International JANUARY-APRIL | Edition: No. 1

The Long Way to the Independence a View on Historical Experiences

Dr. Souribanhu Kar Dr. Uday Balakrishnan former General Secretary of the All India Trade Union Congress in Odisha State Centre for Contemporary Studies, Indian Institute of Science, Bengaluru, Karnataka Understanding Gandhi Through Padayatra in Odisha Remembering India’s Most Powerful Leader The national movement laid by Gandhiji for various social causes like Indira Gandhi did not get an easy country to administer. At the time of abolition of untouchability and harijan rights for entry to the temples were her takeover as Prime Minister in 1966, India was less than 20 years into indeed very important milestones in the annals of human rights move- freedom, still raw from a partition that had devastated much of its nor- ments in modern India. thern and eastern parts. PAGE 8 PAGE 9

Dear Friends Sustainable Development Goal (SDG) 4, social security and other areas. There also emphasizes on right to education is increased role of private players in Human Right to Education Greeting and envisions EFA a reality. health and education fi eld now. To what to all of you. extent the private parties are commit- However, there are new challenges ted towards and accountable to Human Education is a basic Human Right. We emerged in the changed economic, so- Rights principle? Is there any mecha- Dear readers, believe this. On the contrary, new data cial and global order in the last few dec- nism developed to make them account- from UNESCO refl ect that globally 263 ades. The "Human Right" perspective able for human right? How to ensure PoliTeknik is now million children and youth are out of of Right to Education for all children Human Right to Education in war zone, available with three school. is missing in the new world order. The crisis situation, confl ict area, during hu- new newspapers in refugee crisis in European, Asian and manitarian crisis? Portuguese, Spanish and The number of out of school children West Asian countries, increasing ethnic English. or children who are deprived of their confl ict in societies, terrorism, climate To discuss, debate and deliberate on basic human right to education is very change, distress migration and internal all these aspects of Human Right to Ed- In this fi rst issue, the high. The UN agencies, National Gov- displacement of the population has de- ucation, we at PoliTeknik International, three reviewers have the ernments, Teachers Unions and Civil prived millions of children from their welcome you. We are looking forward opportunity to address Society Organisations have contributed human right to education. Additionally, to collaborate with youths, student our readers. to education movements and millions privatization has become philosophy of union, teachers organisations, INGOs, of children got their human right to ed- Governance and there is huge challeng- local NGOs and different National Gov- ucation. The "Education For All (EFA)" es in making human right to education ernment, Public Policy forums for mak- and Millenium Development Goals a reality with help of privatization. Na- ing "Human Right to Education" a reali- (MDG) marked a signifi cant develop- tional Governments are rolling back ty for all children. ment in right to education of children. from public education, public health, Continue on page 3

PoliTeknik United Page: 2 International JANUARY-APRIL | Edition: No. 1

CONTENT

Page 1, 3, 4 Page 12-15 Page 22, 23

Page 8 Page 16

Page 9 Page 23 Page 17, 19

Page 5 Page 10 Page 20, 21 Page 24-26 Page 11 Page 6, 7 Page 28

IMPRESSUM

PoliTeknik International Editorial Board every 4 months ISSN 2628-0833 Kumar Ratan (India) Can Aydın (Germany/Turkey) [email protected] Tamralipta Patra (India) Malathie M. Seneviratne (Sri Lanka) www.politeknik-international.org Publisher Akash Yadav (India) Hewa G. Cyril (Sri Lanka) Verein für Allseitige Bildung e.V. Ashley Mabasa (South Africa) Vihara Savindi Perera (Sri Lanka) (Germany) Yonela Mlambo (South Africa) Dhainika Wickramakaluthota Dr. Derya Özkul (England/Turkey) (Sri Lanka) Zeynel Korkmaz (Coordination)

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 3 Editorial Message PoliTeknik International

Editorial board of PoliTeknik International

– Kumar Ratan (India) – Tamralipta Patra (India) – Akash Yadav (India) – Ashley Mabasa (South Africa) – Yonela Mlambo (South Africa) – Dr. Derya Özkul (England/Turkey) – Can Aydın (Germany/Turkey) – Malathie M. Seneviratne (Sri Lanka) – Hewa G. Cyril (Sri Lanka) – Vihara Pereira (Sri Lanka) Kumar Ratan Tamralipta Patra Ashley Mabasa Malathie M. Seneviratne Hewa G. Cyril – Dhainika Wickramakaluthota India India South Africa Sri Lanka Sri Lanka (Sri Lanka)

Vihara Perera Akash Yadav Dr. Derya Özkul Yonela Mlambo Can Aydın Dhainika Wickramakalut- Sri Lanka India England/Turkey South Africa Germany/Turkey hota Sri Lanka

Editorial Message Sharing Knowings and PoliTeknik Português Rehearsing Alternatives: Teachers from public or private tions and community life and enhanc- er and educator from northeast of schools can participate and also stu- ing dialogue with social movements, Brazil, Paulo Freire), it’s impossible for an intercultural dialogue in dents from schools and universities, reafi rming the role of education (in a real access and continuance to chil- defense of Human Right to Education university professors and those ones scholar and non-scholar spaces) as a dren and adolescents, adults and the as a practice of freedom who act with social and community fundamental right and a public good. elderly, foremost in the scholar space. movements, whom, with their experi- It’s necessary that inside schools and In the 27th of october of 2018, we’ve ences, are collaborating in the sense Nowadays, in January of 2020, universities there are knowings and been joined at University of Koblenz, that actually is possible to build a fra- according with UNESCO data, “258 experiences from all and that school in Germany, in order to share know- ternal society, with justice, with free- million children and young still not and university be the very spaces to ings and rehearsing alternatives in dom, with participation, creativity attend school; 617 milion children contribute to the extension of human the fi eld of extending the Human Right and criticality. and young doesn’t know reading and right to education. to Education. In this meeting, marked basic maths; less than 40% percent of by a will of collective work, we have Each of our nations has its own his- girls in sub-saharian Africa conclude We complete this editorial mes- debated about challenges, perspec- torical trajectory, with specifi c experi- secondary school”. The human right sage inviting all to participate in this tives and possibilities to overcome ences in the fi eld of human rights and to education of these kids and adoles- movement, specially sharing your situations that hamper the access of the human right to education, that can cents may be beeing violated and this social and educational experiences, children, young, adults and the elderly be shared and enhance our percep- is unacceptable. that even often facing challenges, are to scholar education. tions about these themes, opportuniz- contributing for building a creative, ing actions and ideas for extending What is it that global leaders of busi- critical, democratic, participative, re- As we took off from the conference, the human right to education. ness and politics, joined in Davos, are specting and dignous society. back into our homelands, it was clear feeling, thinking and acting over the- for everyone the necessity of, collec- Thereafter, extending the Human ses and many others situations that Lastly, we want to recover a Paulo tively, organizing ways of encouraging Right to Education is also extending mistreat human dignity? Freire’s thought, whose, in 2021, we and strenghtening an intercultural di- the right to take education as com- will be celebrating 100 years of birth. alogue. Because of that, fellows from munity experience, broadening our With no sharing of knowings and In his book, Pedagogy of the Opressed, Brazil, India and Chile have assumed cultural identities, expanding artic- no reaharsal of alternatives, in a dia- he remembers us that “very modestly, the engagement of organizing local ulations between education institu- logical perspective (as defends think- if noth- ing remains of these pages, versions of PoliTeknik Journal. In this at least, we hope that re- sense, it’s beeing possible now, after a Prof. Dr. Alexandre Magno Camila Antero de Santana Joana Maria Kastle Silva Mikael Menezes mains: our confi dence and PoliTeknik Português/Brazil long way of collective action, sharing Tavares da Silva University of Paraíba/ Brazil PoliTeknik Português/Brazil faith in people. Our faith in knowings and rehearsing alternatives University of Paraíba/ Brazil mankind, in the creation of in Portuguese, Spanish and English. a world in wich is less diffi - cult to love”. Therefore, we invite comrades from countries that have Portuguese, Span- We’d be happy with your ish or English as a national language, contributions in form of ar- to share their local experiences about ticle, experience reports, in- the Human Right to Education. The terviews, etc., for Politeknik contribution can be in form of inter- Journal in Portuguese, views, experience reports, articles, Spanish, or English. etc. So long!

PoliTeknik United Page: 4 International JANUARY-APRIL | Edition: No. 1 Editorial Message PoliTeknik Español

mésticas y su pleno disfrute requiere blea General de la Organización de comités de redacción, dependiendo Proyecto de la superación de la desigualdad, la Naciones Unidas, una propuesta de del idioma de trabajo. Para la lengua exclusión y la discriminación en todas extensión del citado artículo 26. castellana, el comité está integrado de Extensión del Derecho las esferas de la vida institucional y por Vernor Muñoz y Laura Camila Bel- comunitaria. Este proyecto busca actualizar el tran Cañon Humano a la Educación conjunto de obligaciones y derechos Se trata de un derecho fundamen- involucrados en la arquitectura fun- Las personas interesadas en unirse tal quSe trata de un derecho funda- dacional del derecho humano a la edu- al proyecto pueden escribir a: Con motivo de la celebración del mental que a su vez permite el cum- cación y de esta manera fortalecer la setenta aniversario de la Declaración plimiento de los demás derechos hu- implementación de acciones políticas PoliTeknik Universal de Derechos Humanos, manos. Por esta razón, este proyecto e institucionales para su plena realiza- [email protected] un colectivo global de académicos, suscribe los compromisos contraídos ción. trabajadores sociales, sindicatos de por los gobiernos en 2015 en la Agen- educadores, asociaciones de estudian- da 2030 para el Desarrollo Sostenible El desarrollo del proyecto requiere tes y organizaciones de la sociedad y sus 17 Objetivos de Desarrollo Sos- de la participación de sectores diver- Prof. Dr. Vernor Muñoz civil, coordinados por el Periódico tenible. sos y por este motivo cuenta con un PoliTeknik Español/Costa Rica PoliTeknik, el Instituto de Educación Consejo Académico, integrado por ins- y Cultura de la Universidad de Jena Las metas del Objetivo de Desarro- tituciones y personas provenientes de y el Centro Interdisciplinario sobre llo Sostenible número 4, que se refi ere universidades, sindicatos, organiza- la Infancia de la Universidad de Wu- específi camente al derecho a la educa- ciones de la sociedad civil e institutos ppertal, hemos iniciado un proceso de ción, expresan un compromiso global de investigación. Además, el proyecto refl exión que llevará a plantear una para que todos los países garanticen cuenta con un Centro de coordinación propuesta de extensión del artículo el derecho a la educación de calidad liderado por el Periódico PoliTeknik, 26 de la Declaración Universal de De- para todos a lo largo de la vida. Esto que además es responsable de estable- rechos Humanos, referido al derecho específi camente al derecho a la educa- cer consejos académicos y de asesoría a la educación. ción, expresan un compromiso global en diferentes países, en las que parti- para que todos los países garanticen cipan universidades, sindicatos, gru- El proyecto tiene como referencia el derecho a la educación de calidad pos de estudiantes, organizaciones no el cambio sustantivo que el mundo ha para todos a lo largo de la vida. Esto gubernamentales y representantes de experimentado desde la adopción de incluye el compromiso de garantizar Ministerios de Educación. la Declaración Universal de Derechos tanto el acceso a una educación pre- Humanos y específi camente, los nue- primaria, primaria y secundaria de La participación de estas perso- Laura Camila Beltran Cañon vos retos que enfrentan los Estados, calidad, como la igualdad de oportu- nas, y por su medio la ampliación de PoliTeknik Español/Colombia las comunidades y las organizaciones nidades en el acceso a un aprendizaje la membrecía del proyecto, es fun- de la sociedad civil, en contextos que efectivo y relevante. damental para la consecución de los amenazan la provisión de oportuni- fi nes planteados, considerando que dades educativas públicas, gratuitas, Guiados por estos propósitos uni- la extensión del derecho humano a la de calidad y adaptadas a la diversidad versales, hemos realizado diversas educación debe responder a una re- cultural. actividades de análisis y divulgación, fl exión sistemática respecto de los al- incluyendo simposios, seminarios, pu- cances de la Declaración Universal de Entendemos que el derecho a la blicaciones y discusiones técnicas en- los Derechos Humanos y su capacidad educación comprende un amplio ran- tre las personas, instituciones y orga- de respuesta a una realidad global ca- go de obligaciones estatales, consa- nizaciones participantes del proyecto, da vez más compleja. gradas en diferentes instrumentos del con base en las cuales deseamos pre- derecho internacional de los derechos sentar próximamente a consideración Para trabajar en la elaboración de humanos y en las legislaciones do- de los Estados Miembros de la Asam- la propuesta se han integrado varios

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PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 5 Att. Dilara Yurtseven External PHD Candidate at Faculty of Behavioural and Social Sciences, Groningen University – Holland,

