education – Page 5 – UAB Institute for Human Rights Blog

Religious Freedom Is Freedom for Everyone

by Pam Zuber

“My holy place has been defiled…. My words are not intended as political fodder, I address all equally. Stop the words of hate,” said Rabbi Hazzan Jeffrey Myers. While it may sound as if Rabbi Myers spoke these words in Germany in the 1930s, he actually said them in the United States in 2018. That year, a gunman stormed into a Pittsburgh synagogue and killed eleven people who were worshipping there. Rabbi Myers leads one of the congregations who gathered at the synagogue. Just months later, in April 2019, another gunman entered a synagogue in Poway, California and killed one person and wounded three others on the final day of Passover. Authorities issued 109 hate crime charges against the shooter, including allegations that he also set fire to a nearby mosque. Other mosques are under attack even before they’re built. There have been protests surrounding plans to build mosques in various parts of the United States. In 2018, a Muslim group sued the city of Troy, Michigan, saying that the city has thwarted numerous attempts to open a mosque in the area.

Crimes and protests against religion aren’t confined to the United States, of course. In March 2019, yet another person shot and killed fifty-one people in two mosques in Christchurch, New Zealand. The gunman posted an Islamophobic and white supremacist manifesto online before streaming the attacks on social media. The next month, on Easter Sunday, a series of bombings at churches and hotels in different cities in Sri Lanka killed more than 290 people and wounded more than 500 other people. Referring to the bombings in Sri Lanka, U.S. Vice President Mike Pence tweeted, “This atrocity is an attack on Christianity & religious freedom everywhere. No one should ever be in fear in a house of worship.” This attack occurred on Easter Sunday and the Poway shooting occurred during Passover, two holy times for their respective religions. Sri Lanka canceled all Catholic masses the following week except for one: a mass by Cardinal Malcolm Ranjith, the archbishop of Colombo, Sri Lanka’s capital. Sri Lanka’s president, Maithripala Sirisena, and its prime minister, Ranil Wickremesinghe, attended the mass, which was also broadcast on television.

In the United States, the attacks on the synagogues violated the First Amendment of the country’s Constitution, which grants people the right to peaceably assemble and practice their religions. While the events in Sri Lanka, Pittsburgh, Poway, and Christchurch are indeed attacks on religion and religious freedom, they’re also attacks on so much more. Since they were attacks on religion, they were attacks on what people believed. They were attacks on what people thought.

What are some other types of attacks?

Sadly, these attacks on religion and thoughts seem to occur every day in various ways. While sometimes the attacks take the form of shootings and bombings, they also occur in quieter but still harmful ways. Protests about mosques in several areas of the United States are evidence of such attacks. The Muslim groups who have sued the city of Troy, Michigan, state that the city interfered with plans to open mosques in the city. Their lawsuit alleges that the city violated the U.S. federal Religious Land Use and Institutionalized Persons Act. According to the FindLaw website, this act “protects the ability of religious institutions to exercise their purpose without restriction and to let their members apply their religious beliefs through the construction and use of property for religious purposes.”

Anti-mosque protests aren’t confined to Michigan, although the state has experienced a number of them. The American Civil Liberties Union (ACLU) features a map of the United States on its website that illustrates anti-mosque incidents reported in the country. Only a handful of states – Alaska, Delaware, North Dakota, South Dakota, and Utah – did not experience any recorded incidents against mosques. The ACLU says, “While mosque opponents frequently claim their objections are based on practical considerations such as traffic, parking, and noise levels, those asserted concerns are often pretexts masking anti-Muslim sentiment.”

Id Kah Mosque. Source: Lukas Bergstrom, Creative Commons

Denying people the physical space to practice their religion creates physical and ideological barriers to practicing religion. It marginalizes people by saying that they aren’t worthy to use the land to worship they way they want to worship, even though they are legal, tax-paying members of society, people who work, attend school, parent children, and buy groceries alongside other members of society. They are people who should have Constitutional protection to practice their religions but whose religious rights are sometimes considered less valid. Marginalizing people makes them feel less welcome as if they’re lesser people. It may even impact their health, as the stress of discrimination and feelings of being outsiders may make them anxious or depressed.

How do we stop such attacks?

We don’t have to believe what other people believe. We don’t have to agree with them. However, we do have to empathize with them. Education may help us develop this empathy. Schools already have classes in subjects such as geography, history, sociology, and world cultures. Some schools, especially parochial schools, have courses about religion. How about using such classes to teach students about different religions and how they impact cultures? Introducing religion to young people may make religions and the people who practice them more familiar to people while they’re still forming opinions on the world around them.

Outside of school, maybe we can try asking our family members, friends, coworkers, and classmates about their religions. Maybe we could use these conversations to learn how people practice their religion on a daily basis. Or, we could try going to the local library to check out some books or DVDs about different religions and cultures. More and more movie theaters are also showing films from other countries, which give us glimpses into the products of other cultures as well as the cultures themselves.

Of course, the web also provides a wealth of information about religion and so much else. Do you want to find general information about religion? Updates about how people treat members of different religions around the world? Suggestions on how to dress when you visit religious houses of worship? You can find all of that and more on the web. You may even join online discussion groups to talk about religion, ask people questions, and receive real, firsthand accounts about religious topics from real people.

