DOCSLIB.ORG

National Analysis on Violence Against LGBTI+ Children

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
National Analysis on Violence Against LGBTI+ Children National analysis on violence against LGBTI+ children SPAIN Authors Jose Antonio Langarita (coord.), Núria Sadurní, and Pilar Albertín (Universitat de Girona) Joan Pujol, Marisela Montenegro, and Beatriz San Román (Universitat Autònoma de Barcelona) Project information Project Title: Diversity and childhood. Changing social attitudes towards gender diversity in children across Europe Project number: 856680 Involved countries: Belgium, Croatia, Greece, Hungary, Lithuania, Poland, Portugal, Slovenia, and Spain December 2020 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. This project was funded by European Union’s Rights, Equality and Citizenship Programme (2014-2020). The content of this website represents the views of the authors only and is their sole responsibility. The European Commission does not accept any responsibility for use that may be made of the information it contains. Contents Introduction: Research Design and Sample…………………………………………………………………………4 1. Legal and political context regarding LGBTI+ rights…………………………………………………………7 1.1. Timeline of LGBTI+ rights in Spain .......................................................................................... 10 1.2. Relevant statistical data about the LGBTI+ situation in your country .................................... 11 2. DaC Areas of Intervention: schools, health, family, public spaces and media………………..13 2. 1. Education ............................................................................................................................... 13 2.1.1. Needs related to children to combat violence regarding sexual and gender diversity in the sphere of education ................................................................................................................... 13 2.1.2. Good practices related to education to combat violence against LGBTI+ and gender non- conforming children .................................................................................................................. 14 2.1.3. Training needs for education professionals ..................................................................... 15 2.1.4. SWOT related to Education in Spain ................................................................................ 16 2.1.5. Exemplary quotes from interviews .................................................................................. 17 3.2. Health ..................................................................................................................................... 17 3.2.1. Needs related to children to combat violence regarding sexual and gender diversity in the health sphere ............................................................................................................................. 17 3.2.2. Good practices related to health to combat violence against LGBTI+ and gender non- conforming children .................................................................................................................. 19 3.2.3. Training needs for health professionals .......................................................................... 20 3.2.4. SWOT related to Health in Spain ..................................................................................... 20 3.2.5. Exemplary quotes from interviews .................................................................................. 21 3.3.1. Needs for children to combat violence regarding sexual and gender diversity in the family sphere ........................................................................................................................................ 22 3.3.2. Good practices related to family to combat violence against LGBTI+ and gender non- conforming children .................................................................................................................. 23 3.3.3. Training needs for professionals ...................................................................................... 23 3.3.4. SWOT related to Family in Spain ..................................................................................... 24 3.3.5. Exemplary quotes from interviews related to family ...................................................... 24 3.4. Public spaces ........................................................................................................................... 25 3.4.1. Needs for children to combat violence regarding sexual and gender diversity in public spaces ........................................................................................................................................ 25 3.4.2. Good practices related to public spaces to combat violence against LGBTI+ and gender non-conforming children ........................................................................................................... 26 3.4.3. Training needs for professionals ...................................................................................... 26 3.4.4. SWOT related to public spaces in Spain .......................................................................... 27 3.4.5. Exemplary quotes from interviews .................................................................................. 27 This project was funded by European Union’s Rights, Equality and Citizenship Programme (2014-2020). The content of this website represents the views of the authors only and is their sole responsibility. The European Commission does not accept any responsibility for use that may be made of the information it contains. 3.5. Media ...................................................................................................................................... 28 3.5.1. Needs for children to combat violence regarding sexual and gender diversity in the media ................................................................................................................................................... 28 3.5.2. Good practices related to the media to combat violence against LGBTI+ and gender non- conforming children .................................................................................................................. 29 3.5.3. Training needs for media professionals ........................................................................... 29 3.5.4. SWOT related to Media in Spain ..................................................................................... 