Right to Primary Education of Syrian Children in Turkey

their right to education as guaranteed children is determined according to on the inclusion of Syrian children in under International Covenant on Eco- any official document, interviews or Turkish schools”.7 According to this nomic Social and Cultural Rights, the exams indicating the children’s past step, the MoNE has decided to close Convention on Rights of Children, educational background in Syria. TECs gradually and integrate all Syr- and the European Convention on Hu- Most of the time, children are placed ian children in the Turkish School man Rights to those Turkey is a party. based on their age even if they do not system effectively. Thus, in 2016/2017 These Conventions require Turkey at speak Turkish or have any previous education year, Syrian children at the least to (i) make primary education education. As of 2019, almost all Syr- 1st grade, 5th grade and 9th grade could Introduction compulsory, free and available, (ii) ian children starting primary school not be registered to the TECs but in- provide the same education system were born in Turkey or either arrived stead could be enrolled in Turkish Since the first group of Syrians has in terms of the content and diploma, at Turkey as infants. Hence, current Schools. As for the accommodation entered to Turkey in 2011, they were (iii) take necessary steps to eliminate generation will directly start primary centres, the MoNE has set up public considered as guests until they were discrimination and support Syrian school without any previous educa- schools starting from the first year of legally granted “Temporary Protec- children and (iv) ensure them a for- tion assessment. education in 2016/2017. Accordingly, tion” status in 2014. This political ap- mal education in Turkish, the official TECs will be permanently closed by proach affected the policies on prima- language of Turkey. When the assessment is completed, the 2020/2021 education year. ry education of Syrian children. The all Syrian children are integrated to Ministry of National Education (MoNE) In light of the human rights stand- the online school (e-school) service Conclusion had not intended to bring forward ards, CESFN offers two types of edu- same as all Turkish students. Thus, any policies to provide permanent cation to Syrian children. These are they become a part of the formal edu- Overall, the current legal regula- formal education but only provided (1) formal education at Turkish Public cation and entitled to the same rights tions on paper can be considered education in the accommodation cen- Schools and (2) Temporary Education and obligations applicable in Turkish efficient and have already enabled al- tres with an idea to prevent Syrian Centres (TECs). schools such as allowed absence days, most all Syrian children to participate children’s future adaptation problems content of education, and disciplinary in the primary education in Turkey. in Syria when they return. Outside the (1) Turkish Schools rules. Once the children complete However, challenges including insuf- accommodation centres, national and Syrian children are entitled to re- their education, they receive the for- ficient integration policies, unstable international organisations had pro- ceive 12-year education in Turkish mal and valid diploma like Turkish policies, language barrier, peer bul- vided education to Syrian children schools without any restrictions or students. lying, academic failure and lack of without any formalisation. The Circu- limitations, that is same as Turkish cit- parents’ involvement are still being lar on Education Services for Foreign izens. They are registered to the near- (2) Temporary Education Centres observed and expressed by the aca- Nationals (CESFN) (No: 2014/21) was est school to where they live. Unlike As defined in CESFN, TECs provide demics, NGOs, schools and Syrian par- adopted on 23 September 2014 and to Turkish citizens, 12-year education “primary and secondary education ents.8 In this regard, reasons should became the legal source of current is not compulsory for Syrian children, to Syrian refugee children for tempo- be researched, and new course of ac- education practices in Turkey. In this but local municipalities conduct reg- rary period resulting from the mass tions should be taken to reach the full regard, the right to education of Syr- ular visits to the Syrian families to influx”. TECs were to be established realisation of Syrian children’s right ian children have been prescribed by make sure that their children attend by national or international organ- to education. CESFN in a standardized framework to the school. Furthermore, to keep isations subject to compliance with as compatible with the core human Syrian children in school, the Con- the standards and principles of the rights obligations. ditional Cash Transfer for Education MoNE and 12-year education in all programme, financed by European accommodation centres were pro- 1 UNHCR. “Syria Regional Refugee Response”. UN- Syrian children’s primary educa- Civil Protection and Humanitarian vided through TECs until 2016/2017. HCR Data: December 2019. https://data2.unhcr.org/ en/situations/syria/location/113 tion in Turkey Aid Operations and implemented There were approximately 404 TECs 2 through Turkish authorities, supports in or outside the accommodation European Comission, Managing the Refugee Crisis the Facility for Refugees in Turkey, 2018, p.5 Based on the UNHCR numbers in vulnerable Syrian families financially centres with almost 292,000 Syrian 3 5 Xanthe Ackerman, Education for Syrian Refu- 2019, there are around 600,000 Syri- upon submission of the school regis- children enrolled in 2017. The edu- gees in Turkey – Beyond Camps, 2014, https:// an children between 5-11 years old in tration documents. cation language in TECs was Arabic www.brookings.edu/blog/education-plus-devel- Turkey1 with 3% of them living in the with a revised Syrian curriculum as opment/2014/01/17/education-for-syrian-refu- accommodation centres. Enrolment Schools are free and schoolbooks approved by the MoNE. Turkish teach- gees-in-turkey-beyond-camps/ rate to primary schools was 96.3%2 are provided by the MoNE free of ers appointed to TECs by the MoNE for 4 UNICEF. “The State of the World’s Children 2013”. by the end of 2018. However, in 2014, charge. However, parents should still Turkish language lessons. A variable UNICEF.2013. https://www.unicef.org/sowc2013/ afford auxiliary costs including sta- tuition fee are applicable at most of files/SWCR2013_ENG_Lo_res_24_Apr_2013.pdf before CESFN, the participation rate 5 ECRE-AIDA Asylum Database Information, Access to of Syrian children in primary school tionery and uniforms. They might the TECs. Turkish government recog- Education, 2019, https://www.asylumineurope.org/ was 14% outside of the accommoda- be asked for a contribution fee or nises the diploma obtained from TECs reports/country/turkey/access-education-1 tion centres and 60% in the accom- donation once or twice a year. While for further education in Turkey. 6 MoNE, “Suriyeli çocukların eğitimi için yol haritası modation centres in Turkey,3 Those Turkish parents may reject to pay such belirlendi.”, 22.08.2016, https://rdb.meb.gov.tr/suri- numbers were below the 99% of en- fees, Syrian parents hesitate to object It should be stressed that despite the yeli-cocuklarin-egitimi-icin-yol-haritasi-belirlendi/ 4 haber/11750/tr rolment rates in Syria before the war. those fees since they are concerned regulation in CESFN, on 22.08.2016, 7 The numbers indicate that the intro- that their children may not be regis- the MoNE declared a new course of UNHCR, Syrian Refugees in Turkey Frequently Asked Questions Table of Contents, January 2017, http:// duction of CESFN played an effective tered to the school or may be treated action to take necessary measures www.unhcr.org/turkey/uploads/root/eng(69).pdf. role for this increase. in a less favourable way. to enable Syrian children to receive 8 Kilic Volkan, Gokce Asiye, The Problems of Syrian a qualified education in every prov- Students in the Basic Education in Turkey, European Once the CESFN was introduced, Once registered to the school, the ince in Turkey.6 UNHCR has expressed Journal of Social Science Education and Research, Syrian children have started enjoying appropriate grade-level of Syrian this step as “placing greater emphasis January-April 2018.

PoliTeknik United Page: 6 International JANUARY-APRIL | Edition: No. 1 Rama Kant Rai Convener National Coalition for Education (NCE) – India

Challenging paradigm of Sustainable Development Goal 4 in India “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”

and fundamental freedoms". Using a lies, the Convention on the Rights of universal primary enrolment. standard approach to statutory con- Persons with Disabilities, the Conven- • One third of countries did not struction, one might fairly conclude tion against Discrimination in Educa- reach gender parity in primary edu- that the joining of the two elements tion of the United Nations Education- cation; was deliberate and meaningful, es- al, Scientific and Cultural Organiza- • Half of countries did not in sec- pecially in view of Mrs. Roosevelt’s tion, and other relevant international ondary education injunction to seek conciseness. instruments. • UNESCO Institute for Statistics (UIS) and Global Education Article 26 says education should "fur- It welcomed the steps taken to imple- • Monitoring (GEM) report of 2016, After the end of disastrous World War ther the activities of the United Na- ment the right to education, such as says that globally 263 million chil- II the world community came out with tions for the maintenance of peace". the enactment of appropriate legisla- dren, adolescents and youth between a new commitment for human rights. In its full text it reads as; tion, adjudication by national courts, age of 6 and 17 are currently out of On December 10, 1948 the General As- the development of national indica- school and deprived of their right to sembly of the United Nations adopted 1. Everyone has the right to education. tors and ensuring Justiciability of this education. and proclaimed the Universal Dec- Education shall be free, at least in the right. laration of Human Rights. This com- elementary and fundamental stages. Thus the EFA goal remained unfin- mitment is called Universal Decla- Elementary education shall be com- This resolution was adopted during ished in most of the developing coun- ration of Human Rights (UDHR) pulsory. Technical and professional the 32nd session of the Human Rights tries by 2015 as committed by the having 30 sections. One of the most education shall be made generally Council (13 June to 1 July 2016), urged world community. important commitments was article available and higher education shall all States to “address any negative 26 which reads as "Education shall be be equally accessible to all on the ba- impacts of commercialization of ed- III. SDG-4 Education 2030 and “en- directed to the full development of sis of merit. ucation”, in particular by putting in suring inclusive and equitable the human personality". place a regulatory framework to regu- quality education and lifelong 2. Education shall be directed to the late and monitor education providers, learning opportunities for all” While the commitment seemed to be full development of the human per- holding to account providers that neg- by 2030: During the year 2015 the UN comprehensive in its intrinsic form sonality and to the strengthening of atively impact the right to education, member states signed Sustainable De- the development of the human be- respect for human rights and funda- and supporting research. velopment Goals in its General Assem- ings, full personality, is important as mental freedoms. It shall promote bly. World community has also signed a thematic thread running through understanding, tolerance and friend- The rights of millions of children are in “Incheon Declaration” called “Edu- the UDHR. Its significance in framing ship among all nations, racial or re- being violated every day. Thousands cation 2030”. This is a more ambitious a holistic concept of human nature ligious groups, and shall further the of children have no access to educa- goal than ‘Education for All’ (EFA) goal as essentially free, social, potentially activities of the United Nations for the tion, work for long hours under haz- which remained unfinished in most of educated, and entitled to participa- maintenance of peace. ardous conditions and are forced into the countries including India. tion in critical decision-making is bol- slave like conditions, sometimes even stered by repetition at several points 3. Parents have a prior right to choose made to serve as soldiers in armed The appalling progress of prom- of the UDHR as under: the kind of education that shall be giv- conflict. They suffer targeted attacks ised goal of ‘Education for All’ in en to their children. on their schools or languish in insti- India; • Article 22 says everyone’s rights to tutions and detention centers, where Even after seven decades of Univer- social, economic and cultural rights The United Nation Human Rights they endure inhumane conditions sal declaration of right to education are "indispensable" ... for the "free de- Council further resolved reaffirm- and assaults on their dignity. All these under article 26, Jomtien declaration velopment of his personality". ing its resolution 8/4 of 18 June 2008 factors directly affect the learning op- 1990, Dakar declaration (EFA 2000), • Article 26 posits a right to educa- and recalling all other Human Rights portunities of children and leads to India made elementary education a tion, and states: "Education shall be Council resolutions on the right to unhealthy and insecure future. fundamental right by inserting Ar- directed to the full development of education, the most recent of which ticle 21A in its constitution which the human personality". is resolution 29/7 of 2 July 2015, and Almost 7 decades have passed after states “The State shall provide free • Article 29 repeats the holistic vision the resolutions adopted by the Com- the UDHR declaration by UN and the and compulsory education to all of human rights, saying: "Everyone mission on Human Rights on the sub- world community has seen the sig- children of the age of six to fourteen has duties to the community in which ject, relevant for the role of private nificant progress of UDHR in dubious years in such manner as the State alone the free and full development of sectors in education. Reaffirming also pace. In most of the IIIrd world coun- may, by law, determine” and finally his personality is possible". the human right of everyone to educa- tries the pace of universalization of it also signed the Sustainable Develop- tion, which is enshrined in, inter alia, education is still a dream. Let us see ment Goal which includes goal 4; “En- The "full development" goal was in- the Universal Declaration of Human what happened after UDHR declara- sure inclusive and equitable quality tended to capture the enabling qual- Rights, the International Covenant on tion in the world; education and promote lifelong ities of the right to education, and of Economic, Social and Cultural Rights, learning opportunities for all”. education about human rights to ca- the Convention on the Rights of the The promises made for Right to pacitate people to their potential fac- Child, the Convention on the Elimi- education The progress of 8 year Elementa- ulties so as to ensure human dignity. nation of All Forms of Discrimination However the UNESCO Global Monitor- ry Education in India: With more This view follows from a close reading against Women, the International ing Report GMR) of EFA reveals that; than 1,448,712 Elementary schools of the key phrase – "full development Convention on the Elimination of All (354,743 Private and 1,093,969 Govt.) of the human personality" – which Forms of Racial Discrimination, the • Only one third countries have India operates the biggest education is immediately followed without so International Convention on the Pro- achieved all the measurable goals of system in the world. The implemen- much as a comma by the phrase: "and tection of the Rights of All Migrant EFA. tation of constitutional amendment to the strengthening of human rights Workers and Members of their Fami- • Half of the countries could complete and Right to Education Act 2009 is

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 7 Rama Kant Rai Convener National Coalition for Education (NCE) – India

still sluggish and not all children are of the school sector education through is against the spirit and mandate of out different aspects of this matter with in schools. The DISE (District Infor- the promotion of private schooling, vo- UNHDR article 26 and Indian constitu- the aim of formulating a “Declaration mation on School Education) data is uchers and public-private partnerships, tion. on the Extension of Human Rights a surprising report which reveals that especially targeting low-income and • According to "State of the World to Education” not later than 10th De- the progress of elementary education working class communities. This sector, Children Report-2016", released glo- cember 2018, which is the 70th anniver- is dubious and there is something in- in the avaricious minds of the profi te- bally by UNICEF, around 34 per cent sary of the Universal Declaration of Hu- herently wrong in the enrolment of ers, represents a vast untapped market. children from Muslim families, 25.9 per man Rights. The project focuses on Ar- children. The ‘Right of Children to cent from Hindu families and 25.6 per ticle 26 of the Universal Declaration of Free and Compulsory Education Act’ At the same time, government-funded cent from Christian families did not at- Human Rights which is to be amended/ seems a farfetched dream for all the schools have suffered from disinvest- tend pre-school. supplemented by way of a progressive children of this country. ment and neglect for decades, creating • According to the government's Nati- expansion. Under the “Extending Right a mass exodus of working poor and onal Survey for Estimation of Out-of- to Education in UN Declaration of Hu- Massive Number of Out of School middle class from public schools and le- School Children conducted in 2014, mo- man Rights.” project a process has been Children - Based on the 2011 Census aving the poorest and most vulnerable re than 60 per cent of children dropped initiated for establishing coordination fi gures, there were 233,583,108 chil- behind. Recent primary school enroll- out before completing grade 3. with many countries, academicians, dren from age 6 to 14 in India. How- ment has reached 96 percent (with most • However, 36 per cent of children drop social activists and all stakeholders to of the growth in public schools), and out before completing elementary edu- work on a declaration to chance the ar- ever, from the total enrolment fi gures girls make up more than 50 percent of cation and about half of them are from ticle 26 of the Human Right Declaration. for 2011-2012 (page 27 of the DISE new students. marginalized and deprived groups. The Goal: 2012-13 Flash Statistics) had only The project is advocating for re- 199,055,138 students in schools (“in- State needs to be more responsive Need to intervene by International examination of Article 26 of UDHR of cluding enrolment in unrecognized to Right to Education plight. community; “Extending Right to 1948 in the changed global scenario schools and Madrasas”). This means Throughout the world governments Education in UN Declaration of Hu- and to reformulate it through a council, that over 34.5 million children cov- are trying to redefi ne and promote edu- man Rights.” participation in which is open to all de- ered by the RTE Act were not enrolled cation quality for all. The Sustainable Within the above backdrop there is a ne- mocratic organizations, Teachers’ Uni- in school. Development Goals (SDGs), the current ed, therefore, to rethink education mo- on, Students’ Associations, Grassroots blueprint for global education policy, re radically and consistently than be- NGOs, Community Based Organizations The role of state to Right to Educa- not only expanded the scope of educati- fore. The United Nations has laid down (CBOs), institutions and individuals of tion: New challenge of massive pri- on beyond access, it also included goals the right to education in the Charter of the world. vatization and commercialization; and specifi c targets regarding “inclusi- Human Rights, and declared it to be an The recently drafted New Education Po- ve quality education for all… in addres- obligation - for governments, civil socie- licy 2019 talks about giving a big rope sing gender disparities and improving ties and individuals. Its implementation References: to private sector and trying to soften all teaching and learning”. has been partial, at best, and all efforts 1. 40% of kids from migrant families don’t go to school’TNN the regulatory mechanism in favour of must be made to achieve its universal | Nov 20, 2018 http://timesofi ndia.indiatimes.com/artic- private sector right from pre-primary More importantly, central to SDG Goal enforcement. The world situation has leshow/66700788.cms?utm_,contentofi nterest&utm_ to University and technical education 4, is increasing the number of qualifi ed become so acute that the right to edu- medium=text&utm_campaign=cppst institute level. This is going to pose a 2. Right to Education Project, Promoting mobilization teachers. Our report centrally argues cation has to be signifi cantly expanded. and accountability,INTERNATIONAL INSTRUMENTS Right big challenge for poor and marginali- that the provision of entire school sec- Education must become a global and zed masses to avail the over ambitious to Education of Migrants, Refugees and Internally Disp- tors cannot be run on the basis of unqu- comprehensive right - an entitlement laced Persons, January 2014 Sustainable Development Goal 4. alifi ed minimally trained and underpa- that constitutes the core of human self- 3. Agile Joy, Research Student & Assistant Professor, id (mostly) female teachers. India must understanding. This must be jointly and Migrant Child Labourers and Human Rights Sacred Heart With nearly more than 200 million pu- better support teaching and learning – universally affi rmed so as to make the College, Thevara. pils in primary and secondary schools, but not with a tablet and minimally tra- states accountable and take the respon- 4. Nearly 81% of the Employed in India Are in the Infor- India has the largest youth demograp- ined instructors who read from a script sibility to realizing the Right to Educati- mal Sector: ILO, In the South Asian region, Bangladesh, hic in the world. Estimates place the po- of narrowly defi ned learning materials. on for all, as enshrined in SDG 4. Pakistan and Sri Lanka fare much better than India and tential value of India’s education market Nepal where informalisation of jobs is high, especially at US$110 billion and, as an emerging among the younger population, The Wire Staff ,New Education must remain a public The Project “Extension of Human Delhi. economy, multinational corporations good: Privatization of education refers Rights to Education” has been concep- like Pearson, along with international 5. All India Press Trust of India, Over 20 Million Indian to the state’s policy of allowing educa- tualized as a council to the UN. Various Children Have No Access To Pre-School: UN Report, Up- chains like Bridge International Aca- tional institutions to be run by private social actors involved in the extension dated: June 29, 2016. demies, have encouraged privatization parties for monetary benefi ts. And this of human rights to education will work 6. Politeknik, Project Dossier En 2019.

