On Thursday, October 18th, 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.
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.
**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.
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.
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.
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?
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.
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.
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 YouCan 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.
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.
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.
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.
Mental health is a topic that is becoming increasingly recognized as an important public conversation. It is usually focused on depression and anxiety and is often overlooked in the context of human rights. It is important to recognize that mental health is a public health issue, and therefore a human rights issue. Mental health has an irrefutable impact on an individual’s physical health and their quality of life. It can also harm their ability to receive an education. This blog will discuss Attention-Deficit/Hyperactivity Disorder (ADHD) and the issues created by the stereotypes and stigmas related to mental health.
Conditions like ADHD are frequently given a specific popularized depiction. Though the depiction may not be entirely incorrect, it is rarely inclusive of all the individuals experiencing these conditions. When people think of ADHD for example, they often think of a boy with a lot of behavioral problems and poor grades. The fact of the matter is that people with ADHD can be any gender and can have any kind of experience in school. Using stereotypes to inform our ideas about the people who have certain conditions impacts if and when people who have these conditions are able to receive a diagnosis and treatment. Because of this, girls with ADHD are frequently unaware of what they are experiencing.
What Is ADHD?
ADHD is a disorder that results from the way the brain develops. According to the Centers for Disease Control and Prevention, “ADHD is one of the most common neurodevelopmental disorders of childhood.” It is very important to understand that ADHD is not merely a behavioral issue. It is a condition that cannot be punished away. ADHD brains work differently than brains without ADHD. ADHD brains lack a sufficient amount of dopamine and norepinephrine, two neurotransmitters that transport signals in the brain. They are like filters for your brain. Dopamine helps to regulate the reward center of the brain, movement, and emotional responses. Norepinephrine strengthens signals that are relevant and important while blocking information that is unnecessary. Medicines that treat ADHD typically aim to support the circulation of these neurotransmitters in the brain. These medicines decrease the frequency of the symptoms of ADHD, though they do not eliminate them.
In addition to the symptoms related to impulsiveness and inattentiveness, the lack of filter ADHD causes in the brain can lead to sensory overload, which can cause a lot of stress and anxiety. When this occurs, one becomes overwhelmed by all of the noises you hear, the things you see, and the things you feel. You notice everything around you, including the things that are unimportant.
Depending on an individual’s personal symptoms and experiences, they may have one of three different types of ADHD. One type of ADHD is the “Predominantly Hyperactive-Impulsive Presentation”. This type can involve a lot of fidgeting, feelings of restlessness, and an unusually large amount of impulsive behavior, such as interrupting people. Another type of ADHD is the “Predominantly Inattentive Presentation”. This type often involves forgetfulness and difficulties in fully absorbing new information. The third and final type is called the “Combined Presentation” and involves experiencing the symptoms of the other types equally.
Differences Between Boys and Girls With ADHD
Girls are significantly less likely to be diagnosed with ADHD than boys are, though they are not less likely to actually have it. One study, using data from the Danish National Birth Cohort, found that children whose parents reported ADHD behaviors and who were undiagnosed were girls more often than boys. Because of this, girls with ADHD are more likely to go untreated than boys are. The differences in how boys and girls experience ADHD contribute to the underdiagnoses of girls. Another study, which combined the results of 8 prior studies to have a sample of 772 boys and 325 girls, suggests that boys with ADHD are more likely to display symptoms of impulsivity that girls with ADHD are, based on the children’s performances on “Continuous Performance Tests”. Symptoms of impulsivity are often easier to recognize than inattentiveness and result in behaviors that catch people’s attention. Inattentiveness, which girls more frequently experience, does not lead to behaviors that are as disruptive as the behaviors of impulsivity.
Why It Matters
ADHD is highly connected to the issue of mental health. According to one study, girls with ADHD are more likely to experience comorbid disorders such as depression, anxiety, oppositional defiant disorder, and conduct disorder than girls who do not have ADHD. Individuals with ADHD may internalize what they are going through, blaming themselves and feeling like what they are going through is their own fault. They may externalize what they are going through, impacting the way they interact with other people and their environments. Internalizing and externalizing behaviors occur in individuals with ADHD regardless of the existence of a diagnosis but being undiagnosed can make the situation more difficult.