29 3.5.5. Exemplary quotes from interviews .................................................................................. 30 4. Overall evaluation…………………………………………………………………………………..…………………….30 References………………………………………………………………………………………………………………………..33 This project was funded by European Union’s Rights, Equality and Citizenship Programme (2014-2020). The content of this website represents the views of the authors only and is their sole responsibility. The European Commission does not accept any responsibility for use that may be made of the information it contains. Introduction: Research Design and Sample This national report is the result of fieldwork gathered in three different research techniques: an online survey, 21 semi-structured interviews (both carried out to stakeholders), and a workshop with children. The fieldwork was complemented with desk research to deepen the issues not addressed in the interviews and survey. With this, we were aiming to fulfil the objective of making a needs assessment for future training and awareness actions. The online survey received 104 full responses and 231 partial ones. for this report, we have only analysed the 104 full responses. Once we had the survey link, we distributed it through all our contacts. We send the link to everybody that we know that was a stakeholder with children, and everyone who we thought would know stakeholders. At the same time, we distributed the survey link in our private and institutional social network accounts to try to reach as many participants as we could. Most of the feedback that we received from workshop respondents was positive, and some of them explicitly wrote that there is a lack of related works. The most common negative feedback we received had to do with the survey being too long. This feedback might explain some of the partial responses. The interviews were aimed at stakeholders from the five key areas. Out of these, four interviews were carried out to media stakeholders, four interviews to education stakeholders, five interviews to health stakeholders, five interviews to family stakeholders, and three interviews to public space stakeholders. All interviews took around one hour, with the longest interview being one hour and forty minutes. Because of the declaration of the state of alarm on the covid-19 pandemic and the following lockdown, some of the interviews were carried out via video call. Snowball sampling was used to find interviewees. To ensure that the sample included significant information from all DaC project areas, we first agreed on finding roughly an even number of interviews per area, and then we proceeded to brainstorm possible key stakeholders in the area or possible contacts who could provide us with a relevant stakeholder. Since all researchers are implicated with the explored field, it was not difficult to start finding the first relevant stakeholders. Once we started interviewing those participants who we had already targeted, the rest of the participants were selected from recommendations of both other interviewees and other relevant contacts in the field. This project was funded
Load more

Recommended publications
  • The Situation of Violence of Girls and Adolescents in Guatemala”
    Alternative Report on the Convention on the Rights of the Child “THE SITUATION OF VIOLENCE OF GIRLS AND ADOLESCENTS IN GUATEMALA” 1 INTRODUCTION 1. Asociación Red de Jóvenes para la Incidencia Política –INCIDEJOVEN- (The Youth Network for Political Advocacy), as a member of Red Latinoamericana y Caribeña de Jóvenes por los Derechos Sexuales (The Latin American and Caribbean Youth Network for Sexual Rights)–RedLAC-, in association with Asociación Guatemalteca de Humanistas Seculares, ONG (The Guatemalan Association of Secular Humanists), who work for the promotion and defense of sexual and reproductive rights of adolescents and young people and for the respect of the secularity of the State in Guatemala, present the following report in the framework of the 77th period of meetings of the Committee on the Rights of the Child in order to demonstrate the conditions of violence in which the girls and adolescent women of Guatemala live in. This report seeks to analyse the various manifestations of this violence, and the lack of an efficient response by the State to address structural problems, which have led to tragedies, such as the events of the children's home; Hogar Virgen de la Asunción. Moreover, it will emphasize the existing link between the violence and forced pregnancies and forced maternities and the lack of access to Comprehensive Sexuality Education (CSE). 2. Girls and adolescent women in Guatemala are constantly facing violence, in its various manifestations: physical, sexual, psychological, economic, structural and symbolic violence
    [Show full text]
  • Any Honest Conversation About Youth Must Address the Challenges That
    Any honest conversation about youth must address the challenges that young people and adult allies face when they work to engage children and youth throughout our communities. By their very existence, youth programs are made to respond to these challenges; ignoring them is not being honest about the purpose of youth programs. Racism, sexism, classism, homophobia… the list of challenges facing young people is enormous. However, one of the core challenges is a common experience that all people face early in their lives. That challenge is discrimination against children and youth. Discrimination occurs anytime one thing is chosen before something else. That is often a good thing – otherwise, why wouldn’t we all steal our food instead of growing it or buying it? We all discriminate everyday. However, discrimination often excludes people because of false bias or prejudice. Discrimination against children and youth is caused by the bias adults have for other adults that causes them to discriminate against young people. Bias for adults is called adultism. When something is based on adultism, it is called adultcentrism.While adultism is sometimes appropriate, adultcentrism is often inappropriate. Compulsory education can force students to disengage from the love of learning. Youth development programs can force youth to disconnect from adults. Almost every activity that is for young people is decided upon, developed, assessed and redeveloped without young people. That is adultcentrism. Language, programs, teaching styles, and all relationships between young people and adults are adultcentric. The most “youth-friendly” adults are often adultist, assuming that youth need them – which, while it may be true, is still centered on adult perspectives.