PoliTeknik United Page: 8 International JANUARY-APRIL | Edition: No. 1 Dr. Souribandhu Kar General Secretary of the All India Trade Union Congress in Odisha State Understanding Gandhi Through Padayatra in Odisha

met the inmate of Alakashram estab- 1934 and stayed at Harijan boarding. the people of Odisha, I will realise that lished at Jagatsinghpur which works He addressed the Brahmins of Birapu- I have served India. Odisha became on Gandhian Constructive line. Gan- rushottmpur who were determined to a sacred place to me, not because of dhi emphasised the need of national wipe-out untouchabilty. Even he in- Lord Jagannath, because his doors are education. Gandhi on his visit to Odis- vited the harijans to dine with the pa- closed for the harijans, so it is for me. Many times we see the statement of ha laid great emphasis and the partici- dayatries. He opened the Kunjabihari This is my tirtha, for this reason is that Einstein : “ Generations to come will pation of women in the freedom move- temple at Balianta for Hindus includ- I have started to remove the work of scarcely believe that such a one as this ment. Many women from wealthy fam- ing Harijans. In 1938, when Gandhiji untouchability system from here on ever in fl esh and blood walked upon ilies at the call of the Mahatma joined came to Odisha for Gandhi Sevashram my padayatra. I heard that the ortho- this earth.” How prophetic these words in the Satyagraha struggle. Rama Devi, meeting , kasturba was with him. Kas- dox people wanted me to kill and stop are when I look back his Padayatra(- Malati Devi, Jamuna Devi, Godabari turba desired to have darshan of Lord the untouchable work. If I go by train foot walk) in Odisha at the time of Debi, Subhada Devi and many more Jagannath at Puri. Baikuntanath Mo- or by motor, it was not easy for them intense freedom struggle. The person- joined the freedom struggle. hanty, one of the volunteer took Ba to to kill me. Apart from this, the pilgrim ality of Mahatma Gandhi and his vast show the different places in Puri and should go on walk for pilgrimage. The philosophy, covering every aspect of Gandhi visited Odisha eight times took her to Jaganath temple. The hari- pilgrim take the name of the lord, for- human knowledge cannot be evaluat- and spent 69 days in Odisha. His jans were not allowed to the temple. gets the pain and anguish and offers ed but his humanitarian approach and eventful fi fth visit to Odisha in 1934 Hence, Gandhiji took the vow that he his service at the feet of lord while go love for the downtrodden masses gives deserves special signifi cance because should not enter the temple but Kas- on pilgrimage by foot. Whether we will a glimpse of his unique personality. he has undertaken Padayatra or foot- turba went to the temple without the backtrack if sanatani brothers disturb march. Gandhi in his life-time under- knowledge and consent of Gandhiji. at Puri or face them with the policy Gandhi termed Odisha as a tirtha – took foot-march twice i.e. fi rst in Odis- Gandhi when came to know of this, of non-violence. This is not possible if pilgrimage. Odisha became a pilgrim- ha and second in Noakhali in 1947. This declared in the prayer meeting to go move in the train or motor. So, I have age to Gandhi because he started the padayatra has rightly been regarded as on fast. He continued fasting and re- decided to walk on foot, the rest of the untouchability movement in a differ- the Dharmayatra ( Religious March) mained totally silent. days of harijan padayatra”. ent manner. Gandhi visited eight times of the messiah who travelled on foot Odisha from 1921 to 1946. He has for the emancipation of Dalits of the Gandhiji advised the Harijan activ- Gandhi was fi rm of his work of social started his historic harijan (untoucha- state. Gandhi in this historic padayatra ists of Odisha in a meeting. He said, “ reconstruction. He opened Ashrams ble) walk from here for the fi rst time. collected Harijan Fund at every place. In this pilgrimage those who have di- and institutions like Akhil Bharat rectly participated, they would have Charakha Sangha, Akhil Bharat Gra- Gandhi’s visit depicted not only the Gandhi felt, ‘The Harijan movement noticed that real work lies in the vil- modyog Sangh, harijan Sevak Sangh struggles for freedom but also the is religious by nature. All great reli- lage. In this area mostly harijans are etc. Organisations for constructive Hindu Muslim Unity, spread of Khadi gions are their existence to the foot staying. The poverty is rampant here. work programmes and propagated & removal of untouchability. While marches undertaken by great spiritual So, this harijan karmi sangh should non-violent agitation, dignity of la- visiting Odisha, Gandhi could see the leaders. Puri is a place of pilgrimage send their good cadres to the villages. bour and discipline of austerity. The poverty of the people. This was moved and a centre of religion. So the change- This does not mean that they should national movement laid by Gandhiji him very much. For the fi rst time Gan- over to the really religious method of neglect the work in town. Village activ- for various social causes like abolition dhi came on 23rd March, 1921 when he preaching out to be undertaken here.” ists should do the work of both touch- of untouchability and harijan rights addressed a Mammoth Public meeting ables and untouchables. They should for entry to the temples were indeed at the sands of Kathajodi river. Pandit Gandhi undertook his padayatra organise education for all harijan chil- very important milestones in the Gopabandhu Das welcomed Gandhiji on 9th May, 1934 at 5.30 A.M. along dren and adults, provide them clean annals of human rights movements there and termed him not as a man but Puri-Cuttack Road. His companions drinking water and open the doors of in modern India. As a matter of fact, an angle who has come to ameliorate were Amritlal Thakar, Miss Mira Behn, the temple- - -. They should teach them this was a bold step taken by a man of the plight of the poor masses. Gandhi- Sushila Behn, Uma Bajaj (Daughter to avoid wine and intoxinate habit. strong convictions and determination. ji’s massages to the people of Odisha of Jamunalal Bajaj), Pravabati Devi Keeping friendship with the toucha- was clear and loud. It was satyagraha (wife of Jayaprakash Narayan), Balaji bles, they should take interest to serve In respect to his approach and meth- and non-cooperation. He also never Govindji Desai, Damodar Das, Kaka the harijans. Never try to do it forcibly.” ods, Gandhi explains : “ My mission is forget to collect Tilak Swaraj Fund. Kalekar, a German journalist K. Bu- to teach by example and precept under Odisha enrolled three lakh congress tow, Gopabandhu Choudhury, Rama He laid emphasis on the purity of severe restraint the use of the matchless membership and three lakh rupees for Devi, Harekrishna Mahtab, Nilakantha character of the workers. Those who weapon of Satyagraha, which is a direct Tilak Swaraj Fund. Das, Raj Krushna Bose and few other cannot change their character should corollary of non-violence and truth. I leaders. Jadumani Mangaraj, Satya not venture for this work. He special- am anxious, indeed I am impatient, to Gandhiji’s life and massages was Narayan Sengupta, Bichitrananda Das, ly advised Smt. Rama Devi to look for demonstrate that there is no remedy for widespread in rural Odisha and was Binod Kanungo, Surendra Patnaik, Sa- the proper accommodation and educa- the many ills of life save that of non-vi- worshiped as an incarnation of God. hadev Das, Gajendranath Das, Nanda tion for the workers and organise the olence - - - when I have become incapa- In 1922 during Ratha Yatra (Car Fes- Kishore Das, Karunakar Panigrahi and institution. Gandhiji in his harijan pa- ble of evil and when nothing harsh or tival) at Berhampur, the non-co-oper- many others also joined the Padayatra. dayatra in Odisha stayed on the open haughty occupies, be it momentarily, my ators used the image of Mahatma in Mass and massive crowd followed him below the sky and encouraged the thought, would then and not till then, my non-violence will move all the harvest of front of the chariot. Gandhi became on his padayatra. He visited harijan workers to do the harijan work to re- the world. I have placed before me and a household name in Odisha and odia basties on his route and advised them move untouchability from the society. the reader no impossible ideal or ordeal. literature depicted vividly on the glo- to discard alcohol and follow the rule It is man’s prerogative and birth-right.” ry of Mahatma. In 1925, Gandhi with of hygiene. Gandhi was of the view While at Delanga in Puri district, that ‘Hinduism will be effaced alto- Gandhiji in a public meeting said, the invitation of Madhusudan Das, the Gandhiji’s padayatra in Odisha was a founder of Utkal Sammelani visited gether’ if this evil is not resisted. “Odisha is the dearest place in India historical event and it established fi rmly Cuttack and the Utkal tannery. Gandhi for me. When I reached India, I came his philosophy of truth and non-violence was deeply pleased when he found the Gandhi visited Gopabandhu Seva to know the poverty, drought of Odis- through the struggle of satyagraha. Hindu Muslim Unity in Cuttack. He also Sadan (Kadua Ashram) on 10th May, ha. I have realised that if I could serve

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 9 Dr. Uday Balakrishnan Centre for Contemporary Studies, Indian Institute of Science, Bengaluru, Karnataka - India Remembering India’s Most Powerful Leader Minister longer than anyone else except the Indian Institute of Science. Both fl o- her son, Sanjay Gandhi, to commit during her father, Jawaharlal Nehru. urished. that period that bordered on criminal. These included mass forced sterilization Indira Gandhi did not inherit her po- The likes of MS Swaminathan and Varg- and the heartless demolitions of places sition but earned it through sharp politi- hese Kurian were given the freedom and where the poor lived - Turkman Gate be- cal maneuvering that split the Congress the time to unfold the green and white ing a case in point- that made the Emer- party, ensuring that the breakaway wing revolutions in India. When she saw the gency a nightmare. She paid the price for she led became the successor to the one need for a dedicated external spy agency her blunder and was elected out of offi ce that was founded in 1885. Indira brought in an extraordinary poli- in 1977 only to come back as Prime Minis- India is the world’s largest de- ce offi cer, RN Kaw and gave him the free- mocracy. It is raucous and at ter in 1980. times chaotic, but the world Indira Gandhi did not get an easy co- dom to develop one. knows very little about what untry to administer. At the time of her Indira Gandhi’s worst failure was to makes a fi fth of all mankind takeover as Prime Minister in 1966, India Indira Gandhi was a true visionary emasculate a great political party and come together and stay together. was less than 20 years into freedom, still foreseeing the rising importance of spa- make it so subservient and beholden to People in the West know more raw from a partition that had devastated ce research as well as a scientifi c base in her. She achieved this by blatantly pro- about Ho Chi Min and Mao than much of its northern and eastern parts. Antarctica. In both areas she thought big moting her mediocre sons, fi rst Sanjay about any Indian leader except Pakistan and China were menacing aga- and put India alongside the most develo- Gandhi who became the face of the emer- perhaps Mahatma Gandhi. This in. The internal threats it faced, made In- ped nations of the world. gency and the author of practically all the essay introduces one of the great- dia look very fragile indeed. She tackled things it came to be notoriously associa- est Indians of the 20th Century, them all with ruthless resolution. Long- Along with the Communist states of who deserves to be better known ted with – the forced sterilizations and in the rest of the world. Born in running insurgencies in the country’s the world especially the former USSR, the destruction of the homes of the poor November 1917, Indira Gandhi North East in Mizoram and Nagaland she was on the right side of history, sup- and the marginalized, best exemplifi ed at was assassinated by her security were tackled with uncharacteristic to- porting the North Vietnamese against the Turkman Gate in Delhi. guards in October 1984. ughness. Americans, denouncing western imperi- alism in Africa and Asia and standing by When he died in a plane crash, she bro- The only instance where the Indian Air Cuba. ught in her other son, Rajiv Gandhi who Pugnacious, ruthless and shrewd, Indi- Force was used in an internal confl ict was blew the massive sympathy-mandate he ra Gandhi was without a doubt the most when it was used to bomb Aizwal in early Like other Indians, Indira too was crus- got through an ill-advised armed inter- powerful leader India has ever had since 1966 soon after she took over as Prime hed by the 1962 Chinese victory in its vention in Sri Lanka, a dangerous game independence. Globally she remains the Minister. Within a year into her Prime border war with us. Under her leaders- of playing to worst elements in the Hindu only third-world leader who stood up to Ministership, violent Maoism had reared hip, the Indian army recovered some of and Muslim communities and topping it American pressure - tellingly in 1971-and its head for the fi rst time in 1967 in Naxal- its lost pride by unexpectedly besting the all with a humongous arms scandal that got away with it. bari and was crushed. Chinese in a little-known bloody border fi nally brought his government down. confl ict in 1967. The Congress party, thereafter, has rema- Her unorthodox education at home, Ever a pragmatist and conscious of ined a family enterprise leaving a once in school and college in India, including India’s diversities, Indira Gandhi could Although she was passionate about grand party as a personal fi efdom of one stints in Shanthiniketan, Switzerland, be fl exible when she knew she had to be. non-alignment, it did not come in the family ever since. and Oxford conditioned Indira’s national A classic instance is how she diffused the way of concluding a Treaty of Friendship and international outlook. She grew up anti-Hindi agitation in the South Indian with the former USSR, and reequipping By the time Indira Gandhi fell to an in the fi erce churn of the freedom move- state of Tamil Nadu with understanding, the armed forces with Russian help. Both assassin’s bullets on 24th October 1984, ment giving her a deep understanding of by accepting that usage of English will proved their worth in the 1971 war to li- India was a very different country from India. continue. berate Bangladesh. However there were the one she had taken over. It was more some blunders too, for which India is, integrated as a nation than ever before. Her international outlook as well as the Rampant poverty coupled with a ra- even now, paying the price. A distinct Indian identity emerged under vague socialism she practiced – amongst pidly growing population and mass illi- her long administration. For that, India other things leading her to nationalize teracy made a bad situation on the food While the 1971 war with Pakistan saw will remember her, along with her father banks, doing away with privy purses front terrible at the time of her taking her at her best, she made a hash of the pe- Jawaharlal Nehru, as one of its greatest and amending the Indian constitution to over as Prime Minister. Two successive ace that followed. The Shimla Agreement leaders. explicitly cast India as a socialist, secular monsoon failures in 1965 and 1966 had she arrived at with Bhutto, let Pakistan republic - came from imbibing the liberal laid India low, leaving it dependent on off the hook, making the rump state, imports to feed its people. The US, which which had just perpetrated a genocide Dr. Uday Balakrishnan, a former Fel- spirit of her times and those that her fat- low at the National Institute of Ad- her fostered in her. stepped in to ease the shortage and sta- look honorable. Eventually this led to Pa- vanced Study –Bengaluru, and twice bilize food prices, kept India on a short kistan going nuclear, fulfi lling a vow that Visiting Fellow at the Central European Her years as Jawaharlal Nehru’s con- leash. Bhutto had made that he’d do everything University has a long association with fi dante and offi cial hostess through his to get the Bomb. the Indian Institute of Science (IISc.) – Bengaluru. He was a Visiting Scholar Prime Ministership developed in Indira, It’s a tribute to Indira Gandhi’s sagacity at its Centre for Contemporary Studies even more than in Nehru himself, a profo- in the midst of a political churn that she By repatriating the 93,000 Pakistani from 2011 to 2019 and currently teac- und understanding of the complex mix of could take a long-term view of things. Her prisoners of war (POWs) in Indian cus- hes public policy and contemporary his- social and ideological forces driving free determined pursuit of an on-going objec- tody to Pakistan, Indira Gandhi ensured tory at IISc. tive to make India self-suffi cient in food that not even one was tried for the genoci- India. Dr. Balakrishnan is a former senior le- grains saw dependence on imports plum- de committed in, what was then, East Pa- vel civil servant in the Government of Those within the Indian National Cong- met from 10 million tons in 1966 to 2 mil- kistan. One wonders if the Pakistan army India. He retired in 2010 as Member of ress who elevated her to Prime Ministers- lion in 1971 and almost nil thereafter. would ever have returned to a dominant India’s Postal Services Board & Chair- hip, believing they had a novice who co- role in the governance of Pakistan, had man of the then USD 3.2 billion Postal Life Insurance Fund. In a long career uld be easily manipulated and controlled, Indira Gandhi recognized competence, that not happened. in the civil services (1975-2010), he has realized much too late how well equipped accommodated and rewarded it very well been in charge of programs on financi- she was for the job and how ruthless she giving it the freedom to carry on. When Contrary to popular belief the 21 al inclusion of the least well off in rural could be. It is hardly surprising then, that Satish Dhawan took over as the head of month long Emergency she declared in India as well as the country’s child labor Indian Space Research Organisation, she June 1975 was not her worst mistake. Rat- elimination program. He is a columnist she could easily navigate treacherous po- for India’s best newspaper The Hindu as litical waters to continue as India’s Prime allowed him to continue as Director of her it was the excesses that she allowed well as its business paper, Businessline.