The possibility of being diagnosed with ADHD is also impacted by many social determinants. Social determinants are defined as “conditions in which people are born, grow, live, work, and age.” They lead to avoidable health disparities. It is important to recognize social determinants when it comes to mental health and human rights, because they highlight the fact that people of different backgrounds do not have access to the same resources. Factors that are out of an individual’s control impact their ability to access their human rights and maintain a good quality of life. By identifying social determinants, we can begin to identify changes that can be made to diminish injustice in the world. For example, even the country that someone with ADHD lives in can impact the chances that they will be diagnosed.
In France, 0.5% of children are diagnosed with ADHD, while about 12% of children in the United States receive a diagnosis. Different countries around the world have different views of ADHD, affecting their rates of diagnosis and the methods of treatment. The treatment of ADHD in France frequently involves prioritizing methods such as therapy and family counseling over medicines. In Germany, it is likely that students with ADHD benefit from the “outdoor component” of their education, as being outside can be more favorable for them than a traditional classroom. The United States relies more heavily on using medicinal methods to treat ADHD.
Another social determinant that impacts treatment is socioeconomic status. Even if a child in poverty has received a diagnosis, it is still possible that they cannot afford treatment. If they are uninsured, it would be difficult for them to access medication or therapy. Race also acts as a social determinant. The results of one study suggest that there is a large disparity in ADHD diagnosis and treatment that negatively impacts African-American and Latinx children. According to the study, it is more likely that the disparity is due to African-American and Latinx children being underdiagnosed and undertreated than white children being overdiagnosed and overtreated.
Social determinants like nationality, socioeconomic status, and race can be barriers to a child’s diagnosis and treatment for conditions like ADHD. These factors are out of the child’s control and create disparities that cause further harm. Even if an individual knows what a problem is, they cannot work towards alleviating it if they do not have the resources they need. If a black girl is born is born into a New York family in poverty, she may lack the ability to spend time outside, receive certain medications, or go to therapy. She would not have access to the same resources as children from families with higher incomes or different geographical locations. This injustice feeds into comorbid disorders and has a negative impact mental and public health, as emotional issues can develop from being able to understand the injustice.
The Universal Declaration of Human Rights includes the right to education (Article 26) and the right to an environment that promotes health and wellbeing (Article 25), along with many others. Access to these rights is limited when individuals with conditions like ADHD are unable to seek treatment, whether that treatment be medicinal or a form of counseling. The effect that these conditions have on one’s mental health makes a significant difference. Education is one of the human rights that is fundamental to growth and flourishing in life.
We, as a global society, must recognize the relationships between mental health, public health, and human rights. They are not isolated issues. The way we approach one impacts the outcomes of the others. Mental health is a part of public health, impacting an individual’s physical health and their quality of life. Both mental health on its own and public health as a whole are largely influential in one’s ability to access their human rights. Everything is connected.
“Instead of approaching problems with humility, we approach them with hubris”, began Dr. James “Jim” Zogby, founder and president of the Arab American Institute. When it comes to the Arab world, Zogby proclaimed, the hubris characteristic of American foreign policy and subsequent ‘humanitarian’ intervention blinds us to the goals and fears of the Middle East / North Africa (MENA) region. Zogby’s prescription for hubris is simple: “Listening”.
Dr. James Zogby addressed the UAB and Birmingham community on Tuesday, November 14th at UAB’s Alumni House. His lecture, titled “What We Don’t Know (But Need to Know) About the Arab World Today”, drew on his personal and professional experiences in diverse capacities in the US and in the Arab worlds alike. Notable roles Zogby has played include: political researcher / pollster in the MENA region, collegiate instructor of social research and public policy, professional advocate for human rights for Arabs, advisor for multiple US presidential candidates, and a member on the US Council on Foreign Relations. Beyond his professional accomplishments, Zogby is also the son of an immigrant from Lebanon. His ties to the Arab world are professional, personal, and deeply profound.
Zogby’s theme throughout his address was the pressing need to see the Arab world not as an abstract concept but as an area of the world that represents people with their own culture, political ideas, religious beliefs, and social and economic concerns. Americans must understand the Arab world is comprised of people sharing universal human concerns: worries related to their employment, their children’s future, and healthcare. By imagining the Arab world as a world separate from our own, we dehumanize Arabs and detach them from the shared human experience. This dehumanization can and does have grave consequences.