    [Show full text]
  • Summit Poster Notes.Docx
    SUMMIT POSTER NOTES ROLES Facilitator Manage process and time Participants Participate Fully Tabletop Dialogue Recorder Time Keeper Reporter Norms Take good care of yourself Reduce distractions Listen well (inner wisdom and others) Seek to understand Manage your “airtime” Manage your volume Come together efficiently Others? Expect and acknowledge personal discomfort Watch assumptions Participate and have fun Additional Norms Speak your own truth Honor confidentiality of personal stories Pause and make room for silence Respect and acknowledge others Agree to disagree DISTRIBUTION OF OSD RESOURCES ● School districting/neighborhoods ● Busing ● PTA ● School size o Efficiency, growth, capacity small programs ● Partnership o Contact Food Services! ● Focus on “our kids” community wide ● Data-driven not and number driven LGBTQ + ● Rights and Resources ● Queer staff required for a diverse staff ● Need gay sex education and safety and health education for trans youth ● Fictionalization and fetishization of LGBTQ+ ● Training for teachers on pronouns ● Teaching queer history ● Discipline students using derogatory names ● Legality of discrimination by educators? ● Identification of sexual and gender identities ● Mental health benefits of gender neutral bathrooms ● Locker rooms and the uncomfortability of changing in front of other students ● Harassment of “dead naming” students ● How to defend students being harassed ● Romanticizing straight children ● Demonization of queer youth Summit Notes from Katrina Telnack, Reeves Middle School Mental Health in Schools ● ALL students meet with counselor once a week, or every set amount of time( preferably 2 weeks, if necessary, a month) Make sure it is ALL students, to reduce the stigma around ‘going to the counselor’, and so they can check in and talk to someone.
    [Show full text]
  • Homeplaces and Spaces: Black and Brown Feminists and Girlhood Geographies of Agency
    HOMEPLACES AND SPACES: BLACK AND BROWN FEMINISTS AND GIRLHOOD GEOGRAPHIES OF AGENCY Elizabeth Gale Greenlee A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature. Chapel Hill 2019 Approved by: Laura Halperin María DeGuzmán James W. Coleman Daniel Anderson Minrose Gwin Jennifer Ho © 2019 Elizabeth Gale Greenlee ALL RIGHTS RESERVED ii ABSTRACT Elizabeth Gale Greenlee: Homeplaces and Spaces: Black and Brown Feminists and Girlhood Geographies of Agency (Under the direction of Laura Halperin and María DeGuzmán) During the late 20th and early 21st centuries, noted Chicana feminists such Gloria Anzaldúa and Pat Mora, as well as Black feminists like Octavia Butler and bell hooks frequently turned to children’s literature or youth-centric literature as a means to confront social injustice in American society. My dissertation considers this literary investment in Black and Brown girlhoods by examining feminist-authored children’s picture books, middle-grade and youth- centric literary novels featuring girl protagonists. Specifically, I examine how Black, Chicana and Mexican American feminist writers consistently render girlhood in relation to geography. Not limiting my investigation to geopolitical bodies, I pay particular attention to everyday spatial terrains such as the girls’ homes, schools, community centers, and playgrounds. These seemingly ordinary spaces of girlhood merge public and private and constitute key sites for nation building. They also provide fertile ground for the development of Black and Brown girl spatial citizenship: girl-centered, critical vantage points from which readers may view operations of power and privilege.