If we know something, it’s harder to hate it. Talking with real people about their real religious beliefs puts a human face on religion. Yes, religion is a collection of beliefs about ethereal, intangible concepts. But religions are also collections of actual people who gather together for common purposes. They are collections of people who deserve rights and respect. We can grant and protect them by meeting and learning about people. If we don’t learn, are we just promoting ignorance and hate?

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

Mindful Learning: Adding Meditation to Education

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

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

What Is Meditation? What Are the Benefits?

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

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

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

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

How is Meditation Being Implemented in Schools?

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

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

A Mother’s Testimony

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

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

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

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

How Does Mindfulness Impact Human Rights?

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

Noodles and Poverty

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

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

Role of noodles

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

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

Poverty in China

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

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

Noodle Initiative

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

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

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

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

The Global Refugee Crisis: What Can We Do?

On Monday, March 4, the Institute for Human Rights co-sponsored an event with local education, faith-based, and policy organizations at Samford University, titled Addressing the Global Refugee Crisis – Part: What Can We Do? The panel discussion, moderated by Rachel Hagues (Assistant Professor at Samford University – Department of Social Work), included Carlos Aleman (Deputy Director at Hispanic Interest Coalition of Alabama), Mary Baxter (Resettlement Specialist at World Relief Atlanta), Cesar Mata (Organizing Fellow at Adelante Alabama Worker Center), Sarai Portillo (Executive Director at Alabama Coalition for Immigrant Justice), Leida Venegas (Refugee/Birmingham Resident from Colombia), and Lynda Wilson (Chair at Refugee Interest Group), where they addressed their organizations’ roles in the current refugee crisis and how local community members can get involved.

Baxter first addressed the audience by speaking about World Relief’s origin which stemmed from a faith-based relief effort that addressed the devastation in Europe after WW2. The organization began addressing refugee resettlement in 1979 and, today, are only one of nine organizations in the country that has a contract with the U.S. State Department to help resettle refugees. World Relief does case management work that covers child development, agriculture, and nutrition as well as teaches participants about navigating housing, U.S. laws, and obtaining proper documentation. World Relief also offers legal services and English tutoring to make resettled refugees are on a supportive, sustainable path in the U.S. Finally, World Relief has a church mobilization program which helps amplify their faith-based humanitarian efforts.

Aleman informed the audience that Hispanic Interest Coalition of Alabama (HICA) is currently observing its 20^th anniversary as an organization, but there is much needed work still to be done. Although 70% of HICA’s participants are of Mexican heritage, they are here to help any and every one that is in-need of assistance. He argued that “refugee” is a political title because Cubans entering the U.S. during the Cold War were afforded this title. However, Central Americans fleeing to the U.S. currently don’t have that same benefit because the political environment has cultivated anti-immigrant rhetoric about those trying to cross the Mexico-U.S. border. HICA offers a Justice and Leadership Program that helps people achieve immigrant status as well as a Family Program that is case management-centered, the latter assisting children enroll for school and people navigating the court system.

Portillo also mentioned our current political environment by mentioning that refugees have been scapegoated for electoral purposes but that the Alabama Coalition for Immigrant Justice (ACIJ) will not be discouraged. ACIJ is a coalition of six non-profit organizations and hundreds of individual members throughout the state of Alabama. More specifically, ACIJ does preventative work, such as family emergency plans, that prepare people for economic, social, and/or legal challenges that relate to their immigrant status. You can help advance ACIJ’s mission of grassroots immigrant justice by volunteering or donating to their organization.

**Sarai Portillo addressing the audience. Source: UAB Institute for Human Rights**

Aleman of Adelante mentioned how there are many problems facing their participant community and that the existence of immigrant detention centers, much like Etowah in Gadsden, is an issue that is not exclusive to this current presidential administration. As a result, Adelante has helped organize the #SHUTDOWNETOWAH campaign which is “committed to ending the human rights abuses at the Etowah County Detention Center” due the facility’s notorious mistreatment of detainees, including inadequate medical care, poor nutrition, and verbal abuse. Adelante also offers many volunteer opportunities, including the Accompaniment Program, which assists members with transportation to court hearings and probation appointments, a worker’s assembly called Asamblea!, and a Pen Pal Program.

Wilson briefly spoke about the Unitarian Universalist Church of Birmingham’s Refugee Interest Group whose three pillars are direct support, education, and advocacy as well as the remarkable journey of an asylum-seeking mother and her two children who fled Angola to Cuba, relocated to Ecuador, then walked a grueling 1800 miles to El Paso. Following, she introduced Leida Venegas, a refugee from Colombia and current Birmingham resident, who shared the story about leaving her country because of organized crime and governmental conflict. Venegas also fled to Ecuador where she corresponded with the United Nations and U.S. government for over a year then moved to Birmingham. With only three suitcases and her children, Venegas relied on her case worker from Catholic Social Services and church volunteers who have assisted her with housing, learning English, and transportation to obtain documentation. She insisted such volunteering has been vital and is very thankful to all of those who’ve committed their time and opened the door to their home.