The War in Iraq, according to Zogby was a colossal mistake that “made enemies out of people that could otherwise be our friends – because we don’t understand Arabs”. An example, says Zogby, is the Bush’s Administration’s claim the US would be ‘greeted as liberators’. Zogby’s extensive polling in the MENA region asked Arabs what they felt about the invasion and how these feelings impacted their view of America. Many Arabs he polled viewed the foreign troops as occupiers, not liberators, and thus Arab support for US foreign policies (not just concerning the MENA region) plummeted. However, Zogby qualified, this resentment towards U.S. policy must not be conflated with a resentment towards American ideals. Ideals such as democracy, freedom, and equality are supported by Arabs. It is the execution and implementation of these ideals, Zogby stated in his address, that forced the wedge between the US and the Arab world. This wedge exists today. And the distance it created is widening still.
Without sincerely listening to the stories of another, we risk of imposing our own beliefs and goals on the other. That’s why Zogby prescribes listening to and studying the Arab world as the first step to overcoming the gap between the Arab and the Western world. How do we do this? Zogby detailed an old habit of his, whenever he travels abroad. The first thing he does when arriving in a new locale is to buy up several local newspapers to read during his stay. The big stories, the international and national topics, Zogby says, anyone can learn about in the big-name newspapers and publications, even in publications abroad. But what of the smaller stories? The local and personal experiences tangibly impacting the lives of locals in their respective communities? These are the stories that reflect what’s actually on people’s minds in their day-to-day lived. It’s these small stories, Zogby explains, that help us understand the subjective, though in many ways universal, experiences of people we would otherwise have no access to. After buying and reading the local newspapers, Zogby talks with the people he meets on his journeys. Taking the time to immerse yourself in the minutiae of a new community, not just abstract geopolitical conflicts, offers insight and builds empathy. Without cultural empathy and the understanding that follows, Americans (or any people for that matter) cannot hope to speak or act on behalf any other people – including Arabs.
Another barrier to understanding Arabs, Zogby posits, is American culture. Some aspects of American culture perpetuate damaging stereotypes concerning Arabs and correlate the whole of the Arab world with ignorance, violence, and anti-Western ideals. This abject dismissal of Arab culture as worthy of understanding in its own right begins with the American public education system and is reinforced through the media and political apparatuses the American public later consumes as adults. Zogby recalls his American grade school social studies classes as a child, remembering the brief entry on Arab history and culture in relation to the rest of the world. This entry summarized Arab culture as a Sheik sitting on a camel in front of the pyramids. This has particular emotional salience for him; again, Zogby is the son of Lebanese immigrants. The Arab entry, he recalled, lacked any mention of the history-altering contributions offered by the Arab people; these include the Arabic language, scientific discoveries, Islam, and architecture.
The American education system imprints foundational appraisals of other cultures onto American children; the erasure of the Arab world and its historical significance only serves to minimize the experiences of Arabs to American children. In Zogby’s case, as is the case for millions of other American children, Arab dehumanization is done to Arab American children about their own culture and heritage. Another factor impacting the dehumanization of Arabs is the prevalence of the American media industry to hyper-focus on political and religious violence of the MENA region without mention of the prosocial peacemaking attempts undertaken by many Muslim organizations and Arab governments. “Terrorists make the news”, Zogby claims, “Arab doctors don’t. We look for what’s shocking. The vast majority of Arabs who live in peace simply aren’t shocking, and they certainly aren’t good for ratings.” This mischaracterization is further emboldened by the American political system. A shocking anti-Muslim and anti-Arab bias permeates many American politicians and their policy agendas. This bias, if unchecked, will further demonize not only Arabs within the Arab world but also Americans descended from Arab cultures as well. This cultural bias against Arabs affects not only Americans living within the system, but also Arabs living without the system. Anti-Arab, anti-Muslim, and anti-immigration American policies and norms are used to inspire Arabs (and other global citizens) to unfairly characterize the US as well. Willful ignorance of the lives of Arabs threatens not only American ideals of freedom and equality, but it also threatens US national security. It is America’s moral obligation to herself and her global neighbors to reverse course and listen to Arab voices. By listening, we hear their stories, their needs, and their fears. By listening, arbitrary and damaging cultural boundaries are rendered meaningless.
