).
Our Current System
When discussing whether students who have disabilities should be educated separately from students who do not, it is helpful if we begin by considering why we use the system we currently have. A literature review titled “Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities” was published by Moira Kirby in the Child Youth Care Forum in 2016. In the review, Kirby aimed to find special education trends relating to “inclusive practices, Response to Intervention (RTI), and student achievement.” She argues that the educational system currently used in the United States, while meant to increase access to education, perpetuates certain students’ isolation from others, as it is based on problematic assumptions about disabilities. The first assumption is that disabilities are deviant conditions that should be “eradicated.” The second is that “all special services should be delivered in a separate environment.” These assumptions inform the implicit biases about degrees of educational ability. Kirby also argues that these assumptions must be changed in order to “promote access and equality for students with learning disabilities.” In her article, she states, “The question is not, how can we fix a disability, but how can we make our classroom environments a place where all students can learn, regardless of their need.”
The educational system that is currently in place in the US involves separating students with learning disabilities, “low-performing” students, students who meet “average” expectations, and “high-performing” students. This system is well-intentioned, theoretically giving each group of students the unique resources they need to reach the height of their personal capabilities. In practice, however, this system is quite flawed. It is a system based on expectations (typically informed by assumptions and implicit bias), which become harmful to many students, especially those with learning disabilities, due to stereotype threat. Stereotype threat is “the risk of confirming negative stereotypes about an individual’s racial, ethnic, gender, or cultural group” and the effect that that risk can have on the individual’s performance. Many people assume that students with disabilities will do poorly in school, and when students with disabilities know this, they often adopt those same expectations for themselves. If academic success seems unlikely or even impossible, this can become a barrier to the motivation and access to resources that can lead to it. Stereotype threat also leads students with learning disabilities to underestimate the quality of their academic performance overall, even at times when they are doing well. They can start to assume that they simply cannot do well in school.
Another problem that comes with stereotype threat is that it takes up precious cognitive resources. Students spend part of their cognitive resources thinking about the expectations they are held to, distracting them from the work they are trying to do, and preventing them from using all of their resources to their advantage, which contributes to a decreased ability to perform well.
In her research, Kirby found that teachers who had been asked about inclusion in the classroom tended to attribute the success of attempts at inclusion to the students’ physiological traits rather than the value of inclusive practices. She points to this belief as one that could potentially lead a teacher to believe that students with disabilities could be taught only separately from others. They were also often found to lack confidence in their abilities to teach students with disabilities. Parents also either had negative or neutral views on the impact of inclusive education.
In 2015, “68.2% of students with learning disabilities spend 80% or more of their day in the general education classroom, while 24.1% spend 40-70% of their day in the general education classroom.” This in no way aligns with the idea that students with learning disabilities need to be educated separately from other students, and it highlights a point of concern. If many general education teachers do not feel like they are able to teach students with disabilities, and most students with disabilities spend a large part of their day in general education classrooms, what implications do these things have regarding those students’ education? Ideally, students would be educated by someone who felt they were qualified to teach them rather than someone who is uncertain about it. If students with different educational needs were consistently taught in the same classroom, teachers would all need to go through the training necessary to teach students with special educational needs, allowing them to better support their students.
“Classroom.” Source: PAL LTER, Creative Commons.
An Inclusive Educational Environment Can Be Beneficial For All Students
The negative impact that a segregated educational system can have on students with disabilities is not the only reason to move towards a more inclusive system. Evidence that suggests that inclusive classrooms can lead to positive outcomes for all of the students involved.
In their article “The challenges of implementing group work in primary school classrooms and including pupils with special educational needs,” Ed Baines, Peter Blatchford, and Rob Webster review the results of two research projects: the SPRing (Social Pedagogic Research into Group-work) project and the MAST (Making a Statement) project. Realizing that most studies regarding collaborative work in education that had previously been performed had been on a small-scale and short-term basis, the authors reviewed the results of these two projects to come to a better, more reliable understanding of the challenges of inclusive group-work in primary schools.
The SPRing project was a five-year-long project that aimed to “develop and implement with teachers a programme of principles and activities that incorporated group work into curriculum and everyday school activities” and “to evaluate this programme relative to a control group in terms of academic progress, behavioral interaction and dialogue, and attitudes and motivation towards learning.” The developed program included a handbook and six training sessions where teachers could develop the skills that they need to incorporate group work into their lessons. The four main areas covered by the program included “preparing the classroom and group context for group work,” “preparing lessons and group-work activities,” “preparing adults to support pupils and groups,” and “preparing pupils for group work.”
The results of the SPRing project show that, relative to the control group, the students that participated in the program made more progress in general science tests, “were more actively engaged in task interactions,” had more sustained interactions, and “engaged in more high-level reasoning talk.”