As demonstrated, the current refugee crisis is not only in the hands of the U.S. government but to anyone who wants to get involved. Many organizations addressing this pressing issue have limited resources so lending a helping hand could change or possibly save a life. What can you do to address the current refugee crisis?

Accessibility and Education

Parking spot reserved for people with disabilities — Wheelchair Only. Source: JoshuaDavisPhotography, Creative Commons

For most people, the importance of the right to an education is not unknown. It’s through education that people gain the skills that they need to be active in their communities, join the workforce, and live their daily lives. While there is certainly division in regard to people’s ideas of exactly how systems of education should work, there continues to be a shared understanding that these systems should exist in some capacity. The importance of the right to an education for people with disabilities is not well known or, at least, not as actively recognized, but it should be.

Background of Disability Rights and Education in the U.S.

The Individuals with Disabilities Education Act (IDEA) took effect as the Education for all Handicapped Children Act of 1975. It was meant to improve the access that children with disabilities have to “a free appropriate public education” and an environment that supports, rather than impedes, that education. Part of IDEA is a requirement that public schools develop an Individualized Education Program (IEP) for each student with a disability who is enrolled. IEPs are created and tailored specifically to the needs of each student, because even people who have been diagnosed with the same disability have differing experiences and face different circumstances. These programs are reviewed every year by the student’s teacher, parent(s), the child themself and a qualified agency representative related to special education. Other individuals can be brought in to review the program at the discretion of the parents or agency involved.

The Americans with Disabilities Act (ADA) was enacted in 1990 and prohibits “discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications.” Title II of the act requires state and local governments to make their services and resources equally available to people with disabilities. According to Title II, there are architectural standards that suggest buildings should be accessible to all people. Buildings constructed after the act passed are expected to meet these standards upon when they are built, while buildings that were constructed prior to the passing of the act are to be altered. Since the services/resources of state and local governments include public educational institutions, these institutions are expected to meet these standards, which helps to make education more accessible.

Acknowledgement Is Not Enough

Despite the American legislation put in place to ensure educational equality for students with disabilities, there is still a lot of work to be done. Laws have been created but are not always followed.

The Oregon Department of Education, for example, is being sued by Disability Rights Oregon (along with four other legal groups) due to its “lax oversight of special education programs . . . in small, rural communities.” Many schools in the state have been found to give students with learning or behavioral disabilities a shortened school day of only a few hours. The schools have given a range of explanations for shortening student’s school days, from saying that they were responding to inappropriate behavior (some of which is related to the symptoms of the students’ disabilities) to teachers saying they had a feeling that “it was going to be a bad day.” In many cases, the students would be able to get through a normal school day if they had the resources they need. They simply have not been given the opportunity to try. The lawyers involved in the lawsuit wrote, “Some children who are subjected to shortened school days due to their disability-related behaviors are eventually denied any instruction at all.” This is a denial of their right to an education and it cannot continue.

The seclusion and unfair treatment of students with disabilities in the U.S. is not limited to Oregon. According to the U.S. Department of Education Office for Civil Rights, more than 36,000 students were secluded during the 2015-2016 school year, and 66% of those students were students with disabilities, despite only making up 12% of all students enrolled. Students with disabilities also make up 26% of those who received out of school suspension and 24% of those who were expelled. Part of the problem is that the federal government does not currently have any actual regulations related to the seclusion of students with disabilities. It merely suggests that seclusion be used if a student is a physical threat to themselves or others and that the seclusion should end when the student is no longer a threat. Due to its impact on students’ access to their education, this issue needs to be dealt with as quickly as possible.

Library books. Source: CCAC North Library, Creative Commons

An International Problem

This problem can be found around the world. In Nepal, for example, children with disabilities are far from having their educational needs properly met. In 2011, Human Rights Watch (HRW) estimated that more than 207,000 of the country’s children have disabilities. In 2016, 30.6% of children with disabilities were not attending school. In some cases, the students with disabilities who are enrolled in school are kept in classes that are completely inappropriate for their age group. According to HRW report on the situation, one sixteen-year-old named Amman was placed in Class 2, where his classmates were between the ages of seven and ten years-old. His disabilities are physical, limiting his movement and speech but not his mental development. The school has steps at its entrance with no ramp available, forcing Amman to crawl to his classroom. He was not able to use the restroom during the six hours school was in session, so another student would have to go to his house and get his mother to come to the school and help. Not only is this an immense barrier to Amman’s access to his education, but it also an utterly dehumanizing way to treat someone.

The country is not ignorant of the fact that people with disabilities have a right to an education. In 2010, the country even ratified the United Nations’ (UN) Convention on the Rights of Persons with Disabilities, which aims to promote and improve the access to the rights of people with disabilities around the world.

Recent Developments

Though many problems still exist in the field of education for people with disabilities, progress is being made. On January 17, 2019, the U.S. Department of Education announced plans to “work with schools to reduce incidents of improper restraint and seclusion of students with disabilities”. They will use “compliance reviews” of school systems under suspicion of improper restraint and seclusion of students and “offer guidance on obligations under federal civil rights law.” According to Elizabeth Hill, spokesperson for the Education Department, they plan to do more than 70 interviews each year.

