It’s strong, it’s new, it’s brave. It’s kids pursuing peace
December 9 was the peace heroes “launch day” for the Yezidi and Muslim children living in Northern Iraq/Kurdistan. Lisa (whose story was featured in my last blog post), decided to turn the launch into a full-fledged celebration, a day to mark the “birth” of a new culture of peace within the walls of the refugee camps that these kids are living in. In so many ways, such a celebration of peace is incredibly subversive because of how it counters the terrible darkness these children are emerging from. It amazes me how something as simple as the Peace Heroes Curriculum can become a catalyst for the reframing of an entire culture and provide a platform for healing. It is, in the end, just a tool – but in the hands of a visionary, like Lisa, it can become a life-changing experience.
I am deeply indebted to Lisa for allowing me to repost her reflections from this momentous occasion, as well as a variety of pictures she (and her team) took, all of which you can find below. Please do visit Springs of Hope Foundation for even more pictures of and reflections on this special day. Continue reading “Counter Culture”
I was floored by the realization that what these kids have been through is comparable to the Nazis in Germany: the selection and ethnic cleansing, the concentration camps and all that went with that. It was (and is) shocking to think that the Yazidis can relate to this, on so many levels, and that Corrie’s experience will most likely resonate with them in ways we can’t even being to imagine
Several weeks ago I met with a woman who lives and works in northern Iraq/Kurdistan with ISIS survivors (Yazidi and Muslim), most of them former slaves (and mostly children). Lisa had heard about the Curriculum and wanted to know if it was something she could take back to Kurdistan with her, to use in her restorative therapy center. Sitting there with her, listening to her tell story after story about these communities and what they have been through in recent years, was both devastating and intensely hopeful – a tension I wasn’t sure how to navigate emotionally. I just listened in silence, stunned by the extent of the suffering these children have been through, awed by the work that she and her staff are doing to help these kids heal and give them hope for a better future, and completely humbled by her desire to use the Curriculum to that end. Continue reading “From These Ashes”
We cannot undo our brokenness, but we can, perhaps, remake it into something beautiful
In Japan there is an ancient art form called kintsugi in which broken objects, rather than being thrown out, are reconstructed with liquid gold – the precious metal holding the broken pieces together like glue. Kintsugi is based on the belief that “fractures don’t represent the end of the object’s life, but an essential moment in its history” (“Kintsugi: the Art of Embracing Damage”). The purpose of kintsugi is to reveal how mended objects can be more beautiful than their original, pristine forms. Kintsugi bears witness to an often-neglected truth: that brokenness can be a powerful medium for transformation. It’s simply a question of how the pieces are put back together. Continue reading “Broken”
“Do one good thing every day that everyone else is scared to do” — Leymah Gbowee
In honor of International Day of Peace, celebrated on September 21st, it gives me great pleasure to share a couple of short videos from two of our peace heroes, Leymah Gbowee from Liberia, and Dr. Izzeldin Abuelaish from Gaza, Palestine. These messages are directed towards all students of the Peace Heroes Curriculum.
For a description of our interaction with Leymah Gbowee during the women’s peace march that took place in October 2016, please read the blog post entitled “When Lives Collide.”
For a description of Dr. Abuelaish’s visit to one of our pilot schools in March 2017, please read the blog post entitled “Brave Is.”
May these messages of peace inspire each and every one of us to continue to play our part – big or small – in bringing hope to people, both near and far.
What happened during the year in this regard is significant: the students came to understand that anyone can be a peace hero, even (and especially) those within their immediate sphere of influence. They learned about famous people “out there,” but in the process they grasped the most important message embedded in these people’s stories – that “peace begins with me”
When we started the pilot program a year ago, we asked some of the schools to perform pre- and post-assessments on students so we could document the way in which their perceptions about peace and peace heroes changed throughout the year. The questions we suggested were simple ones, like what is peace and how does the word peace make you feel; is peace weak or strong; who is a hero, and so forth. Once the pre-assessments were completed, I set them aside until the end of the school year, when we would have the opportunity to compare them to the post-assessments, which would consist of the exact same questions as those given at the beginning of the year.
Needless to say, I was curious to see what this exercise might reveal, but it wasn’t until the end of the school year that I finally had the opportunity to make the comparison. Continue reading “One Year On”
“Mum Shirl’s enormous compassion and her endless generosity towards all people in need were without equal . . . She will never be forgotten for her tireless work for justice for the Aboriginal people”
August 9th marks International Day of the World’s Indigenous Peoples. According to the United Nations,
Indigenous peoples are inheritors and practitioners of unique cultures and ways of relating to people and the environment. They have retained social, cultural, economic and political characteristics that are distinct from those of the dominant societies in which they live . . . Indigenous peoples have sought recognition of their identities, way of life and their right to traditional lands, territories and natural resources for years, yet throughout history, their rights have always been violated. Indigenous peoples today are arguably among the most disadvantaged and vulnerable groups of people in the world.