The MAST project “involved systematic observation and case studies” of students with known special educational needs that were being taught in general education classrooms. This project’s results provided Baines and his co-authors with information about the interactions between students with special educational needs and adults/peers. The project found that students with special educational needs “were half as likely to work with or alongside peers” as other students. It was also found they were often isolated from the other students. Some of the reasons for this isolation included a student with special educational needs choosing to sit away from the others, and other students being afraid of or nervous about working with them. One factor that may contribute to each of these reasons could be that the students with special educational needs that were a part of the study may have had poor social and communicational skills. While difficulties with communication are an aspect of many learning disabilities, inclusive group work may give these students an opportunity and a safe environment in which they can develop these skills (though a student should never be pushed to do group work if it causes them an amount of stress that is genuinely detrimental to their well-being).
This isolation of students with special educational needs may also result from traditional students and school faculty viewing people with disabilities as “the other” as being outside of normal. This would help to explain why traditional students may be hesitant to associate with students who have disabilities. It could also explain why students with special educational needs isolate themselves from other students, as they may have internalized their peers’ view of them. They may feel like they are on the outside looking in, unable to be a part of the rest of the group.
In her literature review, Moira Kirby also addresses some of the benefits of inclusive educational settings, as suggested in different case studies. In one study, elementary school students scored higher in reading and writing when taught in a general education classroom rather than a separate special education classroom. Another study found that eighth-graders with learning disabilities had “significantly higher scores in math academic achievement tasks and self-concept” when taught in an inclusive classroom. Students from another study scored higher in math, science, social studies, and language arts.
Students without learning disabilities may also benefit from inclusive educational environments. Students who perform well could potentially benefit from working with students with disabilities and helping them understand the topics they are learning about and the group work they might do. Re-wording and explaining a concept to another person can
help cement one’s understanding of it. Additionally, if all teachers have to teach classes with children with different educational needs, they would have to be prepared to work with students with disabilities, which would improve the support that those students receive and broaden teachers’ perspectives. This could allow teachers to develop skills that would be beneficial in teaching all students, with or without disabilities.
Concerns and Challenges
Though there are many advantages to adopting a more inclusive educational system, there are still concerns and challenges that also come with it. One concern is that students with learning disabilities may face social rejection from their peers. For their article “The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes,” Johanna Krull, Jürgen Wilbert, and Thomas Hennemann surveyed 2,839 first graders and found that students with “classroom learning difficulties” (CLD) and “classroom behavioral problems” (CBP) were at a greater risk for social rejection than their peers. However, the authors found several outliers in their data, where students with CLD or CBP had higher rates of social acceptance, and they interpret this to mean that, under the right circumstances, an inclusive education system is possible. In their article, Baines and his co-authors suggest that social rejection in this context can decrease over time when students are involved in inclusive group-work (if the students remain in the same groups throughout that time). Group work allows students with disabilities who struggle with social skills to develop those skills. It will enable other students to better understand people’s experiences who are different from them, which may lead them to be more willing (and happier) to be inclusive and build friendships with other students. If a student has no/little prior experience with students with learning disabilities, it would not be surprising to find that they are nervous or uncomfortable interacting with them.
When discussing the possibility of an integrated classroom, people are also concerned with the impact of having children with severe behavioral issues in general education classrooms, as they may become distracting or disruptive to the point of preventing any productivity in the class. This may be a factor that needs to be considered on a case-by-case basis. Some children that are deemed as being too disruptive have the potential to become less disruptive with exposure to a traditional classroom setting. There are likely situations where students truly are too disruptive to allow for a productive classroom, but that is certainly not always the case. It is important that, if a student is found to behave in a distracting way, that they are not immediately moved into another classroom after a single incident (although consideration should be given to the severity and the nature of the interruption). They should be given the opportunity to try and adjust to the traditional classroom environment before they are placed in a different one.
Another concern is that educating students at such a range of degrees of ability in the same classroom might prevent both students with learning disabilities and students that are currently in advanced programs from reaching their fullest academic potential. This concern is largely connected to the assumption that being in the classroom means that students would all be learning from the exact same curriculum, but that is not necessarily true.
In her article, Kirby suggests that a completely inclusive classroom might not involve basing lesson plans on the categories that students have been assigned to. Instead, each student would have an Individualized Education Plan (IEP). In our current public education system, children in special education programs must have an IEP, a “map that lays out the program of special education instruction, supports, and services kids need to make progress and thrive in school.” Each child has an IEP team, including their parents, at least one general education teacher (unless the child does not work with any), at least one special education teacher, a school district representative, a school psychologist/specialist, and the child. After the IEP is developed, the team regularly meets to discuss progress and possible changes for the plan. If every student, whether they have general or special educational needs, has an IEP, then (in theory), each student could have their personal needs recognized and met in the classroom. Kirby also suggests that making IEPs standard for all students could reduce the impact that the stigmatization of learning disabilities has on students, as school faculty would be less reliant on separating students into different/broad categories to teach them.