Disability Rights Are Human Rights

In public conversations about human rights, people with disabilities are often left out or overlooked. It is important that we intentionally work towards being more inclusive.

Article 24 of the UN Convention on the Rights of Persons with Disabilities (which the United States has still not ratified) focuses on the right to education. According to the document, countries associated with the UN are expected to “ensure an inclusive education system at all levels and lifelong learning”. This involves making sure that people with disabilities are not kept separate from the rest of the education system and receive the support they need.

In addition to acknowledging the right to education for people with disabilities, Article 24 includes an explanation of why education is incredibly vital, both in general and specifically in the lives of people with disabilities. Education facilitates the development of one’s view of others and themselves, their personality, their creative talents, their mental and physical abilities, and their ability “to participate effectively in a free society.” These developments shape the role that each individual plays in the world, making education an absolutely priceless and fundamental human right.

Resources at UAB

Students at the University of Alabama at Birmingham can contact the campus’s Disability Support Services (DSS) to request accommodations through their website or at 205-934-4205. This process involves completing an online application, submitting documentation of their disability, and having an Accommodation Planning meeting. Accommodations that are often used include reduced distraction testing, extended time on exams, note-taking services, assistive technology, and captionists/interpreters.

Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram.

Children’s Rights in the United States

A baby sitting on a blanket in the grass. — Cal. Source: Torrey Wiley, Creative Commons

Despite the many different viewpoints that exist on the political spectrum within the United States, one of the few things we all seem to be able to generally agree on is the importance of protecting children. Their life and well-being completely rely on adults actively working to keep them safe and nurture them. On September 2, 1990, the Convention on the Rights of the Child (CRC) was put into effect by the United Nations to aid in the protection of these most vulnerable members of society.

Despite the resolution’s wide acceptance, the United States is the only one that has not ratified it out of the world’s 195 countries. Why is this? What are its implications?

What Is Included in the Convention on the Rights of the Child?

The CRC does exactly what the title suggests: it outlines the rights held by children. It covers the rights to parental guidance, survival, development, nationality, identity, freedom of expression and thought, privacy, education, healthcare, and much more.

It states that, above all else, adults should be focused on ensuring that all their actions have as positive an impact on children as possible. Governments are responsible for protecting children’s rights in all situations, and any legislation that affects children should support their development and well-being. The CRC also addresses government responsibility in trying to keep families together (so long as it is the best thing for the child) and the fact that child refugees, children with disabilities, indigenous children, and children of minority groups have the same rights as any other children. Governments should take any extra action necessary to see that these rights are fulfilled.

Article 42 states that adults and children should be made aware of the rights put forth in the Convention. It emphasizes the importance of adults teaching children about their rights.

The United States and Violations of Children’s Rights

The United States is currently involved in the violation of many of the rights set forth in the CRC, but if it were to ratify the CRC, it would then be expected to begin working towards fixing them.

Children Facing Life Without Parole

One way in which we are currently violating the CRC is through the fact that, in many states, children can be sentenced to life in prison without the chance of parole. More than 3000 people are currently serving life sentences without the possibility for parole for crimes they committed while under the age of 18. In 2012, the Supreme Court ruled that it is unconstitutional for children to be given mandatory life-without-parole sentences. However, in 28 states it is still a possibility for a child to face life in prison without parole. This number does not include states that allow sentences lasting decades, even 90 years, which are in effect life-sentences, despite not being labeled as such. This violates Article 37 of the CRC which states that children should not be sentenced to life without the possibility of release.

A young girl looking over her shoulder at the camera. — Child. Source: Florencia&Pe, Creative Commons.

Children in Adult Prisons

We are also violating the CRC because there are around 10,000 children in the United States who are being held in adult prisons and jails. This fact within itself violates Article 37 of the CRC, which states that children should not be kept in prisons with adults. This also violates Article 34, which states that “Governments should protect children from all forms of sexual exploitation and abuse,” as children are five times as likely to experience sexual assault in adult prisons than juvenile detention centers. Children are 36 times more likely to commit suicide after being held in adult facilities than those who have been held in juvenile facilities. This violates Article 27, which states that children “have the right to a standard of living that is good enough to meet their physical and mental needs.”

Trump’s Zero Tolerance Immigration Policy

The United States has also recently violated the CRC through the “zero tolerance immigration policy” that The Trump Administration put in place earlier this year. As a result of the push for prosecution of undocumented immigrants caught crossing the border and “rules on holding children in either criminal or immigration detention,” thousands of children were separated from their parents. This violates Article 9 of the CRC which states that children should be remain with their parents unless it is more harmful for them to be together than separated.

Despite the rules that relate to holding children in criminal or immigration detention, the children who were separated from their families were held in what were essentially cages: holding areas surrounded by “chain-link fences,” with 20 children being held in each of them and “few comforts besides foil blankets.” They were kept in inhumane conditions, violating Article 27 of the CRC, which describes the right to an adequate standard of living. It is difficult to see how these conditions could possibly have had a better impact on the children than finding a way to allow them to remain with their parents.