Zogby’s life’s work is defined by his role as a boundary-crosser. Although a practicing Catholic, Zogby holds a PhD in Islamic Studies from Temple University. The son of Lebanese immigrants, Zogby dove early and deeply into the world of American politics. His professional and personal identities reject the notion of boundaries. This seems to be Zogby’s mantra and fundamental guidance for his work – to overcome the boundaries dividing humanity and to take a deep look at ourselves and how we approach intercultural communication and bridge-building. Zogby has certainly listened to the Arab world. America must follow suit.
It probably goes without saying that periods are difficult to manage. They are painful, expensive, and often quite problematic for people who experience them. We use resources such as pads, tampons, pain relievers, and bathrooms in an effort to manage menstruation. According to the WHO-UNICEF Joint Monitoring System, menstrual hygiene management (MHM) is when people with periods are able to use sanitary materials to absorb menstrual blood, change and dispose of these materials in privacy as needed, and have access to soap and water to keep clean. For those of us who do have access to what we need to manage menstruation, it seems that we often take these things for granted. But what if someone doesn’t have these resources within reach? The bottom line is that a lack in opportunity to practice proper menstrual hygiene is a violation of human rights due to its negative impact on mental and physical health, access to education, and gender equality.
What Is the Problem?
The aspect of this issue that might be the easiest to recognize is the inaccessibility of products like sanitary pads and tampons. One study in Kaduna State, Nigeria reported that only 37% of women in their sample had all the products needed for proper menstruation management. In Uganda, 35% of women reported the same thing. This can partly be attributed to financial issues and the frequency at which the products must be purchased. Some products, such as menstrual cups or washable pads, can be washed and reused over an extended period of time, making them cheaper in the long run. However, they are initially far more expensive than the disposable options. They are simply outside of the budget for many people. Even when someone can afford to pay for the reusable materials, finding somewhere to purchase them may be a problem.
Issues of accessibility do not end with menstrual hygiene products. In many countries, schools lack proper sanitation facilities, like bathrooms, which are vital to being able to safely and comfortably replace and dispose of used menstrual products. This is seen in Cochabamba, Bolivia, where there is an average of 1.2 “toilets” per primary school. These “toilets” are actually pit latrines. They are not usually kept in good condition and rarely have sufficient waste disposal options. In situations like this, there is little to no access to a truly safe and private place to change menstrual materials.
Exacerbating this issue are the stigma and shame associated with menstruation. Around the world, girls are taught from a young age that having a period is something to hide and to be embarrassed of. In many countries, girls are even considered to be “dirty” when on their period. This can be seen in western Nepal, where there is a tradition called “chaupadi” which requires that girls and women stay outside throughout menstruation. If they enter a home, it is believed that all of the people and animals of the household will fall ill. This perspective puts both their mental and physical health at risk. Menstruation is frequently viewed as a taboo subject, so many girls are not taught anything about it before their first period. Even after they begin to experience menstruation, they do not have access to much knowledge of why it happens or what good menstrual hygiene management is.
It is also important to recognize the relationship between menstrual hygiene management and the transgender community. Menstruation is typically referred to as a strictly feminine issue, but that is simply not the case. Many transgender men and non-binary individuals experience periods, and they should be included in the conversation about menstruation. By failing to recognize their connection to menstruation, we fail to recognize the validity of their experiences and identities. This failure is a problem within itself, but it can also have repercussions on the mental health of transgender and non-binary individuals and their ability to access sanitary materials and bathrooms for menstrual hygiene management. We need to actively work towards being more inclusive with the language we use when discussion periods and related topics. This involves choosing gender neutral terms over gendered terms, such as choosing to say “menstrual hygiene products” rather than “feminine hygiene products”.
Why Does It Matter?