Of course, creating an IEP for every student in the public school system is much easier said than done and is a much more attractive idea in theory than in practice. It would require a significant shift in the allocation of resources in education, which may not be practical with the financial resources we currently have access to. It would also be asking many teachers, as they would no longer be able to teach with a singular lesson plan. It is unrealistic to expect teachers to carry this burden themselves, as they are already spread too thin, given more responsibilities than they can reasonably handle. Having IEPs for every student would likely require a serious increase in the number of teachers at each school or at least an increased/reinforced support system for school faculty. Perhaps a more feasible solution could be developing IEPs for students with a clear need for increased educational support that involves their being more present in the traditional classroom than in a separate one. While this is still likely to feed into the stigmatization and othering of students with disabilities, there do not seem to be any strong alternatives that are both practical and successful in avoiding stigmatization altogether.
Conclusion
In short, we should aim to educate students with and without learning disabilities together whenever possible, even though it will take a lot of time and effort to do so. We currently separate students based on expectations of their academic abilities, and these expectations are informed by and reaffirm problematic assumptions about people with learning disabilities. This can be harmful to people with learning disabilities and prevent students with all degrees of educational needs from accessing the benefits that can come from an inclusive classroom. However, it is important that we recognize and genuinely consider the concerns and challenges that arise when we look to put inclusive education ideals into practice. It is also important to recognize that the conclusions that can be drawn based on the resources used to support this argument are limited, as many gather data from anecdotal situations and small samples sizes. These factors prevent the results of sources from being reliably representative of experiences with inclusion and students with learning disabilities on a larger scale. The application of my argument is also limited, as I have focused on students with learning disabilities that do not completely prevent them from effectively learning or functioning in a general education classroom. While an integrated school system is generally optimal, there are some students for which that kind of system genuinely would not work. We cannot treat all students with disabilities as if their experiences are the same by assuming that all would do poorly in an inclusive classroom or that all would be unquestionably better off in an inclusive classroom. Overall, even though it will not be easy, even if we can never achieve a perfectly integrated educational system, it is an important goal which we should work towards for the benefit of all students and their educational rights.
“We are asking for the European community to help. Why are they not listening to us? Where are the human rights? We took refuge in the European Union but where are they? There are no toilets, no showers, no water. Nothing. Not any security or safety. We die here every day.”
Devastation in Moria
On the night of September 8th, 2020, fires raged through Europe’s largest migrant camp in Moria, Lesvos in Greece. It is home to more than 13,000 people which is 6x its capacity. Recently, Moria has caused deep political divisions and unrest in Europe over Mediterranean migration. Moria serves a direct transit point for hundreds of thousands of people seeking refuge from Afghanistan and Syria with the European Union. After Europe started closing its borders and putting a quota on the number of immigrants 4 years ago, life in Moria began to be plagued by mental and physical health issues and desperation. What was originally a temporary camp, became the home of deplorable conditions for people who were running from another deplorable environment.
On the night of the fires, thousands of Moria residents were displaced and are currently being refused entry into Europe, being refused basic rights to shelter and safety, being refused access to proper shelter and sanitation, and being refused their human rights. Since fleeing the fires, the refugees have resorted to sleeping on fields and the sides of roads. Thousands of migrants are now demanding more permanent housing because their situation is so out of the norm and they just want to feel safe in one environment, but their cries for help are continuing to go unheard. The Greek government has taken positive steps to build a more permanent migrant camp, but this leaves little to no hope for refugees seeking a better life outside of Lesvos.
This picture shows the a part of the residential area of the Moria camp where proper housing is severely limited and lacking along with our necessities. Source: Marianna Karakoukali
While accounts of how the fires started are currently being investigated the Greek government is claiming to have identified the culprits. Rumors of how the fires started are illustrative of ethnic and political tensions on Lesvos. The refugee migrants are tired of their poor living circumstances and the local population is upset with lack of regional, national, and international support for managing the influx of migrants and refugees on the island. While a second civil rights movement is happening not only in the United States, but all around the world, racial and ethnic tensions are high. Many refugees feel the European Union is turning its back on them. The European Union is becoming less tolerant for migrants and refugees, when it had once promised to help.
So how is COVID-19 affecting Moria?