    [Show full text]
  • Conceptualization and Measurement of Adolescent Prosocial Behavior: a Two-Study Mixed Methods Investigation
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses October 2018 Conceptualization and Measurement of Adolescent Prosocial Behavior: A Two-Study Mixed Methods Investigation Shereen El Mallah University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Community Psychology Commons, Comparative Psychology Commons, Developmental Psychology Commons, Education Commons, Multicultural Psychology Commons, and the Social Psychology Commons Recommended Citation El Mallah, Shereen, "Conceptualization and Measurement of Adolescent Prosocial Behavior: A Two-Study Mixed Methods Investigation" (2018). Doctoral Dissertations. 1336. https://doi.org/10.7275/12766147 https://scholarworks.umass.edu/dissertations_2/1336 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. CONCEPTUALIZATION AND MEASUREMENT OF ADOLESCENT PROSOCIAL BEHAVIOR: A TWO-STUDY MIXED METHODS INVESTIGATION A Dissertation Presented by SHEREEN EL MALLAH Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2018 Developmental Psychology © Copyright by Shereen El Mallah 2018 All
    [Show full text]
  • Piaget, Disney Eo Eduentretenimento
    ISSN: 1984-1655 PIAGET, DISNEY E O EDUENTRETENIMENTO: POR UMA PSICOLOGIA TRANSPESSOAL DAS ORGANIZAÇÕES Tristan Guillermo Torriani1 Resumo A Psicologia Transpessoal das Organizações preocupa-se com o desenvolvi- mento de indivíduos que podem crescer em equilíbrio físico, emocional, intelec- tual e espiritual ao longo de sua vida. Ela compartilha muitas posições de Pi- aget sobre equilíbrio dinâmico, sobre adaptação através da assimilação e aco- modação, sobre autonomia e sobre a necessidade de respeitar o estágio de de- senvolvimento da criança. Também compartilha o interesse de Disney pela lite- ratura infantil e folclore como um caminho para a autodescoberta. Usando teses propostas por R. Steiner, M. P. Hall e os teóricos do Eneagrama, a teoria piage- tiana e as suas distinções técnicas são assimiladas para analisar o fenômeno da influência global da Disney. É dada especial atenção às questões do adultocen- trismo, do etnocentrismo e da apropriação, substituição e banalização comercial multiculturalista das tradições ancestrais. Apesar das melhores intenções de Walt, o eduentretenimento se mostra como uma espada de dois gumes com po- tencial para fazer mais mal do que bem se os cidadãos forem marginalizados a ponto de não serem mais livres para criticar, boicotar ou de resistir ao conteúdo que lhes for imposto pelos grandes conglomerados midiáticos. Palavras Chave: Walt Disney; Jean Piaget; Rudolf Steiner; Organização; Taois- mo. 1 Assistant Professor, State University of Campinas (Universidade Estadual de Campinas - UNICAMP), School of Applied Sciences (Faculdade de Ciências Aplicadas - FCA), Limeira Campus. Email: tris- [email protected] ORCID: https://orcid.org/0000-0001-6186-3836 41 Volume 13 Número 1 – Jan-Jul/2021 www.marilia.unesp.br/scheme ISSN: 1984-1655 PIAGET, DISNEY AND EDUTAINMENT: TOWARDS A TRANSPERSONAL PSYCHOLOGY OF ORGANIZATIONS Abstract Transpersonal Psychology of Organizations is concerned with the development of individuals who can grow in physical, emotional, intellectual and spiritual balance throughout their lifespans.
    [Show full text]
  • Creative Art-Based Technologies for Interagency Working Together for Safeguarding Children and Young People
    Creative Art-Based Technologies for Interagency Working Together for Safeguarding Children and Young People Sarah Carlick Dip SW BA, MA Submitted for the degree of Doctor of Philosophy (PhD) in Applied Social Science (Sociology) Lancaster University 31st July 2018 Declaration I declare that this thesis is my own work and that it has not been submitted in any form for the award of a higher degree elsewhere. Sarah Carlick July 2018 Dedication I dedicate this thesis to my late mother Rosalyn Helen Carlick and the last promise I made to her was that I would complete my PhD. My mum was my best friend and was the kindest, most supportive women I had the privilege of knowing and it’s been with the memory of her unconditional love, support and belief in me that I arrive here today. I also dedicate this thesis to my beautiful daughter, Ella Rose Goodall. Abstract Children themselves rarely engage directly with the child protection system unless they are already referred into the system by a third party adult. New technologies have enabled children to communicate in different ways than previously. A guiding question for this thesis is whether one type of technology access, that of an application or ‘app’, could also facilitate children’s direct access for advice, help and response from the child protection system in the UK. The current UK policy emphasis on child-focused systems and outcomes (Munro, 2011) forms a background to this thesis, which aims to identify the work required to co-produce new ways of working at the front door of child protection to extend the current socio- technical framework to improve outcomes for children.