According to Article 25 of the Universal Declaration of Human Rights, every individual has “a right to a standard of living adequate for the health and well-being” of themselves. When you are told that one of the basic biological processes that you experience and cannot control is shameful, it has the potential to lower the value that you see in yourself. Combined with the common lack in understanding of menstruation, this can lead to significant amounts of fear and confusion and have a considerable negative impact on mental health. Article 26 dictates that everyone has a right to education. Without access to clean menstrual management products or places to change and dispose of used ones, many girls around the world miss school during menstruation to try to keep it hidden. Some girls do not even have the option to go to school during that time. This creates a disparity between the educational and career opportunities of men and women, violating Article 2 of the declaration, which says that everyone is entitled to their rights without discrimination based on distinctions like one’s sex. It is unacceptable to allow limitations to be placed on individuals’ access to their human rights based on something that is uncontrollable. In order for things to change, individuals must take action.
What Can We Do?
Part of the reason why access to menstrual management products is such a difficult issue to deal with is that the majority of people are not comfortable talking about it. Even in the United States, where we generally have access to education about the most basic aspects of menstruation and know that it is normal and healthy, there seems to be some sort of collective, irrational fear surrounding the topic. Periods have a direct impact on half of the world’s population and an indirect impact on all of the population. We cannot continue trying to pretend that the obstructions of human rights that are caused by poor menstrual hygiene management do not exist. Conversations about menstruation might be uncomfortable at first, but they are absolutely necessary. uncomfortable at first, but they are absolutely necessary.
Many organizations have begun working towards improving MHM worldwide. AFRIpads, for example, works to provide menstrual kits with reusable sanitary pads and storage bags to women and girls throughout Africa, while creating job opportunities within the organization for women in Uganda. They also collaborate with Lunapads in a program called One4Her. For each eligible product that is purchased from Lunapads, an AFRIpad is donated to a student in need. On UAB’s campus, we have access to a chapter of Period: The Menstrual Movement, an organization that is dedicated to improving access to menstrual hygiene products for homeless women in the United States. If you are interested in taking action, the group is currently hosting a donation drive for pads and tampons through October 31. You can find donation boxes by the elevators in any of the residence halls. They are also hosting a Period Packaging event at the Spencer’s Honors House from 6:30pm to 8:30pm on November 1, where people will come together and pack menstrual hygiene products in kits to be given to those in need. Additionally, the Blazer Kitchen is hosting a toiletry drive through October 30, to which you can donate menstrual hygiene products, as well as many other non-perishable items.
If you lack the resources to financially support the improvement of MHM, do not be afraid to speak up and get involved in the conversation. Be a part of spreading awareness and breaking the stigma surrounding periods.
Sesame Street introduced viewers to the newest “live” Muppet on the block, earlier this month. Her name is Julia and she is on the autism spectrum. Initially introduced in 2015 as part of Sesame Street and Autism: See Amazing in All Children Initiative, Julia’s interaction with the other residents on Sesame Street teach them how to befriend and include individuals who are different, without being afraid. Autism Spectrum Disorder (ASD) is a developmental disability that can cause substantial social, behavioral and communication challenges. Individuals with ASD communicate, interact, and learn in ways that are different to people without ASD. Dr. Stephen Shore believes that “If you’ve met one person with autism, you’ve met one person with autism.” Every individual diagnosed with ASD has diverse functioning abilities and level of autistic symptoms, making each individual case distinctive. Currently, 1 in 68 children worldwide are diagnosed with ASD. ASD crosses every social and economic sphere. The goal of the Sesame Street and Autism Initiative is to remove the stigma of autism. Julia optimistically reminds viewers that individuals with disabilities have the talent and ability to positively contribute to our society while making the world a more unique and interesting place.
Over the past two decades, the human rights perspective on disability has shifted from viewing people with disabilities as problems towards recognizing them as holders of rights. A universal victory for people and families with disabilities came with the ratification and adoption of the Convention on the Rights of People with Disabilities (CRPD) by the United Nations in 2008. For children who Julia represents, the CRPD guarentees that those children can go grow up and have the same opportunities to achieve their goals just like children without disabilities. The United States has not ratified the CRPD, although there are continuous adjustments to domestic policies, ensuring the protection of the civil and human rights of persons with disabilities. There are currently numerous federal civil rights laws that safeguard people with disabilities so equal opportunities in employment, education, voting without discrimination are made available. The Century Communications and Video Accessibility Act (CVAA) became law under the Obama administration on October 8, 2010. This law increases the access of persons with disabilities to modern communications, and is up to date with 21st century technologies. Technology can revolutionize how people with disabilities interact and live in a society intended for those with no developmental or functional disability. The ratification of CRPD and continued promotion of the general welfare of all citizens should remain the focus of future government administrations.