PoliTeknik United Page: 10 International JANUARY-APRIL | Edition: No. 1 JANUARY-APRIL | Edition: No. 1 International Page: 11 Dhainika Ishani Wickramakaluthota PoliTeknik International Board Member –Pupil from Matara, Sri Lanka Child Labour in Sri Lanka

In Sri Lanka anyone under 18 years to migrate for work due to fi nancial a child’s future. Once they grow up, right to make someone's childhood of age is considered as a child. All reasons, lives of some children are there is a substantial chance that they a bitter one. Every child should be children must attend school until 18 squandered in vain. Considering this would treat their kids the same way. treated equally. The most important years of age. Using children below 14 issue Sri Lankan government has tak- Thus, a child’s mental and emotional thing is to take great care of a child’s years of age for labour is considered a en some steps to minimize the diffi - health is extremely important, espe- mental and emotional health. If not, huge crime in my country. Compared culties of the poor. Families with low cially in such conditions. Some girls a society full of corruption and crime to other Asian countries child labour income are given essential food items are sexually abused and physically will be created and because mentally is not a burning issue in my country and sanitary items for free every harassed by their step fathers which, harassed children would grow up to as it is very less. Sri Lankan govern- month. Apart from this people are in some cases, can plunge them into become an unproductive member of ment offers free education up to the given some amount of money every becoming sex slaves or make them the society because of their personal university level. So most parents try month. This is called "samurdhi". Sta- take their own lives. In other situa- bitter experiences. It is a noble thing to provide their children with good ple meal of Sri Lanka is rice and cur- tions, physical abuse can aggravate to and a great responsibility to be a good education. Instead of involving them ry. Although rice can be provided for a regular occurrence. parent. If everyone cared for all chil- in day-to-day activities and household free vegetables cannot be given for dren the same way they do for their works,parents always motivate their free every month. Therefore the gov- A separate unit has been established own child, it would make the world children to study. ernment has taken steps to motivate in every police station of Sri Lanka a better place. A child represents the people towards home garden cultiva- for crimes on children and women. A next generation of that country to But there are a few situations in tion. To support this essential vegeta- female offi cer is appointed as the ad- have a fruitful generation children which the children are labouring for ble plants and fertilizers are given for ministrator of that unit. A child who is and should be treated well. their own family. If the mother has free. By these solutions a family with facing such a situation has the ability gone abroad,then the elder boy or girl low income doesn't need to spend a to complain directly. Necessary legal Sri Lanka is a country which consid- has to look after the younger siblings. lot for food. They can use this money actions are taken after the complain. ers the education as a child's right. So In situations like these some of them for other family needs. Tendency of If the child no longer likes to live with a prominent place is given by the gov- have to stop schooling. If there is an Sri Lankan mothers to go abroad has these people, he/she is sent to a care ernment by offering free textbooks, infant in the family, the elder has to been reduced relative to the past be- centre which is administered by the uniforms and other school items. look after him/her. In some situations cause of these efforts. government. There all the needs of People in Sri Lanka gain a lot from these children don't have enough time the child are fulfi lled. The govern- free education. Most of the children to manage their studies and house- When a child lives with a step moth- ment takes full responsibility to make work hard for studies and make their hold work. For the sake of family their er or step father, they try to use that their life a fruitful one in the society. dreams come true with the help of a schooling is stopped. According to my child as domestic help In situations free education system. opinion poverty is the major reason like these the child has to do various Child labour is a huge crime in for this type of child labour. household work that isn't suitable Sri Lanka. Therefore, instances of for the age. These children have lack child labour are scarce in my coun- Mother is considered as the all round of parental love and undergo de- try. Everyone loves to have a sweet guardian of the family. When she has pression. This has grave impact on childhood. No one has any right any Edition Example 2019

Español International OCTUBRE / NOVIEMBRE / DICIEMBRE | Edición: Ejemplo OCTOBER / NOVEMBER / DECEMBER | Edition: Example OUTUBRO / NOVEMBRO / DEZEMBRO | Edição: Exemplo

https://upload.wikimedia.org/wikipedia/commons/f/fd/Painel.Paulo.Freire.JPG Paulo Reglus Neves Freire Luchas sociales por el derecho a la Participação de crianças e educación – Chile Project adolescentes na ampliaçãodos direitos "Extension of Human Rights to Education" Camila Rojas Roberto Álamos humanos à educação: partilhando Presidenta de la Federación de Estudiantes de la Universidad de Chile Director del Centro de Estudios de la Federación de Estudiantes de la (FECh) Universidad de Chile (CEFECh) INVITATION FOR COLLABORATION saberes e ensaiando alternativas Prof. Dr. Alexandre Magno Tavares da Silva En Chile, las movilizaciones estudian- sidades públicas tradicionales, las uni- puede ser contradictorio con el carácter blicos sólo en la población más vulnera- Universidade Federal da Paraíba-Brasil tiles y sociales que se han gestado en versidades privadas (creadas luego universal que la declaración le entrega ble, excluyen al resto de la población de Prof. Dr. Michael Winkle a este derecho. ¿Por qué? Nos parece que los beneficios del acceso universal a los Página 3 la última década han planteado la de la reforma universitaria realizada Head of the Academic Advisory Board - Project "Extension of Human Rights to Education" necesidad de consagrar la educación en dictadura en 1981) y la educación es difícil sostener que un derecho hu- derechos, cuestión que sucede no sólo Introdução – Neste artigo pretende- projetos sócio-comunitários. país. Diante deste quadro entidades, a ser tomados enquanto sujeitos soci- como un derecho para todos los ciuda- técnica. La cobertura se ha ampliado mano universal pueda ser garantizado en materia educacional sino también en mos trazer nossa leitura sobre saberes organizações sindicais e dos movi- ais ativos, protagonistas também de danos, generando un debate amplio y exponencialmente en las últimas dé- a través de medidas que terminan exclu- salud, seguridad social, entre otras. Perhaps we have an opportunity. It This opportunity, however, exists in derstanding. This must be jointly and probably demand that at the very construídos na participação ativa de As mudanças conjunturais e de clima mentos sociais populares organiza- um projeto político que teve início em profundo sobre los alcances de esta cadas, sin embargo para ello se han yendo a gran parte de la población. might be a small one, but it gives hope a world where 60 million children universally affirmed. outset we critically assess the present adolescentes como sujeitos sociais(Die político vivenciadas no Brasil no final dos, tem incentivado mobilizações meados dos anos 80 através de uma afirmación. Nuestro sistema educati- impuesto altas tasas de endeudamien- Como consecuencia de este tipo de ac- to all societies, countries, regions, do not re- ceive education, and where state of education. In many countries Kinder als soziale Subjekte), dentro de de 2015 e início de 2016 pelo gover- contra as reformas e ameaças diante grande mobilização no Brasil na qual vo vigente fue construido durante la to a los jóvenes que acceden a ella en Esta discrecionalidad con la que los ción estatal, en muchos países, pese a groups and communities. Above all, awareness of the worth and necessity This affirmation, and the practices and societies, education is neither projetos sócio-comunitários. Esses sa- no interino, têm causado uma virada dos direitos sociais e sucateamento crianças, adolescentes e jovens repre- Dictadura cívico-militar que gobernó busca de mayores oportunidades, pe- Estados pueden hacer efectivo el dere- que existe un reconocimiento de los de- it gives hope to each and every indi- of education, even amongst adults, is that follow from it, must be a collec- sufficiently organized nor minimally beres colaboram na forma como discu- radical na concepção dos Direitos das políticas publicas[iv]. O esforço sentando várias cidades brasileiras nuestro país entre 1973 y 1990, y que ro que ven frustrados sus sueños en cho a la educación no sólo se limita a la rechos humanos en diversas declaracio- vidual. very unevenly spread. tive exerci- se – something carried guaranteed by the state. Of course, tem e se posicionam diante dos prob- Sociais que estava se construindo no será para a construção coletiva e uni- se encontraram em Brasília a fim de impulsó una verdadera revolución carreras con baja empleabilidad y alta Declaración Universal de los Derechos nes y tratados, su acceso está mediado out in a spirit of understanding and this does not mean that education lemas sociais de seu tempo (comuni- país nas últimas décadas. No relatório ficada, e participação na construção discutirem os desafios que envolvem neoliberal, entregando la provisión deserción. Humanos, sino que también, se replica por la capacidad de pago y la situación This opportunity is education. Educa- There is a need, therefore, to rethink listening to each other. provisioning is absent in these con- dade, cidade, estado, região, país), do Programa das Nações Unidas pa- das ações, pois os retrocessos nas as políticas publicas, identificando as de la educación al mercado: en Chile, en otros tratados sobre derechos huma- socioeconómica de los titulares de di- tion means a range of things: teaching education more radically and consist- texts or that people in these societies bem como geradores de estratégias ra o Desenvolvimento no tocante ao políticas públicas só serão barrados dificuldades e propondo mudanças[vi]. más del 80% de la educación superior De esta manera, el Estado en Chile nos, tales como el Pacto de Derechos chas garantías. Dado que los tratados y and learning, knowledge and skills, ently than before. The United Nations We invite you to this exercise – an en- are indif- ferent to the importance of para ampliação dos Direitos Humanos panorama brasileiro, destaca que o com a mobilização de estudantes, Trinta anos depois, vários direitos chilena está en manos de privados. no se ha hecho cargo de la promo- Económicos, Sociales y Culturales. Al declaraciones sólo traen la obligación schools, understanding the world, has laid down the right to education terprise that has already begun in a education. (Menschenrechts). Isto só está sendo Brasil conseguiu tirar 29 milhões de trabalhadores, movimentos sociais, conquistados pelas crianças, adoles- ción y aseguramiento de un auténtico no existir una mención a qué tipo de de adoptar medidas concretas, muchas understanding other people, and un- in the Char- ter of Human Rights, and variety of ways, its implications being possível a partir do momento em que pessoas da pobreza no período entre organizações da sociedade civil, sin- centes e jovens estão sendo constan- En el nivel escolar, los mecanismos derecho a la educación sino que, al medidas son idóneas para garantizar veces se limita la universalidad del dere- derstanding oneself. It means the abil- declared it to be an obligation – for felt across the world. The task is to identify the structural in- educadores e educadoras passaram a 2003 e 2013. Atualmente, com o go- dicatos, movimentos sociais do cam- temente atacados e suprimidos de de mercado generaron una segmenta- contrario, ha abierto espacio para la derechos sociales, muchos gobiernos cho a la educación bajo el mandamiento ity to work with others to shape this governments, civil so- cieties and indi- adequacies, while at the same time sup- olhar esses atores sociais não como verno interino, convivemos com uma po nas ruas. O Brasil, como outros forma cruel na atual conjuntura bra- ción excesiva entre estudiantes, con- construcción de un mercado educati- terminan implementando políticas que de un supuesto “uso más eficiente de los world; to find and develop common viduals. Its implementation has been It is about initiating and establishing porting and strengthening the educa- indivíduos isolados e passivos dent- grande ameaça aos direitos sociais e países da América Latina, possui uma sileira. Nesse sentido, gostaria de des- sagrando una fuerte segregación so- vo donde la educación está a cargo de dificultan la universalidad de dichas ga- recursos del Estado”, es decir, se omite ground where controversy pre- vails. partial, at best, and all efforts must be a common conversation, a common tion opportunities that do indeed exist. ro da realidade social, mas sim como o risco de inviabilização e retrocesso longa história de lutas e processos tacar pontos que nas últimas décadas cial que derivó en verdaderos guetos empresarios que priorizan sus utilida- rantías, tal y como señalamos anterior- de dar cumplimiento a un deber corre- Education means recognizing the made to achieve its universal enforce- thought process. It is about con- In other countries and social contexts, sujeitos sociais ativos[i], que procuram em diversas conquistas nas políticas emancipatórios a favor dos Direitos de nossas investigações, tem chama- educativos. A la fecha, menos del 40% des y fines de lucro antes que el dere- mente. lativo al derecho a la educación consa- lives of others as legitimate ways of ment. ducting a universal and substantive education is being increasingly subordi- tomar posições e proposições críticas públicas. Enquanto isso, a base social Humanos[v]. Lutas que geraram sa- do a nossa atenção quanto à produção de la educación escolar es entregada cho a la educación de los ciudadanos grado en la Declaración. living, thereby preparing the ground deliberation that would eventually nated to the imperatives and priorities na vida social, escolar e comunitária. brasileira apresenta uma triste rea- beres e aprendizagens em processos de Saberes no processo participa- por escuelas públicas. Lo anterior se chilenos. Algunos ejemplos de políticas públicas for peace. That, however, would not be enough. persuade the world community – the of corporations. While it is important Destacamos ainda os princípios da lidade: 2,5 milhões de crianças sem participativos interculturais. tivo de crianças e adolescentes nos reproduce en las universidades: la que atentan al carácter universal del Los y las estudiantes de Chile nos he- The world situation has become so United Nations – to extend human to train pe- ople professionally so that Pedagogia libertadora e da Educação creches; 600 mil sem pré-escola; 460 Vale destacar, entre os atores sociais projetos sócio-comunitários, e suas actual prueba que permite el ingreso Bajo la Declaración Universal de los De- derecho a la educación son las políticas mos movilizado por hacer retroceder In a world marked by strife, exclusion acute that the right to education has rights to education. What would be they can find employment in corpora- Popular (Befreiungspädagogik)[ii], mil fora do ensino fundamental; e 1,7 envolvidos nesta luta, o papel das cri- contribuições no campo da ampliação a estas sólo demuestra el poder ad- rechos Humanos, la efectividad de los de focalización del gasto público, tales el mercado en la educación, buscando and misery – a world that is losing its to be significantly expanded. Educa- the themes of such deliberation? tions, education cannot be reduced to que tem referencia no pensamento milhão de jovens, de 15 a 17 anos, fora anças, adolescentes e jovens, sobretu- dos direitos sociais. Estas reflexões quisitivo que tienen las familias. En derechos sobre la educación está al ar- como becas, créditos y subsidios educa- recuperar el sentido original que la beauty of language, society, culture tion must become a global and com- such training. The concept of education, pedagógico do educador brasileiro do ensino médio e ainda 13,2 milhões do as que se encontram em situação surgiram no contexto do nosso tra- Educación Superior, el panorama de bitrio de las medidas que decida adop- cionales. Este tipo de medidas, al tener and nature – a lot depends on educa- prehensive right – an entitlement that While nothing can be fixed before- Paulo Freire (1921-1997)[iii], enquanto de analfabetos, sendo que 54% estão de rua e vulnerabilidade social. Ao balho de doutorado na Universidade segregación se repite entre las univer- tar cada Estado, lo que en muchos casos por objetivo concentrar los recursos pú- Página 3 tion. constitutes the core of hu- man self-un- hand, the nature of the task would Page 3, 24-28 fundamentos educativos em alguns localizados na região nordeste do longo dos anos 90 no Brasil, passaram Johann Wolfgang Goethe – Frankfurt/

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Pupils Voices on the Rights to Education Mikael Menezes - Brazil • Hande Soran - Canada • Aysel Turaçlı & Omar Irani - England Ayban Dilsaz Ulusan - Germany • Abhinav Raja & Shivani Sundara Babu - India

A Teleconference with Pupils to discuss their own educational situations in the countries they are living in This fi rst experience will be continued in context of the project "Extension of Human Rights to Education" Hande Soran Aysel Turaçlı Omar Irani Shivani Sundara Babu

Mikael Menezes & Friends Abhinav Raja Mikael Menezes & Friends Ayban Dilsaz Ulusan

The PoliTeknik Project organized a conference with volunteer students from diff erent countries on 13th October, 2019. The objective of the meeting was exchanging points of view and experiences about the human right to education in their context. The conference was really informative and productive, as we could discuss the present scenario of education systems in their respective countries. The skype conference was based on three important questions, the quality of education, access to education and how to improve the education system. We had 12 to 16 year old pupils from Canada, Brazil, England, India and Germany sharing the pros and cons of their homeland educational systems and also putting forward suggestions what could be done in order to improve the quality of education. Also, these students identifi ed mechanisms of exclusion that could hinder one’s access to education in their countries.