    [Show full text]
  • REPORTERSHIP Acknowledgments and Recognitions
    REPORTERSHIP Acknowledgments and Recognitions: The team that coordinated this initiative by UNFPA was composed of Neus Bernabeu, Astrid Marquínez, José Roberto Luna, Jeannie Ferreras and Allán Sánchez Osorio. All UNPFA offices supported the dissemination of the call, the selection process, the preparation of participants and the travel procedures. Special thanks to all and all UNFPA youth focal points in Latin America and the Caribbean that made this great team work possible. UNFPA is especially grateful to IPPF / WHR (Ricardo Baruch, Génesis Luigi and María Antonieta Alcalde), LAC Youth Alliance (Nayeli Yoval, Javier Pineda and Melissa Zamora), International Plan (Emma Puig de la Bellacasa), CAMY Fund (Perla Vázquez) and Emily Barcklow), who not only accepted the invitation to join, but also actively participated in the design and facilitation of the proposal. A thank you to all the people who contributed as presenters or facilitators in different sessions of the camp: Ingrid Gálvez, from Feminist Neighborhoods; Cecilia Olea, of Flora Tristán and Feminist Articulation Marcosur, Susana Chávez and Jerónimo Centurión of PROMSEX / CLACAI, as well as Gabriela Modesto de Wayka and Andy Livise La Mula. UNFPA recognizes the excellent work of graphic systematization of Jorge Merchán, of Medium, and the support of Alexandra Granda for the rapporteur of the discussions. Thanks to the communication team for their support during all the event: Álvaro Serrano, Guadalupe Valdés, Juan Pablo Casapía, Mariana Leal and Milagritos Honorio, along with Rafo Cabellos and his team of Guarango Cine y Videos. Special thanks to the 52 adolescents and young people, from 28 countries and diverse organizational expressions of the Latin America and the Caribbean region, who participated in the camp; for your time, dedication, selflessness, leadership and commitment.
    [Show full text]
  • Toward Developing Standards and Measurements for Family-Centered Practice in Family Support Programs
    3 Toward Developing Standards and Measurements for Family-Centered Practice in Family Support Programs Reva I. Allen and Christopher G. Petr At our best level of existence, we are parts of a family, and at our highest level of achievement, we work to keep the family alive. Maya Angelou Families, in all their rich and confusing complexity, hold within themselves the greatest possibilities of nourishing each member. Albert Gore The term family-centered has been used to describe the nature of certain forms of service delivery to families with children since at least the 1950s (Birt, 1956; Scherz, 1953). The term now is used in a range of disciplines, including social work (Bribitzer & Verdieck, 1988; Dedmon, 1990; Frankel, 1988; Hartman & Laird, 1983; Marcenko & Smith, 1992), education (Bailey, Buysse, Smith, & Elam, 1992; Burton, Hains, Hanline, McLean, & McCormick, 1992; Dunst, Johanson, Trivette, & Hamby, 1991; Murphy & Lee, 1991; Roush, Harrison, & Palsha, 1991a, b), health care (Brown, Pearl, & Carrasco, 1991; Brucker & MacMullen, 1985; Fagin, 1970; Krehbiel, Munsick-Bruno, & Lowe, 1991; Larimore, 1993; Weiner & Starfield, 1983), psychology (Roberts Allen and Petr & Magrab, 1991), sociology (Sung, 1991), occupational therapy (Bazyk, 1989; Pierce & Frank, 1992), and communication disorders (Donahue-Kilburg, 1992). Despite its broad use, the term family-centered still causes confusion because it is used by authors in different ways and because a variety of terms are used to refer to similar service delivery characteristics (Dunst et al., 1991; Lee, 1993; Nelson, Landsman, & Deutelbaum, 1990; Rushton, 1990). Confusion also surrounds the concept of recommended practice standards for family-centered service delivery, because these standards have never been developed into a single collection that could be used to guide practice across disciplines and settings.