Most of the families who were separated have now been reunited and new families are no longer being separated, but it is still important that we recognize the impact that such situations have on the children involved.

Basic Human Rights for Children in the United States

The United States also has a long way to go in taking steps to improve and preserve children’s access to their rights. In 2014, 22% of children lived in poverty, and 30% had parents who did not have job security. Between 2012 and 2014, 53% of young children were not in school, bringing concern to the right to education. Also, the US is the only high-income country that does not provide paid leave for new mothers.

The United States’ withdrawal from the United Nations Human Rights Council makes it difficult to be optimistic about the possibility of ratifying the CRC any time soon. It is a country that is self-proclaimed as being one of the most progressive in terms of human rights, yet we have not even ratified the document created to protect the vulnerable members of society whom we all agree need to be protected. At this point in time, the actions of the United States do not match its claims, and that needs to change.

Coming to Terms with the Past: Germany and the United States

On Thursday, October 18^th, an event titled How Germany Has Come to Terms With Its Past was held at the Birmingham Civil Rights Institute. The evening began with a lecture by former German diplomat Stefan Schlüeter who discussed how Germany has addressed its notorious role in World War II. Following, Schlüeter participated in a panel discussion with Laura Anderson (Alabama Humanities Foundation), Kiara Boone (Equal Justice Initiative) and Gregory Wilson (History Instructor at Lawson State Community College), putting this topic in the context of United States history.

Stefan opened by claiming there was silence in Germany after World War II, likely due to embarrassment and shame of the Nazi regime. Nevertheless, Schlüeter insisted we must keep the memory alive and never forget the millions who lost their lives during the Holocaust. Although there is an obvious presence of the country’s past, since the 1960s, German students have learned about the Third Reich in which he explained the teaching style and age of the student can mold how one processes this information; therefore, it is pivotal how one is taught. Such attempts to highlight and critique bigotry are a work in progress as we’ve clearly witnessed a resurgence of populism throughout Europe and North America.

The subsequent panel discussion centered on three main questions: How do we talk about the past? Who owns the past? How do we come to terms with the past? As a result of Birmingham’s legacy in the Civil Rights Movement, the discussion largely addressed the history of slavery and Jim Crow laws in the United States.

Kiara Boone Addressing a Panel Question. Source: UAB Institute for Human Rights

The discussion began by addressing how Americans are forgetting about controversial moments in history such as the Holocaust and Civil Rights Movement. This generated discussion about the possibility of mandating education of these histories, to ensure such events are never forgotten or to occur again. Wilson explained how he takes his students to museums, so they can view archives and artifact preservation behind the scenes, giving history a tangible presence. The panel then suggested there are holes in history and how bridging them with more information can cultivate nuanced discussion.

As for memorials, such as The National Memorial for Peace and Justice in Montgomery, it was suggested they be accompanied by information about the events as well as add individual narratives to the numbers of those who experienced oppression. The use of storytelling puts a face to a story, such as Harriet Tubman, and is better suited to resonate with audiences. Although, we can’t just change laws that mandate education, we need to change heart and minds of those who might carry attitudes that reflect the past.

When discussion centered on who owns the past, the panel demonstrated mixed feelings. It was argued that because we are all linked to history, we all own it. However, it was also demonstrated how depictions of history are predicated on power, leading to critiques of about Civil Rights education such as the lack of teaching around activist tactics and methods of the opposition. Such critiques beg us to further investigate these events and amplify the voices of people missing from these histories.

Following the panel discussion, audience members contributed to the discussion with their own questions such as: To what extent should Civil Rights education be focused on shock value? How do we integrate the legacy of colonialism into these teachings? What does it mean to be a good ally? Ultimately, dignifying these questions not only give us a more informed, honest account of history but also ensures those who need their voices heard the most are afforded their agency and liberation.

The Re-segregation of Schools

**Today is the 64th anniversary of the landmark Brown v Board of Education decision. The decision acknowledged and established the unconstitutionality of the notion “separate but equal”. This blog is a repost from the fall.

The eraser ends of a pile of pencils. — Back to School. Source: Mark Bonica, Creative Commons

What do you think of when you hear the word “segregation”? You probably flash back to your high school history class, when you learned about the Civil Rights Movement, Dr. Martin Luther King Jr., bus boycotts, the Little Rock Nine, and Ruby Bridges. Segregation is something we generally think of in the past-tense, as a phenomenon that occurred throughout much of history but ended in the 1960s. A common assumption is that these issues of racial discrimination and segregation on a systematic level are over. However, this is not the case. Schools in the United States seem to be going through rapid re-segregation. A reminder of our nation’s shameful past of dehumanizing and oppressing people on the basis of skin color, the idea is a hard pill to swallow. Many people find it difficult to come terms with our history and find it even more difficult to admit that serious issues related to race are still present in our society.