People with disabilities have been marginalized and excluded from society within all cultures. National and international laws and conventions do not protect from discrimination on an individual level, with common responses of pity or disgust, which reinforced disabled peoples segregation in society. The lack of understanding regarding ASD and other disabilities can make life more stressful and challenging for individuals with developmental differences. The societal treatment towards people with disabilities lead to the phenomenon of invisibility. The phenomenon of invisibility rationalizes that society has the “tendency to construct everyday life with only the able-bodied in mind and the greater the lack of a physical presence of disabled persons in the mainstream, the more “natural” this assumption appeared to be (OHCHR).” As of March 2017, the Office of Disability Employment Policy (ODEP) disclosed that only 20.4% of people with disabilities are employed compared to 68.7% employed individuals without disabilities. Likewise, the unemployment rate for people with disabilities is 10.6% compared to 4.3% for people without disabilities. Furthermore, in 2015, Cornell University approximates 20.1% of non-institutionalized individuals with a disability aged 21 to 64 years in the United States have less than a high school education. The invisibility of people with disabilities has a drastic effect on their enjoyment of civil and human rights because they have been excluded and isolated.
The stigmatization of people with disabilities will persist until society embraces disabilities as adaptable differences, rather than with negative connotations. For example, a study analyzing parental perspectives on the diagnosis of ADS found that parents of non-diagnosed children described the potential diagnosis as scary, dangerous and frightening. The study also found that parents with diagnosed children sometimes go through denial, and try to find other reasons for their child’s behavior because they are reluctant to label their child as having a disability. However after the denial stage, parents elaborated on how they are started to reconstruct their beliefs about ASD, and began to project ASD from a positive perspective. This is why initiatives like “Sesame Street and Autism” are so important; not only do they educate children and adults about ASD, but also normalizes and cultivates respect for people with disabilities such as ASD. In order to communicate, Julia expresses herself in different ways that other characters on Sesame Street, who are not on the ASD. She flaps her arms when she is very bothered or happy, avoids direct eye contact, and repeats words. Even though Julia’s behaviors are different, Elmo, Big Bird and the other characters have learned to adapt, accept through understanding, and intentionally include her in their play dates.
Autism made nation headlines was during the vaccination causing autism controversy, which misinformed millions, and portrayed a diagnosis and prognosis as a hindering, negative characteristic. Julia’s addition to Sesame Street has generated significant discussion about about autism specifically, and disabilities, generally, and the societal stigma surrounding them. Recently appearances on popular network shows such as the “The View” and “60 Minutes” allowed for explanation and clarification as to why “Sesame Street” felt it was finally time to introduce a character like Julia into the show. Stacy Gordon, the women who plays the voice of Julia, very much understands the hardships of autism and inclusion. Stacy’s son is on the autism spectrum. In an interview with 60 Minutes, she admits that her sons classmates did not understand how to react to his breakdowns and social differences. She truly believes that exposing parents and children to Julia is going to help progress our society into a more disability friendly world. Sesame Street‘s leadership and dedication to teaching children love and acceptance continues to pave the way for a brighter and inclusive future. This initiative constructs a conversation about disabilities and autism while it reinforces the positive narrative about differences and inclusion.
‘Ms. Crenshaw, make sure Jasmine keeps writing’. My mom was told this by my 4th grade teacher, Mrs. Williams, at my school’s open house event after she had read my book report on “The Watsons Go to Birmingham-1963”. Mrs. Williams also had our class to write journal entries regularly throughout the entire school year. She gave us topics to write about, from everyday events to what our favorite things were as nine-year-olds. One entry of mine was about the weekend where I was baptized at my church. In the entry, I wrote about my shopping adventures to find a white baptism dress and how excited I was to experience this new part of my faith. Thanks to Mrs. Williams, I was affirmed in my writing abilities. Between elementary and high school, I had other teachers–mostly Black women–who encouraged, criticized, and strengthened my writing skills. As a teenager feeling inspired by books, music, and television, I wrote in my journals regularly. I also wrote poems, mini-novels, and essays, most of which will never see the light of day. I wrote these pieces because of the confidence Mrs. Williams had in my writing. And I’m forever grateful for her. Those skills have served me well through my collegiate and post-collegiate careers.