We believe that promoting experiences that merit pupil’s voices are important for evolving perceptions about education. Be- ing in touch with the reality of education in other nations certainly leads to diff erent refl ections and can help participants have new ideas on how to improve education in their contexts or in the other colleagues’ contexts, by sharing experiences and views. We’d like to thank all students involved in this engagement and hope we can move forth in this global education discussion!

Public: Free education It is free for residents from other places like church French immersion: Free education. It’s a large community that will allow Cons: Limited extracurricular opportu- Hande Soran Is meant to teach students French so that students to have a broad social life as nities in school 1. How do you evaluate your educa- they can embrace the bilingual quali- well as fair education. Larger classes that people with diffi culty tion in terms of quality? What are the ties of Canada. Cons: If the parents are not interested learning can fi nd hard to learn in pros and cons you observe? Private: Paid education with the school’s in their child’s hobbies, and don’t send own curriculum them to do extracurriculars than the French Immersion: - In terms of the quality of education, Catholic: Public education with the in- child may not do any extracurriculars Pros: Students have the opportunity to Canada has a very developed educa- fl uence of religion since the school does not provide many. become bilingual, if not already. Learn- tion system. When considering the difference be- The education is limited and assumes ing new languages also helps in brain - In Canada they don’t make you study tween the private and public educations that all students want to learn the same development. and learn and never take your head out though, private education has more en- way. It is free of books, they allow you to personally de- riched programs. Catholic education: Students who want to focus more on out- velop and learn. Public Education: Pros: Students have their academic ed- of-school activities have the freedom to I believe that this helps the quality of ed- Pros: Students who want to focus more ucation and still incorporate religion do so because of the early end of class ucation on out-of-school activities have the free- into their daily lives Cons: Since you have to register for There are 4 types of education in Can- dom to do so because of the early end of It is free French immersion education from a ada classes A community that you probably know very young age, if a student does not

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want to learn French when they are old- Cons: Objective: Student sharing view study and have a profession in his/her to education better in your country? er, then the students will be unenthusias- about his/her own education, how she/ life, the public system in Canada can of- What could be done and who could do tic about school he evaluate his/her own education. fer the opportunity for free. For this, the it? If the parent’s can’t pay a lot of attention low students for outside after-school ac- child should be guided well through the to their child, and don’t send them to tivities family or the teachers who would recog- Canada has almost perfected the educa- extracurriculars than the child will not Pretty expensive nize/ acknowledge it. tion system. do any extracurriculars since the school Objective: Student sharing view about But the public system would not provide The only fl aw in it are the benefi ts pro- does not provide many his/her own education, how she/he the best opportunities for things like ad- vided to teachers, backbone of any edu- Private Education: evaluate his/her own education. vanced curriculum. The system is based cational system.. Pros: Has extracurriculars in school so on one way of learning and if the kid If the teachers were paid better, then they that students can learn and pursue their 2. Do you think everyone has good has a different way of learning, s/he would be more enthusiastic. passion at the same time access to education in your country/ may not thrive in public education For this to happen though, more money Has a different curriculum than public region? Why? Everyone in my region has equal access would have to be put into the education schools (mine teaches two years ahead to education. system. in English and math, with a STEM pro- I think in Canada quality education is This is provided through public schools. gram. We learn 1 year ahead in French accessible at all levels. If a child is willing to pursue higher edu- Many teachers prefer teaching in public and science) There are 8 provinces and 3 territories cation, a public school from elementary schools because they retire as part of the Mostly project based learning in Canada. Each province or territory to high school will give them the opportu- government and get retirement funds Small classes to allow students to learn is responsible for their own education nities they need. as if they were a government employee. in a more closed and personal environ- system. The reason why I think that everyone in It is not easy. And in private system the ment Most of them are alike, but there may be my region has good access to education teachers’ contracts are renewed yearly, small disparities is because the Canadian government so their jobs are not guaranteed for the I can only speak from had worked towards that and ensured following year which may have impact the perspective of the that this happened. on their stress level. Also, new imple- province of Ontario, but Objective: sharing the vision of the stu- mentations in the education system I know that most prov- dent about education in her/his own might make teachers lose their job. inces and territories country, region or community. Some dif- have similar systems ferent social contexts shall appear here. Objective: sharing a notion of a way to Any child can have ac- Objective: sharing the vision of the stu- follow in extending the right to educa- cess to free education. dent about education in her/his own tion by the views of the students The only reason for a country, region or community. Some dif- In the end, it’s expected that the students child not to get a good ferent social contexts shall appear here. will have a more enhanced perception education would be be- of the different types of education real- cause they don't want to. 3.What do you think would be a good ities around the world, being provided For a child willing to idea to make education and access a refl ection about education in his/her Kaynak: Atilla Soylu own nation

school you can also attend the high- Usually you have well educated in schools with different levels for school level in these schools and go on teachers with two subjects like PE and succsessful pupils and so on highlights Ayban Dilsaz to attend a University. Third option is History for example. non-equality. Also an important issue Realschule and Hauptschule. These You get a comprehensive and diverse is; you have sparse leisure time. It’s are for children that pursue non-uni- education really hard, you have 32-35 hours of Ulusan versity education. They are for 5 years. All schools must complete with the school each week topped with 2-4 hours After, you can make a pre-education same central exam. So you have equal of time spent preparing for homework for example for a craft- profession and conditions for all assignments. Support from teachers is A Brief Outline of the Ger- so on. a big concern. They are mostly over- Besides there are also schools with Usually you partake in more than worked. man Education System special pedagogical program like one internships to get better pre- Montessori or Steiner-schools. These pared for a job. You have the choice In most schools, teachers are not well schools are like private schools. I am versed in latest media and equipment As is well known Germany is a feder- to get non-govermental education. going to a high school that focuses know how. al state with 16 states, they are called You also have a number of sports and mainly on art subjects like music, “Bundesländer”. Each of them are other clubs to participate in for low theater, painting use etc.. So you have to go 13 years to school responsible for their own education budget. However, I will start with the pros of for fi nishing plus university education. system. Cologne belongs to the Federal the German education system: Another special point is, in Germany State of Nordrhein-Wastfahlen, it is ab- However in my view the cons are: you don’t have school-uniforms, there- brivated NRW. It is nearly without payment, only in You have a lot of subjects, curricu- fore many cases of mobbing are hap- private school you have to pay fees. pening. In NRW education system is divided lum to learn, you get large amounts into primary Education: these are Kin- of home work The curriculum focuses on Europe- dergartens, primary schools and sec- and you have an themes on thinking, culture and ondary education schools. The second- to manage all history. Focus on other cultures from ary education is divided in 4 different with your par- around the world is rudimentary. School-levels, plus seperate instiution ents. So if you for disabled people. So far after 4 years are a child of And therefore languages like Polish, of primary school education, if you are non-educated Russian, Turkish, Arabic or Chinese a very good pupil , you can go to a high people you have aren’t common in Germany despite level school called gymnasium, that is a low chance to large populations representing them aimed to prepare you mainly for uni- perform well in for example close to 5 million Turks, 2 versity education. an exam: that means no equal million Russians and one million Pol- ish. There are also Gesamtschule-schools. chances. They have all kinds of pupils and if you So these are the main pros and cons perform well enough, after secondary Also the of the German education system. https://commons.wikimedia.org/wiki/File:Wappen_von_Köln_vor_Panorama.JPG, Rolf Heinrich (Köln) early division

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tions of their subject. incredibly competitive environment ne, each with an end of year exam that • Majority of subjects for specialisa- with many bright young people getting is averaged. Mikael Menezes tion are optional, many topics allow overwhelmed by this experience hen- a vast knowledge to be acquired. ce missing out on ‘good’ or ‘superior’ This could all be done by the • School offers clubs and other ac- education as they are purely focused government’s secretary of education. tivities. on passing these crucial exams. • Specialised tips etc given on per- sonal development and form peri- The education received by these kids ods. in a school that wasn’t their fi rst choi- • Frequent tests prepare me for the ce (has lower achievement than other Aysel Turaçlı future qualifi cations needed for po- schools) is not in any way inferior, tential jobs. however the environment in these The main and in my opinion, the most • Rich diversity of students and schools affects them – it’s not what important points of the Article 26 of teachers along with the school pro- Universal Declaration of Human viding facilities for different reli- Rights are… (!!!Only mention the bold gions and beliefs allows cultural points!!!) Brazilian education system has both diversity and respect among others. 1. Everyone has the right to educati- public and private sector involve- • School allows students to learn at on. Education shall be free, at least ment. Positive point of public educa- their own pace while doing well. in the elementary and fundamental tion is that it is based on humanita- • Textbooks and exercise books stages. Elementary education shall rian and social project model. Private are provided as well as computers, education, on the other hand, focuses be compulsory. Technical and profes- printers and much more for organ- sional education shall be made gene- primarily on “future” career. Negative isation and work ease. points of public education include lack rally available and higher education • Teachers offer catch up/help ses- shall be equally accessible to all on of pedagogical structure, fi nances and sions at lunch times. absence of better security conditions. the basis of merit. • Teachers give homework every 2. Education shall be directed to the day to keep students on track with Not all Brazilians have adequate ac- full development of the human per- classwork on the topic and re-en- sonality and to the strengthening cess to good education, this is a grave force the learning done in school. problem mainly for those who lack of respect for human rights and fundamental freedoms. It shall fi scal security. Despite of public scho- Cons: promote understanding, tolerance ols, they have to work in order to buy • Topics taught does not provide in- and friendship among all nations, sustenance. This harsh reality turns depth analysis, only what you need to racial or religious groups, and shall children away from education. know for the exams. further the activities of the United Nati- • Not all teachers provide written or ons for the maintenance of peace. In order to improve access to educa- verbal feedback. 3. Parents have a prior right to choose tion, I think, more social inclusion • GCSE grades changed from A* - G to www.visitsurrey.com the kind of education that shall be given projects targeted for students with 9 – 1, which is more confusing. to their children. adverse fi nancial conditions can be • In year 7 and 8, three languages 1. How do you evaluate your education run by the government. This would (options: German, Spanish, Latin they learn, it’s how they learn it. For in terms of quality? What are the pros improve the quality of education and and French) are taught (alternating instance, if they are in a class with dis- and cons you observe? life for many children. terms), which does not allow deeper ruptive or rude peers then their chan- knowledge of each one. ce of learning decreases as the teacher As a student who studies in a grammar Mikael Menezes da Rocha Barreto (13 • Subject options are limited and not spends a lot of time to control these pu- school (a type of selective school) in Eng- years old) all schools offer the same subjects. For pils instead of teaching. This and also land, who is also going to sit for their instance, some schools offer Psycho- higher student numbers in a class me- GCSEs in a couple of months, I would (Brazil, 2019) logy, Drama, Politics or Business Stu- an that the educative process is inter- say that the education is not as perfect dies at GCSE level but others don’t. rupted and is of a lower quality. or amazing as many would expect it to • Certain subjects are obligatory, so be. Naturally, as I am sure this applies to you have no choice but to study them. 3.What do you think would be a many other schools, the type of school you • Common actions such as taxes or good idea to make education and go to or the reputation the school holds taking out a mortgage, banking, inves- access to education better in your does not defi ne the quality of education it ting, general fi nancing or even man- country? provides. Yes, I have many teachers with nerism are things we are not taught outstanding qualifi cations and a great about. More schools each with more money ability to teach, however, as expected, • Some children can lead to disrup- from government to employ more there are errors made and areas of imp- tion and alter the educative environ- teachers, create extra classes and fa- rovement apparent. What makes a scho- Omar Irani ment, hence there should be stricter cilities. This will allow individuals to ol or an education centre so great is their school policy. not be drowned out and also let group openness to improvement and ability to workers still work in their favoured take aboard constructive criticism. My Edcation 2. Do you think everyone has a go- environment. Furthermore, this wo- od access to education in your co- uld fi x class size and accessibility is- I am sure that many people will hold 1.How do you evaluate your edu- untry/region? cation in terms of quality? sues. different views to my own experiences Why? because school life is personal to an in- I believe that overall my education is What could be done and who could do dividual. These are my own experiences. I believe that everybody in my country it? of high quality because I am getting My school life is not the end of my work as has access to education due to comp- a student: shifting the focus to education high grades in all the subjects that I rehensive schools but not necessarily I also believe that the GCSE choices outside of school, I can fairly say that my am studying. a ‘good’ one. are too early in a child’s life as they parents and older brother are the people are lifechanging decisions and im- who support me the most academically. What are the pros and cons you ob- For instance, thousands of private pact their future. As a replacement, I They provide for books, tuition, courses serve? tutors are around Britain just to help believe there should be an exploratory and tutors etc. and ensure that the onus 10-year olds to do the 11+ exam and year of subject choices for students to is on me to enrich my life skills in addi- Pros: gain a place at a Grammar School truly acknowledge their abilities and tion to the thinking skills and PSHE (per- • Teachers have a comprehensive or/alternatively sit a Private School preferences, then over 3 years (where sonal, social, health, economics). Despi- understanding of their subject and exam. I know this as one of my good students are told the details of each te this, I know there are many deprived are able to give coherent explana- friends is a math tutor. This creates an subject) the GCSE studies should be do- areas (or areas where there are high

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crime rates) in England (such as parts of Perhaps schools could spend more mon- ence, it is a bit better than it would be As far as I know, access to education London) where the quality of education ey on extracurricular clubs like boosters had I pursued different places of educa- is quite good in my country. The quality is much lower than the standard. This and theatrical shows to both improve tion. At the same time, it could be better. of such education may be questionable, will most defi nitely affect the child’s per- morale, enforce a sense of unity within A more detailed analysis: but access defi nitely is not, with a pleth- formance and infl uence the school’s role the students of the school and to show ora of schools around the country, gov- in their education. It will without a doubt how education is more than a exams ernment schools, and special schemes affect students’ attitude towards educa- that you sit in – it is a measure of how to make sure everybody gets some basic tion and its importance: opinions an well rounded an individual is – and it is education. individual develops in their formative vital that they are aware that it does not years tend to be strong and fi xed. How- end with school: education is something 3. What do you think would be a ever, I also know people who achieved that follows you throughout your life. I good idea to make education and all 9s in their GCSEs in spite of their feel that if more students become aware access to education better in your school’s reputation or ability because of of this early on, they will have a different country? What could be done and the extra work they took the initiative to stance towards education and its mean- who could do it? do outside of school. Even in my gram- ing. It is crucial that a student knows the mar school, we are constantly told that meaning of education before embracing With regards to access to education, in order to stand out and really succeed it – only then can they truly appreciate simple access to the internet would pro- in your education, you must work for it it. Programs to drill this idea into the vide students access to a wide range of online learning material which would yourself and have to work hard outside minds of children would encourage Puducherry Park Monument school, even if it is just an online course them to come to school and informing be more than enough. Providing stu- like My GCSE Science. In my opinion this their parents of the importance of educa- Pros: dents access to a computer for a fi xed is a crucial view that one must develop at tion would without a doubt decrease the Not much stress on studying, and the time each week, as has been done in one point in their lives, because even in a rates of illiteracy. Furthermore, making subjects are taught so we can appreciate some government schools, would easily country like mine, where help is given to students and their guardians aware of their essence as well. Extra curriculars provide access to quality education. everyone, one must work for themselves internet resources would boost access to aren't frowned upon and workshops – nothing will be given to you on a silver education. and competitions are plentiful enough As to making education better, I platter. to provide oppurtunties for every stu- think the strictness applied by educa- Objective: sharing a notion of a way to dent to shine. tion boards on matters such as writing Objective: sharing a notion of a way to follow in extending the right to educa- formats and expected points should follow in extending the right to education tion by the views of the students Cons: be relaxed so that schools have have a by the views of the students The above pros function only in most chance to preserve the individuality of schools. However a few schools, and their students (and can bend the rules 3. What do you think would be a the society at large, is more obsessed in certain situations) rather than aim- good idea to make education and with pure academic study and tends to ing for a standardized student across access to education better in your encourage students to shun other activ- the country. We need to learn how to country? What could be done and Abhinav Raja ities in their higher classes. The strict encourage uniqueness! Most of these who could do it? syllabus of activities to be conducted in changes would have to be implement- 1. How do you evaluate your educa- class also restricts schools, which could ed by the various education boards, The UK is currently about the 20th best tion in terms of quality? What are otherwise frame activities to better who should probably appoint student country for education, however I strong- the pros and cons you observe? match the school's environment and delegates in order to better understand ly believe that it could defi nitely be im- situation. their needs and requirements. proved. Perhaps with a little more fund- I think that my ing, Pupil Premium aids (which means education is quite 2. Do you think everyone has a good additional funding for publicly funded good right now. access to education in your country/ schools in England) could be improved. From my experi- region? Why?