In 2010, Jefferson County opened Gardendale High School, one of the few high schools in the county that were actually well-integrated. By 2012, the campaigning for the secession of the schools of Gardendale from the district school system had begun. The concept of city school systems has grown increasingly popular in recent years. Many communities believe that it would be best if the taxes from their local areas only contribute to local schools. They have made claims that they believe that this would greatly improve the academic success of schools. In the case of Gardendale, these claims are not well supported. Creating a new school system would actually make it more difficult for students to attend the Jefferson County International Baccalaureate school (JCIB), which has been ranked by the Washington Post as the best school in Alabama and the seventeenth best school in the country. In order to attend JCIB, students would have to pay $1,500 in out-of-district tuition. In 2013, the Gardendale City Council voted to create a separate school system, and a new property tax was implemented later that year in order to fund the new system. An all-white school board and superintendent were then appointed for the system.

However, there were still obstacles for the new school system. Jefferson County is still under the desegregation order from the Supreme Court’s decision in Brown v. Board of Education. Gardendale would have to receive approval from Birmingham’s federal court in order to secede from the district. There were three main forces that all agreed that allowing Gardendale to secede would create significant problems for the efforts to continue desegregation. Representing the black children of Jefferson County was Legal Defense Fund Lawyer, Monique Lin-Luse. The Obama administration had involved the revitalizing of the civil rights division of the Justice Department. Jefferson County had just hired a new superintendent who was dedicated to desegregation. Though the residential area of Gardendale is 88% white, the schools are 25% black due to the busing of students from North Smithfield. For the majority of residents who want a completely separate school system for the city, the goal is to have a system that contains only students who live in Gardendale. Though this would not completely remove all of the black students, it would seriously reduce the number of them.

A row of school buses. — School Buses. Source: JohnPickenPhoto, Creative Commons

In the court decision regarding the Gardendale school system, the judge, Madeline Hughes Haikala, found that the motivation for the secession of Gardendale was undoubtedly based in a desire to control the racial demographics of the city’s schools. Despite this, Gardendale was not exactly denied their request. For the 2017-2018 school year, the city of Gardendale is operating Gardendale Elementary School and Snow Rogers Elementary independently from Jefferson County. If the city is able to run the schools for three years “in good faith,” then they have a chance at a full secession from the district. They were given three requirements. First, they are obligated to appoint a black board member to the school-board. Second, they must work with the plaintiffs of the decision and the Justice Department to create a desegregation plan for the new district. Lastly, they must either give up Gardendale High School, which was paid for by the residents of Jefferson County, or repay the $33 million that the county spent building the school. If Gardendale can show “sufficient” evidence of integration, then they will be released from the court order.

The release from this court order would be much more significant than one might think. Let us consider Central High School in Tuscaloosa, whose city school system was released from its desegregation order in 2000. By the 1980s, Central had developed into a very well-integrated school. However, after the desegregation order ended, and a new school was built in the mostly white and affluent part of the county, 99% of the Central High School students were black. Combined with the United States’ long history of systematic racism and economic disparities, this also led to the school having higher rates of poverty and less access to important academic resources. This shows that even a “sufficiently” integrated school has the potential to re-segregate without a desegregation order.

Clearly, the inequalities re-segregation creates between black and white students are unjust and need to be addressed, but it is important to realize that re-segregation is wrong regardless of whether or not it has negative impacts on black students. Even in the case of Brown v. Board of Education, the Brown family was not pursuing the issue because of a dissatisfaction with the quality of education at the all black school their daughter attended, but because black and white children should not be separated simply because of race.

When it comes to specific cases, such as in Gardendale, it can be easy to be misled by what seem to reasonable claims, such as the improving of education, that do not actually have any solid support. We have to pay attention to the larger scale impacts of situations like the one in Gardendale. If we do not pay full attention to the things that are happening, we can overlook serious effects of seemingly small situations. Tuscaloosa and Gardendale are just two of many places in Alabama where systematic racism is still very much a living issue. We cannot allow ourselves to be complacent or to think that racism is over. The fact of the matter is that slavery occurred over hundreds of years, and legal racial segregation continued long after that. It would be foolish to believe that everything would be perfect only 63 years after the Brown v Board decision and 53 years after the Civil Rights Act of 1964. Change takes time and diligence. This makes it absolutely necessary that we be fully aware of what is going on in our own backyard.

Fast-Fashion: Unethical and Unsustainable

Garment workers working at sewing machines in a factory in Gazipur, Bangladesh. — Bangladesh.Gazipur BIGUF.2015.Solidarity Center. Source: Solidarity Center, Creative Commons

Prior to the 1960s, about 90% of the clothes purchased in the United States were also made here. Since then, it has been reduced to only about 3%. Over the years, companies have increasingly chosen to outsource their labor to countries with lax labor laws (or a willingness to overlook them) to pay less for the work that is necessary for clothing production. The purpose of this blog is to highlight the negative impacts of these choices based on the information given in the documentary True Cost.

The term “fast-fashion” refers to the shift in the fashion industry that has resulted in faster production with lower costs. At first glance, this appears to be an extremely beneficial change, especially for the general United States consumer. We can buy more clothes and spend less money in the process. However, it is important that we take time to ask how it is possible to the industry to have changed the way that it did. What does it really cost?