Education and mentorship is important for all girls and women to experience, especially for girls and women of color. For most of my life, Black women were in the front of my classrooms, teaching everything from English to Chemistry, while making sure that me and my peers were empowered to become our best selves. When students are presented with that type of environment, the sky’s the limit. There have been plenty of examples shared across social media platforms, where teachers have affirmed their students’ individuality and their desire to learn. In a video from Nadine S. Ebri’s classroom in La Core Christian Academy in Florida, two of her students are calculating a long division problem on the whiteboard, as her classmates, and her teacher sing a song to help her answer the question correctly. In another video, Jasmyn Wright, a third-grade reading teacher in Philadelphia, goes through an empowerment exercise with her students before they start the day. I do understand when students–especially those of color and those from other marginalized communities–do not have access to this environment at times.
Some students may not feel open to being in affirming learning environments due to previous disciplinary actions or because their previous teachers had a lack of compassion for them. In multiple Southern states, it was found that Black students are expelled or suspended five times than the rest of their student population (Smith and Harper, 2015). Girls of color, especially Black girls, experience difficulties with this, especially when they are disciplined at higher rates than other racial/ethnic groups in the classroom nationally (National Women’s Law Center, 2016). When girls of color are being disciplined more and unjustly in classrooms, they might feel a sense of detachment and hurt, which might interfere with them wanting to continue working toward their educational aspirations (The White House, 2016; African-American Policy Forum, 2015).
Girls and young women of color, among other marginalized communities, such as those who identify as LGBTQIA+ and those with disabilities, also experience lack of access and availability to the resources they need to thrive in the classroom. In the case of our city of Birmingham, educational inequity between Whites and non-Whites, primarily African-American students, has existed since the early 1900s (Jefferson County Place Matters Team, 2013). Similar to other parts in the South, Birmingham underwent radical changes once ‘white flight’ occurred during the late 1950s, causing White citizens to create new towns and school systems in Vestavia Hills and Mountain Brook (Colby, 2012). This level of educational inequity has continued even into 2017. A large income and poverty disparity remains between the Birmingham City School and the Mountain Brook City School districts, significant enough for it to rank highly on NPR’s list of the top 50 most segregated school borders in the country (Turner, 2016). When it comes to gender and sexual orientation, students in Alabama may feel that some of their schools are not equipped to handle the types of bullying and discriminatory behaviors they experience daily. This may be due to lack of safe spaces, lack of Gay-Straight Alliances (GSAs), and lack of teacher/administrative training (The Community Foundation of Greater Birmingham, 2016). When students’ identities intersect, as being both Black and impoverished or Hispanic and gay (for example), they might feel more uneasiness about whether or not they belong in the classroom.
When students are not provided the resources they need or the affirming learning environment they deserve, this becomes an infringement on their right to have an proper education. Financial disparity, poverty, inexperienced teachers and staff, and unequal disciplinary tactics all contribute to this. Given our new administration and the new Education secretary, Betsy DeVos, we all have a responsibility to make sure our students have the best chance to a great education, however that may look like, and to become whatever they please. Our commitment the responsibility may vary. It may be through representation in media, mentoring programs, after school programs, or just students knowing that they are loved and they are seen. Every student should have a chance to meet their own Mrs. Williams and unlock their potential for greatness.
Jasmine E. Crenshaw earned both her Bachelors of Science in Psychology and her Masters of Public Health in Health Care Organization and Policy from at the University of Alabama at Birmingham in 2014 and 2016, respectively. She works as a public health professional, a writer, and the media curator of the online Southern feminist digital hub, Curated in Color. You can find Curated in Color at facebook.com/curatedincolor.
Colby, T. (2012). Some of my best friends are Black: The strange story of school integration in America. [Book]
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