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Project Extension of Human Rights to Education The Project “Extension of Human Rights to Education” has been conceptualised as a council to the UN. Various social actors involved in the ex- tension of human rights to education will work out different aspects of this matter with the aim of formulating a “Declaration on the Extension of Human Rights to Education” to the UN for voting. The project focuses on Article 26 of the UN Declaration of Human Rights which is to be modiied/ supplemented in the sense of a progressive enlargement. The original deadline for submitting the Declaration to the UN was 10th December 2018, the 70th anniversary of the Universal Declaration of Human Rights. This date is considered by management to be the time to fully develop the project, which is expected to take several years.

Since the UN General Assembly of 1948 proclaimed the Universal Declaration of Human Rights in resolution 217(A), several international agreements, conventions and declarations have been adopted which seek to provide new ways of approaching the human right to education. On the basis of the concrete experience with these subsequent agreements, and in light of an expanded and deepened conception of education, Article 26 of the UDHR will be re-examined and reformulated by a council, participation in which is open to all the democratic forces of the world. This is the outstanding feature of the project “Extension of Human Rights to Education”.

The series of articles published in PoliTeknik under the theme “Thoughts and Recommendations on Extending Education Rights in UN Declaration of Human Rights” since September 2015, have highlighted the global need for the project.

This series drew participation from education unions, scientists and students from Germany, Turkey, Switzerland, United States of Amer- ica, Cuba, India, Australia, Greece, Chile, Brazil, Spain and Costa Rica. The ideas and suggestions presented in the articles are diverse and wideranging. The contributors focus on the content, quality, funding, duration, implementation, target groups, and sponsors of education, engage theoretically with defi nitions of education, and are broadly critical ofArticle 26 of the Universal Declaration of Human Rights.

The project is designed to take on board concerns of affected and interested parties around the world, and to meet needs that are new or neglected.

THE OFFICIAL PROJECT DOSSIER Erweiterung desProjekt Menschenrechts in SEVEN LANGUAGES Проект auf Bildung Расширение прав на образование Proje Eğitim Haklarının Genişletilmesi ﻣﺸﺮوع ﺗﻮﺳﻌﺔ ﺿﻤﺎﻧﺎت اﻟﺘﻌﻠﻴﻢ اﳊﻖ ﰲ Projeto Proyecto à Educação Extensión del Derecho Humano Extensão do Direito Humano a la Educación

an exceptional democratic experience

PROJECT PARTNERS GERMANY Newspaper PoliTeknik - Association: Verein für Allseitige Bildung e.V. - Institute of Education and Culture (University of Jena) - Research Centre Childhoods.Societies (University of Wuppertal) • INDIA All India Primary Teachers‘ Federation (AIPTF) • BRAZIL Paraiba Federal University Dept of Education Methodology - National Confederation of Workers in Education (CNTE) • ITALY Department of Humanistic Studies (University of Calabria) • GHANA Ghana National Association of Teachers (GNAT) • TURKEY Teach- ers Union Eğitim-Sen - Civil Servants’ Union of Agriculture, Forestry, Husbandry and Environment Sectors (TARIM ve ORMAN İŞ) • SPAIN Trade Union of Education Workers (FECCOO) • MEXICO The National Union of Education Workers of Mexico (SNTE) • CYPRUS Cyprus Turkish Teachers’ Trade Union (KTOS) • SRI LANKA Union of Sri Lanka Teachers Solidarity (USLTS) • EGYPT Egyptian Center for Education Rights (ECER) • NEPAL Nepal National Teachers’ Association (NNTA) • SOMALIA Somalia National Union of Teachers (SNUT) • CHAD Syndicat des Enseignants du Tchad (SET) • SOUT AFRICA University of Cape Town, Faculty for Humanities (UCT)

ÇOKYÖNLÜ EĞiTiM DERNEĞi e.V.

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 17 Siseko Kosani University of Cape Town - South Africa

The invention of the modern enlightened subject and the advent of the discourse of the African Other subject

whose light was synonymous with phenomenon is said to be heliocentric observation collected by Tycho De salvation (Tarnas, 1991). What can be model (Tarnas, 1991: 205). Brahe (Tarnas, 1991: 256). Contra- glanced from Copernicus revolution ry to Copernicus, Kepler had simple is that it thus obliterated salvation In a nutshell, heliocentric theory geometrical figure and simple math- from the nature. The sacred notions entailed the destruction of the notion ematical equation that helped him from nature ceased to exist because of the division between the terrestrial to produce results of quality obser- of the objective truth of science in and the celestial. The Catholic church vation. Kepler was able to outdo the Introduction lieu to metaphysics. Karl Marx aptly welcomed Copernicus’ findings not- Ptolemaic system; the system that Co- characterized this phenomenon as, withstanding resistance from the pernicus reached limitations to tran- The 16th century, in western Europe, “what was once sacred has become protestant reformist block. The prot- scend (Tarnas, 1991: 255-257). Kepler it brought the revolution in thought, prophane”. estant reformist argued that Coperni- solution led to the physically account historical formation and in social the- cus revolution contradicted and fur- of the heavens as material entities ory in general yet disastrous effects on Copernicus revolution dislodged ther polluted the bible and therefore with its motions regarded to be phys- African continent and the rest of the cosmology through the scientific rev- the church for positing terrestrial was ical same as everyday experience on non-western Europe. The subject who olution. The 16th century scientific moving. (Tarnas, 1991: 252). Coperni- earth bellow. used to rely on intuitive qualities of revolution destructed the ancient cos- cus revolution caused a chaos as the the mind to establish truth-value was mological order qua Cristian Judeo whole ancient belief system was falsi- Galileo born in 16th century. Modern subject cosmology through the geometrical fied bringing to the fore uncertainty therefore killed the medieval subject and mathematical methods of inquiry. and scepticism. Galileo contributions advanced Co- who relied on the scripture as a tool The 16th century scientific geometri- pernicus’ theory of the heliocentric of enquiry to establish the truth. cal and mathematical methods of in- Copernicus revolution however model. Galileo created a telescope to quiry were borrowed from Egyptians retained the ancient traditional as- the celestial for improved observation The first part of the paper present and Greek scientists. Therefore, it can sumptions. For instance, Copernicus and quality results based on evidence theoretical foundations of the Europe- be said scientific revolution was the retained Ptolemaic dictum of uniform to validate heliocentric model. The an modern enlightened subject. The retrieval of the Greek and Egyptian circular motion. The reason Coper- findings Galileo found validate Co- second focus on the advent of the Af- geometry and mathematics (Tarnas, nicus retained the ancient traditions pernicus theory of the moving earth rican Other subject in the discourse of 1991). was because of heliocentric model. He- and the sun centred universe (Tarnas, colonial modernity. liocentric model had complex mathe- 1991). Copernicus revolution mantra was matical application that it inherited The importance of the Copernican an attempt to predict the movement from the Ptolemaic mathematical Galileo observations further paved revolution: From Copernicus to of the celestial. Copernicus acknowl- system. Therefore, Copernicus rev- the way for a renewed examination Galileo edged that a clear mathematical frame- olution theory of moving terrestrial of the empirical phenomenon with a work that is comprehendible had to theory was dismissed as its findings critical eye. A new celestial world was This part presents the theoretical be invented. Therefore, Copernicus seemed impossible. Copernicus left opening to the European mind for the foundations of European modern en- invented mathematical framework problems of the project he initiated exploration. Not only celestial world lightened subject, grounded in the that discarded Aristotelian-Ptolemaic to solve inconclusive thus, scientists was opening for observations, rath- explanation of the Copernicus revolu- Geocentric model. such as Kepler, Galileo, Newton and er- likewise withe celestial, terrestrial tion. Further afield, this part is going Descartes had to complete it (Tarnas, world was opening for the observa- to demonstrate how Copernicus rev- Copernicus, therefore, reached a 1991: 255- 257). tions. The opening of terrestrial world olution paved the way for the emer- conclusion that Ptolemaic system gave rise to the notion of explorers gence of the modern science through made it difficult to predict the move- Kepler that became the midwife of colonial- dismantling the medieval subject al- ment of the heavenly bodies and fur- ism and colonisation. beit Copernicus left the project of in- ther posited Ptolemaic strategy failed Kepler believed in the mystical su- vention of the modern subject incom- to establish and to explain the move- premacy of numbers and geometrical The initiation of the modern sub- plete that Kepler and Galileo had to ment of celestial notwithstanding its forms and further believed sun was ject finish it [the invention of the modern sophisticated mathematics tool of en- the image of God’s head. Kepler was subject]. quiry (Tarnas, 1991: 248). Copernicus, devoted to the harmony of the heav- In this part, I will establish the con- therefore, reading the ancient litera- enly spheres and inspired by Neopla- tribution of the scientific revolution Copernicus ture, established that many Greek phi- tonism motivation. and the works of Descartes to the for- losophers and mathematicians had mulation of the modern subject. Prior Copernican revolution, peo- proposed a moving terrestrial there- Kepler’s objective was to establish ples in Europe understood themselves fore Copernicus was fascinated by the simple mathematical laws that would Descartes to be human living under the great theory of the esteemed sun. Accord- help to solve the problem of the plan- cosmology that was finite and limited ingly, Copernicus, advancing Pythag- ets. Kepler, therefore, concluded that Descartes invented the category of by the tangent of God above it. People orean and Platonic theory, advanced the universe was arranged in accord- the subject and advanced the move- believed heavens were a sacred space the theory of a moving earth together ance with elegant harmonies. Kepler ment away from the dictum of the and that the heavenly bodies were with the sun centred universe. This inherited the correct astronomical Ancient Greek metaphysics started understood to be pure sacred entities

PoliTeknik United Page: 18 International JANUARY-APRIL | Edition: No. 1 Siseko Kosani University of Cape Town - South Africa

by the scientifi c revolutionaries. Des- ity to think popular known as , cogito ject dehumanised the African subject. beings who were superior to other cartes gave the emerging science its ego sum or I think therefore I am. Res What enabled the western scientifi c human beings. Linnaes Systema philosophical principles by initiating cogitans capacity to doubt manifest subject to dehumanise the African Naturae is an example of a modern the modern subject. itself in a manner that it doubts all ex- subject was the discourse of othering classifi cation of the human species or ternal sources of knowledge extent its the African subject emanating from homo sapiens into Europeans, Asians The Cartesian category of the sub- own body and doubt the existence of the scientifi c subject. In the following and Africans based on phenotypical ject gave birth to a new epoch known God (Descartes, 2002: 69). part discuss the othering discourse of differences and animalistic behaviour to us as modernity. the African subject. and/or spirit (Mudimbe, 1988: 09). This system is closely associated with There are six theses to the Cartesian Radical scepticism and radical The advent of African Other sub- the exclusionary nature of the west- subject: namely, the typological sub- doubt subject ject ern discourse of colonial modernity in ject, the res extensa subject, res cog- its scientifi c and philosophical nature itans subject, instantaneous subject, Radical scepticism and radical This section examine the classifi - (Mudimbe, 1988: 09). radical doubt or uncertainty subject doubt subject are mutually compati- cation of human beings in society to and the structuralist subject albeit ble with res cogitans subject. Radical arrive at how Aristotelian grids were The discipline of the art in the 18th that we are not going to parse on the scepticism seeks to prove the exist- used to exclude the African corporeal century was infl uenced by the philo- all here. ence of the cogitans over the extensa schemer to be radical othered subject. sophical and scientifi c principles of through doubt. Radical scepticism to After having established the west- modernity. In fact, art was the mani- The typological subject establish truth it must reach indubita- ern scientifi c subject it has become festation of the principles of western bility point for it to establish the truth apparent that it value differentiating discourse underpinned by philosoph- Descartes believed that there is an ical and scientifi c principles that mar- evil genius who exist and whom must ginalised Africans within patterns of die for man to be born. Descartes be- symbolic and material realities. lieved in the idea of creation that there was a God who created the world, He During the 15th century, the fi rst left everything in the supervision of artefacts from Africa made their way man. to Europe through Portuguese sailors and were kept in safe cabinets of curi- Descartes fi rst meditation observed osity to be viewed by Europeans (Mu- that typological subject manifest itself dimbe, 1988: 10). in two forms. There is God who is the creator who is Supreme good and the During the 18th century, however, fountain of truth. On contrary, there the art came in to further constitute is an evil genre which is powerful and a category of African arts thus sym- scheming (Descartes, 2002: 32). Des- bolizing the difference. Prior to the cartes believes that the evil genre has 18th century, there was no category of been preying on his sense to deceived difference in the fi eld of art and every him. However, God cannot deceive artefact that seems to differ from the him due to his qualities of goodness European art - which is purported to and Holiness (Descarters,2002). be the standard art was considered to account for the diversity of the catego- Res extensa of the subject ry of the same. Artefacts in cabinets of curiosity came to constitute catego- The res extensa is the extended (Descartes, 2002: & ferry, 2010). This and to signify the differentiation. ries of difference. attributes of the subject are the ob- subject is visible in the Cartesian cog- Moreover, it has become apparent that jective world viz the matter, the body ito, on Marxian notion of the species western world moves in a linear pro- Art was in fact used to justify en- and the universe. It can be argued being, and to Hegelese conscious- gression. slaving Africans by portraying them that the extended things are the pri- ness/spirit. as dark creatures, savages and ugly le- mary measurable objective qualities Modernism as tradition began with viathan-like humanoids and therefore a la Galileo. These are things that are During scientifi c revolution epoch a dialectical moment through which in need of Western civilization and subjected to radical doubt (Descartes, in Europe there was sceptical rela- Europe superseded other geo-political Christianity for their redemption. 2002: 28). tivism concerning external sources locations on the globe. Post European of knowledge. This was because of geo-political location supersession, Mudimbe (1988: 01- 23) outlines the Res extensa has the capacity to be the void left by the destruction of the non-European locations occupied an role played by the discourse of art in determined by a certain shape as it old cosmology of the truth criterion antithetical position to European mo- nullifying the humanity of the black can fi ll up the void so to exclude oth- (Ferry, 2010: 275). Therefore, it could dernity. The non-European peoples colonized people of the African con- er objects from fi lling that void (Des- be argued that the subject of radical were, and are still, regarded as savag- tinent. With arrival of the explorers cartes, 2002). scepticism in the Cartesian subject is es, backward, barbarism, as compared at the Cape and with their voyagers an interpellated subject because its to the European cogito. Regarding encounters with the Africans at the Therefore, res extensa subject can doubting does not exist in isolation of non-Europeans as the other became Cape with diabolic intentions to dis- be comprehend senses qua taste, its context. a feature of the European gaze to the tort the image of the Africans. The, smell, touch, sight, and hearing and be other subject in a cannibalistic man- voyagers gave a non-human account moved to various ways by an external Nonetheless, the genealogy of the ner destined for violent death (Mu- of Africans to the European artists. Eu- entity. Moreover, res extensa, perhaps, scepticism and radical doubt is trace- dimbe, 1988). ropean artist in their quest for fame, it can be argued that is the true subject able back to the philosophy of the perhaps, experiencing a struggle to of observation and scientifi c knowl- ancient Greek. The idea of the episte- Theories of diversity of the human know what was seen by the explorers, edge. mological doubt, scepticism and the being as well as their classifi cation they were determined to complete idea of uncertainty emanates from the tables resulted in the construction their paintings and used the distorted Res cogitans subject Greek humanists (Ferry, 2010: 275). of discourses of taxonomy and biol- accounts of the image of the Africans. This mean that the subject does not ogy with particular aims of studying The intention was to fuel their artistic Res cogitans subject in a nutshell the merely exist, rather- it is interpolating physical differences amongst human imaginations (Mudimbe, 1988: 07). thinking subject qua ego sum subject. from traditional and ancient beliefs. beings (Mudimbe, 1988: 06). The crea- They would sometimes return to the Res cogitans, in juxtaposition with res tion of these discourses was informed Greek Art- with Italian style- to try to extensa, is the un-extended thinking However, when the western scientif- by the ideologies of social Darwinism. fi nd ways to create standards of racial subject. Res Cogitans characterised ic subject encountered with the Afri- The advocates of this line of think- differences espoused by the voyagers by its capacity to doubt and its capabil- can subject, the western scientifi c sub- ing believed that there were human (Mudimbe, 1988: 07).