Garment Workers

When discussing the costs of the fast-fashion industry, one of the most well-known examples is the Rana Plaza building collapse of 2013 that occurred in Dhaka, Bangladesh. At the time, the building was being occupied by garment factories for western companies such as Children’s Place, Joe Fresh, and Walmart. Workers in the factories told their managers that they had noticed cracks in the building but were told to go back to work. At one point, the managers were even given an evacuation order (which they ignored). Nothing was done. As a result, 1,129 workers died, and even more were injured.

Outside of the tragedies that have occurred in the industry’s factories, many of the factories cut corners on a regular basis to reduce production costs. Work areas are frequently found to have poor lighting, which can be damaging to the workers’ sight, and toxic chemicals, which can be harmful to their respiratory systems. As of 2016, the minimum wage in $67 dollars each month, which is far less than fair compensation for the labor of these workers, especially in such poor conditions. More often than not, these workers cannot simply quit and find work with better circumstances. They must be able to provide for themselves and their families and lack the education and qualifications for more favorable employment.

Environment

Fast-fashion is also an incredibly unsustainable industry. Eileen Fisher, a high-end fashion retailer who aims to use sustainable and ethical production methods, has called the clothing industry “the second-largest polluter in the world.” It’s easy to see why. In 2013 alone, 15.1 million tons of textile waste were created. The majority of this waste ends up piled up in landfills. These piles release methane as they decompose and are a noteworthy factor in global warming. Even if their relationship with global warming were not an issue, the amount of land required to store of all this waste is simply unacceptable.

Leather tanneries are also a significantly harmful part of the clothing industry. The chemicals used in the tanning process are extremely toxic and are often disposed incorrectly. This leads to the pollution of the drinking water, soil, and produce of the communities surrounding the tanneries. These chemicals lead to serious illness and diseases. People living in these areas are facing skin problems, numbness of limbs, and stomach problems. The chemicals are poisonous to both the environment and the health of human beings. Not only do climate change and pollution have harmful effects that we can see today, but they are also severely damaging to the world and resources that future generations will have access to.

People in the street in Dhaka, Bangladesh. — Wide avenue in Old Dhaka. Source: Francisco Anzola, Creative Commons

Human Rights

The issue of fast-fashion is one that impacts many different areas in human rights. Regarding employment, Article 23 of the United Nation’s Universal Declaration of Human Rights (UDHR) states that every person has the right to “just and favourable conditions of work,” as well as the right to “just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity.” The harmful work environments and low-wages involved in the clothing industry prevent workers from accessing these rights. Additionally, Article 25, the UDHR depicts the right to a standard of living that is sufficient to maintain an individual’s health and well-being, which requires an adequate income.

Fast-fashion also has a connection to gender equality. In the garment industry, 85% of the workers are women. Often, these women are single mothers without any other real employment options, due to a lack in access to education and other similar resources. They continue to work in poor working conditions because they want their children to be able to go to school and have better job opportunities in the future.

What You Can Do

It is easy to fall into feeling like there is nothing you can do on this side of the counter and ocean. Fast-fashion seems to be a very distant issue. However, there are changes you can make in your own life to be a part of the transformation of the fashion industry. First and foremost, it is important that you make an effort to stay informed on the issue and inform others as well. A problem cannot be solved if no one acknowledges that it exists. Second, if you can afford it, buy from brands such as Eileen Fisher and People Tree who work to produce clothing through sustainable and ethical methods. Such companies are generally more expensive than what we have become accustomed to because of the fast-fashion industry, but the products are typically of a higher quality. If you need more affordable options, try to get clothes second-hand, whether that be through clothing swaps or going to thrift shops. Apps like Depop and Poshmark, make it possible to buy clothes directly from other individuals, or sell your old clothes directly to other people. Selling your unwanted clothes through apps like these, you can help keep clothing out of landfills. Donating clothes can be a great option when you want to clean out your closet, but it is best when you can come relatively close to directly giving clothes to the people who will receive them. Of the clothes that are donated to “mission stores” like Goodwill, only about 10% are purchased in those stores, and the rest have the potential to end up in landfills.

Finally, though the aforementioned options are wonderful and should warrant consideration and use, it is imperative to recognize that we do not need to purchase clothing nearly as often as we do. Advertising glamorizes things that we do not really need so that we will spend more money. New trends come out nearly every week, so we feel the need to buy more stuff just to keep up. Society has become very consumeristic, and this contributes to industries, such as fast-fashion, that disregard the health and safety of their workers to allow people in countries like the United States spend as much money as possible. By purchasing less of what we do not need, we can avoid supporting these harmful practices while also saving money ourselves.

You may not always be a part of large-scale change, but you can make small, daily changes that, when combined with the efforts of others, can truly make a difference.

Statelessness: Life Without a Nationality

A persons eyes, looking directly into the camera. — Eyes. Source: Demietrich Baker, Creative Commons

Nationality is a privilege which is often taken for granted. For most, nationality is something that we are born into or that we inherit from our parents. In these cases, it requires little, if any, effort on our own part. Because of this, we often fail to realize that not everyone is recognized as a national by a state. You could have been born in a country and lived there your entire life, and still not be claimed by that country. This is statelessness. According to the United Nations High Commissioner for Refugees (UNHCR), a stateless person is “a person who is not considered as a national by any state under the operation of its law.” As of 2014, there were 3,242,207 known stateless persons in the world. This does not include the numerous stateless persons who were unaccounted for. The United Nations adopted the Convention Relating to the Status of Stateless Persons in 1954 and the Convention on the Reduction of Statelessness in 1961.

