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.