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 19 Siseko Kosani University of Cape Town - South Africa

The modern subjects’ representa- these academic disciplines was in line pology represented and imagined the history of western modern discourse tion and the imagination of the Af- with the dominant capitalist ideology African other subject. (1967: 110- 111). Discourse has its sys- rican Other closely associated with colonialism Fanon (1967: 18 – 19) informs us tems of exclusion that seeks to regu- (Mudimbe, 1988: 16- 17). From this that to assume a language is to assume late it (Foucault, 1983: 52- 54). When Foucault (1981: 55) informs his read- we can conclude that the emergence a culture. For the black colonized peo- Africans tried to utilize discourse ers that in the 16th century that cogito, of anthropology served colonial inter- ples who have been reduced to a state they are still marginalized because of qua the modern, subject emerged as ests. To be more explicit, anthropolo- of nothingness with their linguistic their supposed cannibalism, primi- the continue with the quote which gy was instituted to directly serve the categories reduced to that of animal tive cultures and customs that are not was prior to experience and all forms interests of colonial modernity and it state and culture to a state of wildness in line with civilization and they are of knowledge. This can be, perhaps, to became a stronghold of colonial dom- in the jungle therefore for the black furthermore reminded they do not be considered the passion of the west- ination of the other and maintenance colonised peoples to speak the lan- have the representative and imagina- ern mind. This modern subject was thereof at the level of discourse. Im- guage of the colonizer fluently is to be tive qualities of the modern rational used as the form of exclusion and was bued with social Darwinist and mer- close to human. Thus, in South Africa subject thus do not possess ontologi- instituted in the discourse of colonial cantile world views, anthropologists the emergence of black nationalism cal categories (Fanon, 1967: 110- 111). modernity (Foucault, 1981: 55). Mu- started to interpret the notion of sav- was informed by the black intelligent- dimbe (1988), the categories ‘Africa’, In effect, the argument goes, ac- ‘black’ and the ‘other’ are an inven- cording to colonial-modernity, black tion of a passionate western cogito people do not possess ontological human who can give meaning to the categories and philosophical catego- existence of things and name them. In ries that mitigate in their favour as Foucauldian discourse analysis, mad- human beings or cogito. Therefore, ness and difference are constituted by black people in the history of colonial discourses and practices that regulate discourse and experience do not have social normality or acceptance form the metaphysical categories to assert abnormality and non-acceptance their humanity from the interiority of within western society (Foucault, - the discourse of modernity and thus 1981: 56). In the same vein, the cat- they fail to be human beings through egories of Africa constituted by the the text and through language. discourse of colonial modernity and the practices that regulates discours- Conclusion es about the entire African that is seen as abnormal and unacceptable in its This article has explained the Co- entirety in comparison to western so- pernican revolution in modern sci- ciety. ence and stated its importance in the initiation of modern subject. There- One of such practice relating to the fore, it has focussed on the advent of metaphysical subject of modernity is the modern subject and the advent the category of the same or a univer- of the African other in the discourse salizing variable is history (with small of colonial modernity and the role letter ‘h’) as a meta-narrative, i.e., played by the Copernicus revolution. there are two theses of history. One is Therefore, this article has argued that History and the second one is history. Copernicus revolution opened space The subject of History is the real hu- for the subject of scientific methods of man being that has the right to give inquiry and the destruction of the old https://commons.wikimedia.org/wiki/File:Preaching_from_a_Waggon_(David_Living meaning and naming. The second his- cosmology that meant a movement tory is the negation of African subject. from metaphysics to scientific meth- ods of inquiry. Magubane (2004: 130- 131) dis- course analysis illustrate to us what enabled the modern subject to rep- resent the black colonized. Magubane (2004: 130- 131) state that the colonial agery and primitiveness (Mudimbe, sia fighting for inclusion in moderni- Bibliography discourse was written from the white 1988: 17). ty and civil society. Peter Abraham locus of enunciation which privileged One example of the exclusionary (1954), together with others in South Abrahams, P. 1952. Tell Freedom, London: Faber a white settler minority and exclud- and Faber. nature of anthropological ideologies Africans during the anti-Apartheid Dreyfus, H. and Kelly, S.D., 2011. All things shining: ed the black indigenous majority. was the theory by Turgot during the struggle- inspired by W. E. B Dubois- Reading the Western classics to find meaning in a sec- The discourse of colonial modernity 1750s which created hierarchies of aspired to talented tenth notion un- ular age. Simon and Schuster. is burdened with representations of people from savages to civilized using like the nationalist who were fighting Fanon, F. 1967. Black Skins, White Masks, New York: black colonized people as an aberra- cultural and linguistic categories. Tur- for the inclusion to modernity and Groove Press, pp. 07- 30. tion of whiteness with everything that got undertook to determine whether civilised society. Ferry, L., 2010. Learning to live: A user's manual. is bad about humanity and the world. a group of people was primitive or Canongate Books. Whiteness is being described as or- civilized by looking at whether they The entire experience of coloni- Foucault, M. 1981. The order of discourse. In unty- ing the text: A Post Structuralist Reader, R. Young dained to civilize the black colonized were a hunting society or a capitalist al modernity was of physical and (Ed), Routledge, pp. 55- 77. savages and stamp out barbarism. society (Mudimbe, 1988: 04- 10). spiritual violence thus metaphysical Magubane, Z. 2004. White skins, White masks: un- This discourse valorised white people calamity for the black colonized peo- masking and unveiling the meaning of whiteness, in and allocated white people with the The categories from which anthro- ple. The role of colonial discourse in Bringing the Empire Home, Chicago and London: category of human beings who have pologists of the 18th century im- this calamity was to objectify the cor- The university of Chicago Press. the capacity to imagine and to repre- agined and sought to represent the poreal schema of the colonized into Mbembe, A. 2001. The Aesthetics of Vulgarity. In sent (Magubane, 2004: 130- 131). other were in line with capitalist ideas an object of scorn and hate (Fanon, on the Post-colony, Johannesburg: Wits University of the time. Capitalism is thus quintes- 1967: 110- 111). Press. Mudimbe. V. Y. 1998. Discourse of Power and The institution of the disciplines of sentially the need for European econ- Knowledge of the otherness. In the invention of Afri- African studies and Anthropology, as omies to penetrate virgin lands with Black people are observed not to ca. Indiana university Press, pp. 1- 23. realities of classification of beings, al- the purpose to enlighten the savages have ontological categories to utilize Tarnas, R., 2010. The passion of the Western mind: so account for the representation and and primitives (Mudimbe, 1988: 18). in their defence as a result of the way Understanding the ideas that have shaped our world the imaginations of the African other It is from this capitalist world view they have been represented by the view. Random House. (Mudimbe, 1988). The emergence of and Western experience that anthro- colonial subject of modernity in the

PoliTeknik United Page: 20 International JANUARY-APRIL | Edition: No. 1 Prof. Fatima Mouhieddine FLSH-Eljadida - Marocco

Habiter en couple mixte, habiter une culture en construction - Le cas des couples franco-marocains

l’émigration Sud/Nord . Différemment 2. Aménagement Aménagement alors d’une culture qui n’est ni celle d’eux, nous avons choisi, d’interro- spatial et la quête identitaire de l’un ni celle de l’autre mais plutôt ger des conjoints français émigrants une synthèse des deux, une culture ayant épousé des femmes résidentes L’aménagent spatial de l’habitat en construction où les traits culturels au Maroc en nous penchant sur constitue une forme de manifestation d’origine se trouvent souvent (ou tou- quelques composantes essentielles de de l’identité. jours) sous des formes différentes, re- leur vie quotidienne. présentant ainsi un enjeu fondamental Préalablement il faut en choisir la de la négociation portant sur l’habitat Ces composantes sont issues de nos forme. Ainsi Leila a insisté pour ne commun. Résumé lectures et des premières analyses pas vivre dans un habitat traditionnel d’entretiens réalisés sous forme de mais dans un immeuble, mettant en Vivre dans une culture en construc- Habiter en couple mixte, habiter récits de vie uniquement auprès des avant la notion du voisinage. Elle s’y tion ne veut pas dire conserver sa une culture en construction femmes, Ils ont été menés en 2009- sent plus libre, notamment de pouvoir culture telle qu’elle est à l’origine mais Le cas de couples franco-maro- 2010. Il en ressort plus particulière- entrer et sortir de chez elle sans être plutôt mieux « habiter » sa culture, cains ment, quatre dimensions: l’histoire épiée par tout le quartier et de pou- comme culture légitime et reconnue, des deux pays, l’espace, la religion et voir s’habiller autrement. Sara nous tout en acceptant de la confronter à Habiter en couple soulève d’autant la langue au quotidien. Les résultats confi e qu’elle avait porté le voile parce celle de l’autre, accepter de la trans- plus de diffi cultés que les partenaires concernent 10 couples. Seuls sont qu’elle ne se sentait pas libre, et qu’en former en une culturelle individuelle : sont issus de deux espaces culturels présentés ceux portant sur les récits habitant désormais avec son mari une culture en dialogue susceptible de distants, ce qui est le cas de ceux qui de vie des épouses. dans un quartier non traditionnel elle se transformer en conséquence. sont dits « mixtes ». se sent suffi samment libre pour sortir La sélection de ces couples a été sans voile. Cette troisième culture, sourcée Passée la lune de miel mue par établie grâce à quelques critères ob- dans des crises plus ou moins impor- le souci de chacun des partenaires jectifs : l’âge et le niveau d’études, le Or fréquemment les conjoints fran- tantes, « bricolée » sur les fondamen- d’ »inscrire leurs deux corps dans une niveau socio économique du conjoint çais cherchent à mettre une coupure taux de la vie, pose la question de la psyché unique », phase narcissique et la stabilité du couple vivant au Ma- avec le monde occidental, en aspi- transmission des codes culturels de par excellence visant à éradiquer roc depuis au moins 3 ans. rant à une vie qu’ils disent authenti- chacun, de leur fi liation et de leur(s) toute différence, visant un seul « habi- quement marocaine. Ce peut être la affi liation(s) ainsi que de leur devenir. tat » c’est, comme pour tout couple, au 1. couples mixtes et histoire des source d’un confl it entre eux. Selma se Elle remet en question les étayages et contact du quotidien que surgissent deux pays plaignait du fait que son mari voulait les organisateurs psychiques d chacun les diffi cultés, dans la durée, l’espace absolument quitter la ville et s’instal- pour accueillir une autre culture sans et les diverses circonstances de la Beaucoup de travaux sur les couples ler dans le village des grands parents que le sentiment de continuité du soi vie sociale et personnelle. Ainsi, les mixtes ont en commun de souligner maternels, là ou Selma n’a jamais mis ne soit rompu. A des cultures aux diffé- confl its surgissent sur le tracé des un contraste, une opposition - voire les pieds. Il lui tenait un discours éco- rences marquées, succède une culture frontières du moi et du non-moi ; sur un confl it potentiel - entre les parties logique qu’elle ne pouvait accepter. nouvelle, de négociation, qui puise ses les limites à respecter pour préserver contractantes de cette union même si racines dans … l’ancien. l’intégrité de chacun et percevoir où les éléments en cause varient en fonc- Du quartier à la maison, ces jeunes commence l’intimité du territoire de tion du paramètre considéré (nationa- femmes interrogent en même temps Cette communication a pour ob- l’autre... lités, religions, "ethnies», âges, sexes, leurs espaces et elles-mêmes à travers jectif d’interroger le processus ame- goûts, etc.). la question d’une identité renouvelée. nant les partenaires de ces couples Mais, différemment de tout couple Leurs choix d’habiter les nouveaux mixtes à constituer cette troisième « ordinaire », ces sources de diffé- Des travaux plus récents dénotent quartiers s’inscrit dans la continuité culture mais aussi à montrer comment rends sont exacerbées par l’absence le passage des relations axées sur d’une rupture nécessaire á l’émer- les traits culturels de l’un et l’autre, ou la faiblesse des compétences lin- une culture colonialiste reproduisant gence et à l’affi rmation de leurs iden- « étrangers », se trouvent encore, sous guistiques ; par une connaissance au sein du couple des relations qui tités. des formes différentes dans cette troi- superfi cielle et le plus souvent stéréo- étaient les refl ets des relations des sième culture. typée de la culture de l’autre ; par des pays respectifs des conjoints (Var- La manière dont est occupé l’espace attentes idéalisées, par des comporte- ro, 2003) vers une autre culture qui intérieur renvoie souvent aux fon- Introduction ments « incompréhensibles » portant reconnait les origines culturelles dements culturels de chacun, à des sur des modes de pensée qui heurtent contrastés, et qui n’est plus fondée sur interrogations sur leurs pratiques et a thèse de doctorat porte sur la parfois des habitudes acquises et les une coloration mono culturelle. à celles de l’autre. Elle conduit aussi construction des relations au sein systèmes de valeurs… . Bref, les terri- à reconnaitre que l’autre peut aussi d’un couple mixte. La question de toires doivent être redéfi nis et, à l’ha- En faisant le choix de vivre avec un être, et « est » porteur d’une culture l’identité en constitue le fi l directeur. bitat « unique » succèdent des habitats occidental, la femme marocaine tente différente. Des aménagements sont Partant de cette thèse, dans le cadre plus ou moins sécants, plus ou moins d’instaurer de nouveaux modes de re- nécessaires et ils font l’objet de né- de ce colloque, il me parait intéressant habitables à deux, plus ou moins lations avec son conjoint en créant un gociations conduisant à l’émergence de placer l’habitat dans ses rapports à contenants, mais toujours des tracés lien fondé sur l’égalité qui consolide d’une « troisième » culture, dyna- l’identité. à redisposer. Ce qui renvoie … aux son couple et l’aide à se construire au- mique et évolutive. Elle n’est ni celle fondements culturels de chacun, à trement. Je ferais l’hypothèse qu’une de l’un ni celle de l’autre mais plutôt Les nombreux travaux menés sur des interrogations sur leurs pratiques nouvelle identité est en construction une synthèse des deux, une culture les couples mixtes ont concernés et celles de l’autre… mais aussi à re- dont la mesure où ces femmes as- bricolée faite des traits culturels de essentiellement des français ayant connaître que l’autre peut aussi être, pirent à vivre en rejetant un mode de l’un et de l’autre, et elle est l’objet de épousé des étrangers, ceux de (Emma- et « est » porteur d’une « troisième » vie fondé sur leur dépendance vis-à- négociation au sein du couple, ce qui nuelle Santelli et Beate Collet) (1992), culture non seulement existante mais vis de l’homme. permet l’instauration de nouvelles re- Hammouche (1998), Tribalat (1991)). aussi dynamique et évolutive. Il s’agit lations incluant les traits respectifs de Ils sont relatés à travers le prisme de