Earlier this year, Greece went into lockdown and put travel restrictions on tourists coming in and residents going out. At the beginning of September, there was a small outbreak among the residents at the Moria camp, and human rights advocates are concerned that the Greek government is using this outbreak as an opportunity to further constrain the lives and freedoms of the migrants. The Greek minister for migration; Mitarchi, released a statement saying that the outbreak suggests need for a more “closed and controlled” environment for the migrants. This is odd considering that Moria has experienced far fewer cases than the rest of Greece, but the restrictions placed over the lives in Moria were much higher in comparison. In the Spring, the United Nations was so overwhelmed and concerned with livelihood and the living conditions at Moria that they called to expedite the migration process and related paperwork. So along with the day to day living conditions at Moria, COVID-19 and readily available access to healthcare is making life harder for the migrants. The fires may have been set in retaliation against the newer COVID-19 restrictions by the migrants or they might’ve been set by the local residents who fear the spread of COVID from the camp.
What is going on now?
In the meantime, while the Greek government is talking to French and Italian national leaders, riot police have been deployed to both the site where fires have been set, and also to the new refugee camp that is being set up to shelter those abandoned in Moria. This new site is at Kara Tepe where local media has identified helicopters that have been transporting tents and other necessities for the residents. In the fires, refugee documentation and belongings have been lost and burned, so it is still being determined how accessible the new site at Kara Tepe will be. Many refugees are now saying that they will not go back to another refugee camp where proper living conditions are not guaranteed, but the Greek government is saying that it will “not be blackmailed.”
Refugees sleep on side of the road following the fires, while they await further government housing and instructions. Source: Tasnim News Agency
Alexandra Zapruder answering questions from the audience. Source: UAB Institute for Human Rights
On November 7, the Institute for Human Rights hosted Alexandra Zapruder, author and member of the founding staff of the United States Holocaust Memorial Museum in Washington D.C. She discussed her first book, Salvaged Pages: Young Writers’ Diaries of the Holocaust, and answered questions about her work. Throughout her lecture, Zapruder highlighted the variety of insights we can gain from the diaries of teenagers/young adults who experienced the Holocaust.
While Anne Frank is certainly the most well-known authors of such a diary, there is much to be learned from the other young authors whose diaries have been found in the last few decades. Zapruder described these diaries as being both historical and literary fragments, giving us a window into the past and helping us better understand human experiences from different perspectives of the time.
Zapruder described having to grapple with the legacy of Anne Frank’s diary and how it shapes the reception of the other diaries that are found. For example, people often associated Frank’s writing with a hopeful view of humanity. It is often discussed with language that relates to redemption and optimism that is rarely used when discussing the atrocities that occurred during the Holocaust on their own. This does not, however, reflect every young writer’s writing during this time. Zapruder noted that, no matter how great a writer is, it does not make sense to expect their writing to represent all perspectives in a common experience when people are so different. Reading other diaries from the Holocaust requires setting aside the preconceived notions we have from learning about Anne Frank’s diary in the past.
One young writer that Zapruder spoke about during her lecture was Klaus Langer, a child of a fairly well-to-do family in Essen, Germany. She read an entry from his diary that was written on November 11, 1938, the day after Kristallnacht. His diary entries were generally records of what happened in his day-to-day life as he and his family made efforts to leave Nazi Germany, and this entry was no different. Langer described walking down the street through the wreckage after everything that happened, walking on glass splinters. Though that day in history had not been named “Kristallnacht” yet, the significance of the shatter glass is clear in his writing. When reading this entry, Zapruder recognized that, when you are writing in a diary about the day-to-day, you capture nuances you might miss later, things that would be easy to forget in future recollections.
Another writer that Zapruder discussed was Elsa Binder, a 21-year-old girl who lived with her parents in Poland. Zapruder described Binder as someone who could be sarcastic and had an edge. In Binder’s diary, Zapruder found a strong example of an unexpected common theme among the diaries: the passage of time. There were certainly themes that had been expected, such as desperation, hope, hunger, and displacement, but the passage of time was addressed to a surprising degree in nearly all of the diaries. Zapruder found many entries detailing life before the war, the traumatic break from normal life, and waiting liberation as time passed. Birthdays and holidays were noted regularly, even when the world was in chaos.
Perhaps the most striking thing that Zapruder addressed during her lecture was the way that these works resonate with young people. Though the experiences of most American teenagers are far different from those who lived during the Holocaust, many of the things that young people experience today connect to the themes found in the diary, from hope for the future to fear to desperation. Children face many human rights issues, such as school shootings, gun violence, and violence against people of color and the LGBTQ+ community. Like many of the young writers that Zapruder discussed during her lecture, many of the children of today are desperate for a better future. It is vital that adults step up and become better advocates for that future and for the human rights of children and adolescents.
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