One of my favorite units to write for the Curriculum was the one on Australia, probably because I was least familiar with that country’s history and was absolutely fascinated by all that I learned. Though there are many inspiring Australians I could have written on, I chose to focus on the Aboriginal community’s history as well as its long quest for dignity and equality in modern-day Australia. The peace heroes featured in that unit are amazing individuals who found ways to make a change for good in that tangled and often tragic story. On this day, which honors the world’s Indigenous people, it is my privilege and honor to share an abridged version of one of these heroes’ biographies – an Aboriginal woman whose life of limitless compassion has left its indelible mark on Australian history. Continue reading “Miracle Mother”
“South Africa is such a special country that still has a lot of pain and hurt to work through. Many of my students spoke about things that they had not discussed openly with their peers before. It was a beautiful process, watching them respect the opinions that differed from theirs”
Dear Elie: This curriculum is important because in our society, today, people are so broken and so hurt, that they forget how to forgive and they forget about peace. This curriculum teaches us how to find the broken links and repair them . . . I found my hurt – and conquered it!
– 7th grade student, South Africa
One of the most encouraging aspects of this pilot year has been receiving feedback from teachers and students about the Curriculum. The school in South Africa has just completed its first term using Peace Heroes, and the report I received from Chay, the 7th grade teacher, was so heartening, I asked her if I could share it – word for word – on my blog. At this particular school, Chay had planned to teach four heroes during the first term, beginning with Desmond Tutu – one of South Africa’s most prominent and well-known peace heroes. However, learning about their own history through the lens of peace was such a monumental experience, that the two 7th grade classes never got beyond their first hero. Instead, they took an entire semester to delve more deeply into Tutu’s life, allowing it to impact their own lives in unforeseen ways. Here is Chay’s summary of the experience: Continue reading “A Word From South Africa”
There is something very powerful in the idea that someone else’s experience can become our own simply by reading about it
“It has long been averred” that reading stories “enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.” (Murphy Paul)
On a recent trip to Kenya I had the great privilege of meeting the directors of a school in Burundi that (I’m excited to report) will be joining our pilot program next year. The school is a unique mix of Hutu and Tutsi students – something truly amazing given the violent and terrible history between these two communities. As we sat together hashing out the details for implementing the Curriculum in their school, the directors asked me what kind of teacher they should hire to teach the peace heroes, and without a moment’s hesitation, I said: “someone who knows how to tell stories!” Of course, there are many other qualifications and characteristics a teacher needs in order to implement the Curriculum well; but since the material revolves around people’s life-stories, the ability to tell stories should, in my opinion, be chief among them. And here’s why. Continue reading “The Power of Story”
In learning about the peace heroes, students learn about what it means to be human, first. Yes, they learn history in the process; they learn some geography; they learn about key issues affecting people around the world. But the primary learning happens on a different level altogether. And that’s what makes all the difference
“History holds the potential, only partly realized, of humanizing us in ways offered by few other areas in the school curriculum” 
Someone recently asked me some very poignant questions about the way in which the Curriculum engages with today’s accepted historical method of inquiry. The conversation, though fascinating and insightful, made me realize how important it is to set down expectations about what the Curriculum is – and what it isn’t. The purpose of the Curriculum is not historical inquiry. Rather, the Curriculum aims to develop students’ ability to take historical and current narratives and find ways to connect these to their own life-circumstances in a way that inspires them to step out and take responsibility for the realities around them. In other words, it’s not about gathering and analyzing information, but about transformation – on a personal, communal, and even global level. More important than the historical details are the values that will hopefully be remembered and applied. Continue reading “The Heart of the Matter”
Let us not underestimate the transformative power of right seeing. While we do not have the power to take from people their intrinsic worth, we do have the capacity to make it visible
South African Archbishop Desmond Tutu tells how, when he was a child of nine, he was completely taken aback when he watched a white priest, Father Trevor Huddleston, tip his hat at Tutu’s mother, who was a domestic worker in a hospital for the blind. Tutu could hardly wrap his mind around the gesture – in 1940s South Africa, for a white man to show a black woman such a sign of respect was a thing rarely seen. In a single act, Father Huddleston acknowledged that this woman was valuable – that there was a loveliness in her that most white South Africans could not see. And it blew little Desmond away.
People sometimes ask what has been my guiding principle as I write the Curriculum, and I always answer with just two words: Human dignity. While the answer might sound straightforward (and perhaps a little idealistic), it is actually a surprisingly hard principle to follow.
Continue reading “Seeing Otherwise”