“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.
“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”
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”
One little boy said to his father: “Daddy, I don’t want to disobey you, but I have made my pledge. If you try to keep me home, I will sneak off. If you think I deserve to be punished for that, I’ll just have to take the punishment. I’m not doing this only because I want to be free. I’m also doing it because I want freedom for you and Mama, and I want it to come before you die”
In honor of Martin Luther King Day, which was celebrated on January 16, I am posting an excerpt from the Peace Heroes Curriculum that tells the story of the Children’s March, which was one of the more unusual campaigns led by Dr. King in his fight for justice and freedom for all.
In the early 1960s, Birmingham, Alabama was known as the most segregated city in the South. Even though Federal Law had rendered Jim Crow illegal, Birmingham found ways to continue practicing segregation. But when civil rights activists challenged the city’s segregation laws, violence against blacks became a matter of course. Between 1957 and 1963, 18 bombs were set off against black targets, earning the city the nickname of “Bombingham.” And though some of the bombs were lethal, no one was ever arrested in connection with them, or for any of the other acts of violence committed against black people during those years.
As the Civil Rights Movement gained momentum across the South, the black community in Birmingham decided that it, too, had had enough; the people were simply “tired of the assaults on their dignity and their freedom, and ready to demand justice” (Hunter-Gault). Continue reading “The Children’s March”
The beggar in downtown Jerusalem taught me that the greatest gift we can give each other is the gift of acceptance. It might seem like a small step, but in choosing to affirm human dignity – to accept people because they are people – we inadvertently declare war on one of the most consistent violators of human freedom
Many years ago I was walking in downtown Jerusalem and came to a major intersection where I had to wait for the pedestrian light to turn green. In that short minute, an old, hunchbacked beggar shuffled up to the crowd of delayed pedestrians and began shaking his little coin-filled plastic cup in our faces – something all of us tried very hard to ignore. I was relieved when the light turned green and I could hurriedly walk away from this awkward encounter. But as I reached the other side, the sudden blaring of car horns made me turn my head, and I was horrified to see the old man slowly limping his way across the busy street. Muttering under my breath, I ran into the street, grabbed the beggar by his elbow, and led him to safety. Feeling a touch of guilt, I grabbed a few coins from my pocket and tossed them into the beggar’s hand. But before I quite understood what was happening, he gently placed the coins back into my hand, leaned forward and whispered, “Thank you – for touching me,” before slowly making his way to another group of delayed pedestrians.
I stood there, in the midst of all the city’s chaos, completely stunned.
Continue reading “Starved for Dignity”