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”
“The refusal to hate is the most powerful weapon in the arsenal of human experience”
I had been told that there is a group of fifth grade girls at the Jerusalem School that gathers most days during the lunch break to do peace-related things: they draw pictures, put on dramas, recite poems, write and perform songs, and have lively discussions about whether or not they themselves are peace heroes – like the ones they are studying. Apparently this little get-together has been going on for some time, and this week I was invited to join them during lunch to see what it is all about. Continue reading “Brave Is”
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”