    [Show full text]
  • Youth Voting, Rational Competency, and Epistemic Injustice Vote Des Jeunes, Compétence Rationnelle Et Injustice Épistémique Michael D
    Document generated on 10/01/2021 8:20 p.m. Informal Logic Youth Voting, Rational Competency, and Epistemic Injustice Vote des Jeunes, Compétence Rationnelle et Injustice Épistémique Michael D. Baumtrog Argumentation and Social Justice Article abstract Argumentation et Justice Sociale In 1970 the voting age in Canada changed from 21 to 18. Since then, there have Volume 41, Number 1, 2021 been calls to lower it further, most commonly to age 16. Against the motion, however, it has been argued that youth may lack the ability to exercise a URI: https://id.erudit.org/iderudit/1076223ar mature and informed vote. This paper argues against that worry and shows DOI: https://doi.org/10.22329/il.v41i1.6691 how restricting youth from voting on the basis of a misbelief about their abilities amounts to an epistemic injustice. See table of contents Publisher(s) Informal Logic ISSN 0824-2577 (print) 2293-734X (digital) Explore this journal Cite this article Baumtrog, M. (2021). Youth Voting, Rational Competency, and Epistemic Injustice. Informal Logic, 41(1), 41–55. https://doi.org/10.22329/il.v41i1.6691 Copyright (c), 2021 Michael D. Baumtrog This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research.
    [Show full text]
  • “Adultism in Democratic Education” by Adam Fletcher
    My child has attended learning environments operating with democratic education principles for the last seven years, and as her dad I believe I'm a partner with her in her learning. As a line-level youth worker, I worked to infuse democratic education principles into my own practice for more than a decade, and as a consultant, I have assisted more than 100 K-12 schools across the US and Canada as they've wrestled with these principles. As a student myself, my bachelors degree is from The Evergreen State College, a widely renowned democratic education institution. For the last several years, I've been an advisor to the Institute for Democratic Education in America, and have worked to help grow this movement nationally in many ways, including presenting several workshops at IDEC and contributing to CC several times. It is from this place of warm interaction, deep investment, and soul-filled appreciation that I share my concerns about adultism in democratic education. Goals, teaching styles, rules, curriculum, budgeting, building design, behavior expectations... All of these things are determined by adults, for students, throughout schools and © 2013 Adam Fletcher for The Freechild Project. All Rights Reserved. Contact us for info by visiting www.freechild.org. nonprofits. Even in well-meaning democratic learning environments, adultism often runs rampant and unchecked. Like the wildly fast undercurrent of a river that looks slow and smooth on the surface, adultism is deep throughout work done by adults for children and youth. When they read this, some people will automatically dismiss it as an attempt to cast aspersions on their work.
    [Show full text]
  • SIPAZ Report Vol XXVI Nº 2
    REPORT VOL. XXVI Nº 2 JUN 2021 Launch of the Journey through Life - Chapter 19 © SIPAZ IN THIS ISSUE : LATEST: FOCUS: ARTICLE: SIPAZ ACTIVITIES: Midterm Elections Youth in Mexico 8M Mid-February to mid-May, Dispute for the Continuity of the An approach to their Confronting the “Virus” of 2021 Fourth Transformation perspectives and opinions Violence against Women in Mexico 3 9 14 16 SIPAZ is an international observation program created in 1995, after the Zapatista uprising in 1994 to monitor the conflict in Chiapas, Mexico. International Service for Peace (Servicio Internacional para la Paz or SIPAZ) is a response from the international community to the request of Mexican human rights organizations and religious leaders in Mexico, asking for a permanent international presence in Chiapas. In February 1995, a delegation of various international peace organizations came to Chiapas. They decided to create an organization encompassing a coalition of faith based and nonviolence based organizations in the United States, Europe and Latin America that shared a common concern regarding the situation in Chiapas. Today SIPAZ supports the search for nonviolent solutions and aids in the construction of a culture of peace and dialogue between the actors involved in the conflict in Chiapas as well as, increasingly, in other areas in Mexico (Oaxaca and Guerrero). SIPAZ also serves as a bridge for communication and exchange between other organizations and networks that work to construct a just and lasting peace at a local, national, regional and international level n SIPAZ Board of Directors The SIPAZ International Team in Chiapas : Gustavo Cabrera - President • Maintains an international presence and accompanies processes that are Servicio Paz y Justicia en working towards the construction of a culture of peace in Mexico.
    [Show full text]