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 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”
To be included –to belong–to be part of–to share life with– these are the experiences that will leave their indelible mark on the students. So it is no small thing to stop and ask ourselves: What kind of communities are we building in our schools?
The other day I tried to remember what I learned in 3rd grade, and I couldn’t think of a single thing. What I did remember, however, was how my friends and I formed a little “pack” (we called it) and did everything together – in school and out – so that I never felt friendless or alone; I remembered how my teacher would give each of us a big bear hug each morning, squeezing the living daylights out of us in an embrace we wouldn’t have exchanged for anything in the world; and I remembered how another teacher cried when the class was so out of control, we missed the siren that commemorated victims of the Holocaust (and how, for the first time, I felt the full impact of what it means to bear communal responsibility for less-than-ideal behavior). If I were to take time to think through 4th, 5th, and 6th grade, I suspect the pattern would be the same: I would remember random events involving friends, students, and teachers; I would remember that I generally enjoyed the whole experience; but I wouldn’t remember anything at all about what I learned in Math, Language Arts, or PE.
I think that, as kids, we are much more shaped by the social environment at our school than by any information we learn in class. Continue reading “Communities of Inclusivity”
“Of all the inspiring, motivating individuals we learn from, I am delighted that the simplest notion of sharing the belovedness of another human being is what consistently made a sustaining impact”
Once again, it is my great privilege to hand this post over to one of the Curriculum’s most seasoned teachers. For three years in a row, Elise taught Peace Heroes to her third grade classes at the Jerusalem School in Beit Hanina. What follows are some of her reflections on this experience.
“Miss Elise, I am sick,” Aseel raised her hand to share.
“Oh really?” I responded.
“Yes,” she continued in that adorably confident way of hers. “My mom wanted me to stay home this morning but I told her I couldn’t. It’s Wednesday. We have history! And I can’t miss that.”
I just smiled, happy my little Aseel loved history so much and secretly hoping her sickness wasn’t contagious!
Although Aseel’s extreme enthusiasm for our peace history class made me smile, it didn’t surprise me. Continue reading “Guest Post: On Being Loved and Wanted”