It is often said that the parallel worlds of victimization that these two people live in makes it virtually impossible for each side to comprehend, let alone accept, the other’s pain. But when attempts to cross over that divide do happen, they are deeply moving – as is illustrated in Dalia’s life-story, or in the community that is being created at Hagar
This week I had the opportunity to visit a bi-lingual (Hebrew and Arabic) elementary school in Beer Sheva (approximately an hour and a half south of Jerusalem) on account of the school’s interest in the Peace Heroes Curriculum. The school, called Hagar, is a truly amazing enterprise – I was completely blown away by how they have managed to create an environment of equality, mutual respect, and shared living for all of their 250 Jewish and Arab students. The school was started ten years ago by Jewish and Arab parents who were unhappy with the way the education system separates the two peoples. So they decided to start their own mixed school, beginning with kindergarten and gradually increasing their capacity so that today they have classes all the way to 6th grade. The school is completely bi-lingual and each class is co-taught by two teachers, one who speaks Hebrew and once who speaks Arabic. There is a strong emphasis on identity at the school, and students are encouraged to learn about their own heritage and culture as well as that of their peers. As part of this journey toward a deeper understanding of self and others, the school celebrates all the Jewish, Muslim, and Christian holidays. The environment they have created at Hagar is a remarkable manifestation of what shared life between Jews and Arabs in Israel can look like.
Continue reading “The Choices We Make”
Malala knew she was putting her life at risk, but being denied her basic human right to education was not something she was willing to accept quietly, without a fight. Silence was what the Taliban wanted of her. Silence was what she refused to give them
Several weeks ago I had the honor of visiting one of our Israeli pilot schools, where the 8th graders were giving presentations on the first peace hero they had studied. The teachers were quick to point out that this was a special event (“8th graders don’t do presentations!”), and the school even opened up its auditorium for the occasion. In total, six groups presented on Malala Yousafzai, each of them focusing on a different aspect of her life and work. Two of the teams did presentations that looked at Malala and children’s rights (the right to education) and Malala and women’s rights, and the various issues that arise from a violation of these rights and freedoms. It was fascinating watching Israeli students talk about their Muslim counterpart (Malala was a student just like them). The discussion that followed the presentations was also quite remarkable, as the teacher deliberately guided the students into an examination of these issues as they are manifested here in Israel. For many of the students, it was an exercise in awareness – suddenly they were able to transfer what they had learned about Malala into their own personal context, which, in turn, raised some very poignant questions and led to a very passionate/heated debate. I was pleased to see how interacting with this peace hero was making the students grapple with their own reality. That, I thought, is exactly the point of the Curriculum.
Inspired by this school visit and in honor of International Women’s Day, I thought I’d share an abridged version of my write-up on Malala from the Peace Heroes Curriculum. May her life story inspire each and every one of us to look at our own contexts with new awareness of and sensitivity for the rights and freedoms of those within our sphere of influence.
Continue reading “Girl Against All Odds”