People begin to experience the serious consequences of statelessness as children, when they are most vulnerable. It impedes their access to a quality education and healthcare. The effects of statelessness follow them as they grow up, keeping them from finding legal employment and taking care of themselves and their families. Statelessness is then often passed on to their children, grandchildren, and so on. It creates a vicious cycle, which is extremely difficult to break.

What Causes Statelessness?

There are numerous circumstances which may lead to person being without a nationality. Gaps in nationality laws are a significant part of the problem. An example of such a gap is seen when nationality is inherited from a parent in a specific country. If the nationalities of a child’s parents are unknown, then the child is not seen as a national of that country, and the child is stateless. Sometimes, nationality laws have discrimination built in to them. In countries like Barbados, Iraq, and Sudan, mothers cannot pass their nationality on to their children. If the father is unknown, the child is left stateless. Statelessness can also occur if new states are formed or a country’s borders change, and people are left living a different state than they originally did. For example, when Yugoslavia dissolved, the Roma people and other minorities of the area were left, struggling to gain citizenships in the states that came into existence, and continue to have great difficulty in acquiring documents for identification. There are even times when an individual’s nationality is taken away by legislation changes or if they live outside of their country for a certain amount of time.

Real People

It is important that, as we discuss the issue of statelessness, we remember that this is an issue that affects real people. It is more than an abstract concept. Take Jirair, for example. Jirair was born to Armenian parents in Georgia. They moved to Russia soon after he was born but had passports from the Soviet Union (from before it dissolved) and were unable to obtain citizenship. Jirair did not legally have a nationality. He had no legal ties to Russia and no proof of his birth in Georgia. He was unable to work legally or acquire life insurance until 2016, when Georgia’s citizenship laws changed.

The entirety of the Makonde people of Kenya were stateless until 2017. Though they were originally from Mozambique, many of the Makonde people have been living in Kenya since before 1963. They lacked citizenship and any official documents. This made it difficult for them to work, travel, and even to obtain birth certificates. Generation after generation of the Makonde people experienced statelessness, vulnerable to discrimination, harassment, and poverty. Everything began to change when Kenya’s 2011 Citizenship and Immigration Act was put into full effect and the Makonde became recognized as the forty-third tribe of Kenya.

Four children, standing together. — Children. Source: Lead Beyond, Creative Commons

Statelessness and Human Rights

Statelessness is heavily tied in with numerous human rights violations. The first and most prominent violation is found in Article 15 of the Universal Declaration of Human Rights, which states, “Everyone has the right to a nationality.” It violates Article 23, which describes the right people have to employment, as statelessness often keeps people from working legally. Without work, individuals cannot provide for themselves or their families, and will also have an even more difficult time gaining nationality. Statelessness is also a violation of Article 25, which says that “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family,” due to the poverty and lack of access to basic healthcare that result from statelessness. In order to have a quality living situation, one needs to be able to afford safe housing, a balanced diet, and basic healthcare and insurance. Many countries deny access to education to children who are not nationals of those countries, violating Article 26, which says, “Everyone has the right to education.” Education is key in a child’s ability to have a better living situation in the future and to flourish in life.

In the Convention on the Rights of the Child, Article 7 states that every child has the right to acquire a nationality. Article 24 recognizes the child’s right to “the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health,” and Article 28 recognizes the right to an education. Children do not have access to these rights without a nationality.

The extent to which statelessness inhibits access to basic human rights makes it an issue with a severe need to be addressed. Though the rights violations it causes are reason enough to justify a change, the problem is magnified by the way statelessness impacts entire groups of people and passes from generation to generation.

Lacking a nationality also impedes an individual’s ability to participate in political processes. In many countries, such as the United States, you must be a citizen of that country in order to vote. People who are stateless have a significantly lessened opportunity to have their voice heard, especially since it is not uncommon that entire groups of people are stateless, like the Makonde people. This makes it even more important that people who do have a nationality of their own help to not only speak up and increase awareness of statelessness, but also to support a platform from which stateless people can be heard.

What Can We Do?

So, what can we do now? One of the most important things that we can do as part of the general public is promote awareness of the issue. Many people are not aware that it is even possible to lack a nationality, and more people do not know how serious the consequences of statelessness are. The more people know about the issue, the more it will be pushed to the forefront of conversations. Change cannot occur if people do not know that change is needed.

The UNHCR currently has a campaign called #IBelong, which aims to promote awareness of statelessness and work towards its end. You can sign their “Open Letter to End Statelessness,” which declares the need to end statelessness. The UNHCR also provides resources to those who are do not have a nationality. If you are stateless yourself, you can click here. You can select the country you reside in, and the website will provide you with resources that can help you on a path to acquiring a nationality, documentation that proves your nationality, or civil registration.