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 21 Prof. Fatima Mouhieddine FLSH-Eljadida - Marocco

chaque culture. Ainsi Nadia est passée tout à fait construite, mais qui est déjà 4-Habiter la langue le résultat de conjonctions entre des d’une maison « Dar », qui appartient à très différente du model de l’un et de appartenances plus collectives et des tout le monde et à personne en même l’autre. Habiter la langue est délicat au sein choix individuels. temps, traditionnelle, à une mai- de ces couples. En effet, les occiden- son permettant de ne voir la famille 3-Habiter par la religion taux n’éprouvent pas le besoin d’ap- 1 qu’une fois par mois. prendre une langue qui est remise Emmanuelle Santelli et Beate Collet, » Comment re- en question par les nationaux. De penser les mixités conjugales aujourd'hui ?Modes de Bien que pour les femmes inter- formation des couples et dynamiques conjugales d'une A titre explicatif, j’avancerais que la viewées, la question de la religion leur côté, les femmes marocaines dis- population française d'origine maghrébine», dans Revue représentions de l’espace domestique reste secondaire, essentiellement liée posent toujours de deux ou trois lan- européenne des migrations internationales, 2003.p.51- chez ces femmes marocaines, se trans- aux fêtes, les occidentaux doivent gues. C’est peut être pourquoi, elles 79. forme dans la mesure ou dans la tradi- se convertir à l’islam s’ils veulent se sont très réticentes ou refusent d’ap- 2 Hammouche Abdellatif,Mariages et immigration, la tion, la jeune fi lle et la femme mariée marier avec une femme musulmane. prendre le français. Ainsi, Fatem ne famille algérienne en France, PU lyon, 1998. sont toujours considérées comme des En dépit de leur conversion, des réti- trouve pas la nécessité de parler fran- 3 Tribalat Mihéle, 100 ans immigration étrangers d'hier invitées. cences subsistent. Elles sont générale- çais , puisque dit -elle « elle ne va pas français d'aujourd'hui, Institut National D'études ment levées sur la base d’un compro- habiter en France ». Il en découle que Démographiques, 1991. 4 Varro Gabrielle, Sociologie de la mixité, de la mixité L’intérieur de l’habitat refl ète le pas- mis, c’est celui de l’aide économique le plus souvent les échanges sont fon- amoureuse aux mixités sociales et culturelles,Belin, sage d’une disposition traditionnel, que le conjoint français peut apporter dés sur la mise en place d’un code qui 2003. conventionnel vers une dimension à cette famille. C’est le cas de Leila leur est propre pour communiquer, 5 10.000 mariages mixtes selon les statistiques du dont laquelle l’intimité du couple est qui précise que son mariage avec réduisant sans doute leurs échanges. Ministère de la justice marocain en l’année 20007. mise en avant. La question des terri- son conjoint français lui a permis de Une conséquence peut être celle d’une toires revient souvent. Amal apprécie prendre en charge de la famille. Amal remise en question de la transmission Bibliographie que les territoires masculins et fémi- dit «…de toute façon mon mari touche d’une langue aux enfants : sur quel nins soient entremêlés, mais dit-elle une pension sans travailler…c’est code sera-telle fondée ? 1. Emmanuelle Santelli et Beate Collet, » Comment repenser les mixités conjugales aujourd'hui ?Modes de que la cuisine soit exclusivement fé- comme ça là-bas….mes parents formation des couples et dynamiques conjugales d'une minine surtout quant sa famille est peuvent en profi ter aussi ». Quant à Conclusion population française d'origine maghrébine», dans Revue là. Najat veut bien que son mari débar- Najat elle confi rme que ses frères ont européenne des migrations internationales, 2003,pp.51- rasse la table, mais ne veut pas qu’il accepté de « donner sa main » au fran- Comme esquissée à traves les entre- 79. touche à la cuisine, » il peut rester au çais, pour qu’il leur facilite la vie ici et tiens, la question d’habiter en couple 2. Hammouche Abdellatif, Mariages et immigration, la salon en attendant que le repas soit peut être ailleurs ». mixte renvoie bien à une culture famille algérienne en France, PU lyon, 1998. prêt ». Quant à Leila, elle a besoin de inachevée, en construction, dont les 3. Pinson Daniel, L’habitat contemporain au Maroc et son rapport à l’évolution des modes de vie, édition Ecole ses espaces à elle pour que chacun oc- Je ferais l’hypothèse que la mul- formes prennent racines dans un d’architecture de Nantes, 1987. cupe son « rôle naturel ». tiplication des mariages entre les passé ambivalent. Il est rejeté par les 4. Segaud Marion, anthropoloie de l’espace, habiter, « nouveaux convertis » et ces femmes deux quant il concerne la dimension fonder, distribuer, transformer, Armand Colin, 2007. A l’image de son quotidien, l’espace marocaines, est un indicateur d’une affective des relations. Il est rejeté 5. Singly (de) François, Habitat et relations familiales. domestique d’un couple mixte est in- évolution en douceur de la société, seulement par les femmes quant il Bilan, Paris, la documentation française, 1998. vestit par les composantes culturelles, fondé sur une certaine souplesse non concerne l’habitat. 6. Tribalat Mihéle, 100 ans immigration étrangers de l’ordre de la domination ou de la dite dans les relations entre des com- d'hier français d'aujourd'hui, Institut National D'études suprématie, du confort ou de l’écolo- munautés culturellement différentes, Il semble donc intéressant de pour- Démographiques, 1991. 7. Varro Gabrielle, Sociologie de la mixité, de la mixité gie, du modernisme ou du traditio- qui tend non pas à se fondre l’une suivre la réfl exion sur la question de amoureuse aux mixités sociales et culturelles,Belin, nalisme, mais c’est surtout un miroir dans l’autre (rapport de force), mais à la transmission appliquée au couple 2003. qui refl ète cette nouvelle façon de construire une troisième culture. mixte, car elle permet d’interroger vivre autrement, qui n’est pas encore les identités personnelles, comme

THE AGE OF FOR WHOM REVOLUTION THE BELL TOLLS E. J. Hobsbawm Ernest Hemingway ISBN: 9780099289821 Eric Hobsbawm traces with brilliant anlytical clarity the High in the pine forests of the transformation brought about Spanish Sierra, a guerrilla in evry sphere of European life band prepares to blow up a by the Dual revolution - the vital bridge. Robert Jordan, a 1789 French revolution and young American volunteer, has the Industrial Revolution that been sent to handle the dyna- originated in Britain. This en- miting. There, in the moun- thralling and original account tains, he finds the dangers highlights the significant sixty and the intense comradeship years when industrial capital- of war. And there he discovers ism established itself in Western Maria, a young woman who Europe and when Europe estab- has escaped from Franco's re- lished the domination over the bels. FOR WHOM THE BELL rest of the world it was to hold TOLLS is Ernest Hemingways for half a century. finest novel, a passionate ev- ocation of the pride and the tragedy of the Civil War that tore Spain apart. Page: 22 International JANUARY-APRIL | Edition: No. 1 Maria da Conceição Gomes de Miranda1 - Alessandra Oliveira de Lima2 Federal University of Paraiba - Brazil

Experiences from the UFPB’s Educational and Public Outreach (EPO) for the Promotion of Dialogue and Intervention on Pedagogic Mediation of School wi- th Teenagers Living in Casas de Acolhimento3 in João Pessoa/PB - Brazil

two (02) of them belonging to the mu- educational process, since a significant shops, which were presented from July nicipality’s educational institutes, and portion of these subjects suffer from a through December 2017 at the schools one (01) to the state’s. low education. partnered with the PROBEX/UFPB In the project’s first year (2017), our 2017. focus was on the sensitization process To GOMES and PEREIRA (2005), the of the school’s education profession- social vulnerability situation of low The sensitivity workshop’s ex- als, aiming to enable a dialog about income families is directly linked to periences at the schools pedagogic strategies to overcome structural poverty, worsened by the the situation of scholastic failure that economic crisis that forces the man or The sensitivity workshops with the encompasses the low school perfor- woman into unemployment or under- teachers, pedagogic coordinators, Introduction mance, and the learning difficulties of employment. and school administrators involved in these sheltered teenagers. the EPO were ministered during the The universitary extension experi- It can be said that it is a cluster of monthly pedagogic planning meet- ences lived through the “Promotion We sought, however, to specifically problems, and one of them is a gov- ings in the city of João Pessoa/PB. of Dialogue and Intervention on Ped- study and learn about social vulnera- ernmental absence, characterized by agogic Mediation of School with Teen- bility, a state and/or condition that en- a lack of resources and public policies The goals of those workshops were agers Living in Casas de Acolhimento” velops those teenagers living in Casas to aid those families that live within a to situate in time and space the pro- outreach project, which was approved de Acolhimento. precarious educational structure, ter- file of the teenagers/students from by the 2017 PROBEX/UFPB, had, as its rible healthcare, unemployment, low Casas de Acolhimento, discuss how goal, to enhance the academic and civ- A brief word on social vulnera- public security etc. the teachers felt upon meeting them, ic formation of graduation students, bility the difficulties found in the pedagog- and to elaborate pedagogic interven- However, it is necessary to under- ic work from the viewpoints of both tion strategies with education profes- The initial meetings with the under- stand that many families with children learning and teaching, and learning sionals connected to public schools graduate students at the beginning and teenagers suffering from scholas- the attitudes that could be taken to funded by the Municipality and/or of the PROBEX/UFPB 2017 project tic difficulties are not only poorly ed- face these matters while teaching. State, in which children and teenagers talked about Institutional Sheltering ucated, but also come from a situation suffering from age/grade distortions of children and teenagers, as well as of scholar failure and, as such, do not At those workshops, it was soon originating from Casas de Acolhimen- the Shelter Services, the Complexity see education as a form of social ascen- learned that the majority of teachers to study at, in the city of João Pessoa/ Levels (Basic and Special Social Pro- sion. were unaware of the conditions of in- PB - Brazil. tection), the Types of Shelter Services, stitutional shelter and social vulner- the sheltering and shelter withdrawal Many children and teenagers also ability among those teenagers living To do so, we did studies and a diag- of children and teenagers by the afore- do not live with their families, like the in Casas de Acolhimento. They also nosis of the teenagers’ scholastic reali- mentioned services and, at last, how ones living in Casas de Acolhimento. believed the teenagers to be juvenile ty, and mapped the schools where they Concentrated Hearings5 work. Within this context, the school ends delinquents on probation. are enrolled. Following up, we visited up taking on roles that go beyond three of those schools, and took part in Such knowledge was important to teaching, since “the children’s affec- We then noticed that most teach- pedagogic planning meetings, aiming the students, in order for them to know tive and social needs force the school ers had difficulties in realizing how to draw a profile in time and space of the judicial apparatus that ensures the staff into offering more than what the greatly the school could contribute to the teenagers/students from the Casas rights of those teenagers living in Ca- legislation delegates to the school” the teenagers’ learning needs while de Acolhimento. sas de Acolhimento. We will highlight (SILVA; RAPOPORT, 2017, p. 11). considering their social vulnerabili- next a few dialogues about the situ- ty-steeped life experiences. Along with the school staff and the 4 ation of social vulnerability that as- Therefore, the quality of the peda- participating students involved in the saults those teenagers. gogic work, and the commitment of In reality, the teachers were wel- project, we studied the concepts of “Ca- the education professionals to their coming to the university’s participa- sas de Acolhimento”, “Social Vulner- According to CARARA (2017), and student’s learning process, are indis- tion through the EPOs, which allowed ability”, and “Pedagogic Mediation”, SILVA and RAPOPORT (2013), social pensable. Beyond a good structure, an investment into a continued ed- to then discuss the vulnerability situ- vulnerability is characterized by the there is a need for teachers who are ucation on the school grounds, and ation of the teenagers/students, and impossibility of modifying one’s cur- motivated by and committed to their discussing and promoting strategies how it would be possible to reroute the rent conditions. It is related to those students’ development. to tackle the issues faced in and by the everyday pedagogic and educational families exposed to risk factors, and school, among which was the peda- classroom practices in order to im- who live in precarious conditions. The teacher, then, needs to know his gogic service to those teenagers living prove these subjects’ learning. students’ reality, and their specificities in Casas de Acolhimento. Therefore, those citizens, who live in so that both parties can enjoy a good With that goal in mind, the outreach a situation of social vulnerability, do relationship. Following up, a plan was drawn, project worked towards presenting not recognize their rights, nor know looking out for the maintenance and sensitivity training workshops to the where and how to claim for changes Next, we describe the experienc- growth of the EPOs in 2018, having as school teachers. Three (03) schools to their life conditions; bound to this es of the outreach project, acquired its objective an inclusion of the teach- were chosen to implement the project, situation is the precarious state of the through the sensitivity training work- ers’ arguments, in order to plan the

PoliTeknik United JANUARY-APRIL | Edition: No. 1 International Page: 23 Maria da Conceição Gomes de Miranda - Alessandra Oliveira de Lima Federal University of Paraiba - Brazil

courses according to the needs identi- the reality the teenagers/students live cess while paying special attention to 7 An EPO organized by the Program for Tutored Education fi ed by these professionals during the in, and pointed out the actions of EPOs those under shelter. Knowledge Connections (Programa de Educação Tutori- sensitivity workshops. like this one as an essential contribu- al Conexões de Saberes) titled “Juvenile Protagonism in tion to the pedagogic mediation by Finally, we refl ected upon the ex- Urban Peripheries” (Protagonismo Juvenil em Periferias Urbanas), by the Federal University of Paraíba. One of those workshops had, as its education professionals in schools. periences brought on by the EPO that focus, a presentation of the lives of the deal with the institutionally shelte- References children and teenagers living at Casas The sensitivity workshop’s last class red teenagers’ realities and learning de Acolhimento in the city of João Pes- approached the subject of the teena- process, allowing for a new outlook CARARA, Mariane Lemos. Difi culdade de aprendiza- soa/PB, Brazil. To do so, we played a ger’s Custom Accompaniment7 at the on the schools’ pedagogic deeds that gem e vulnerabilidade social sob a percepção da video called “Cuida de Mim6” (“Take Casas de Acolhimento, focusing on allow them to overcome their scholas- comunidade escolar. Available at Accessed in June 28, 2017.

1 COSTA, Isabel Marinho da. CONCEPÇÕES DE MEDIAÇÃO On top of that, a slideshow was Despite the hardships, we consider Professor at the Federal University of Paraiba, and coor- PEDAGÓGICA: a análise de conteúdo a partir da presented discussing the theme of the actions and interventions taken at dinator of the “Dialog and Intervention in the Pedagogic Biblioteca Digital Brasileira de Teses e Dissertações “Institutional Shelter of children and the schools to be important to break Mediation of the School with Teenagers Living in Casas - BDTD (2000 - 2010). Available at Accessed in June 19, 2017. moment to discuss the Shelter Ser- in Casas de Acolhimento, who are of- 2 Pedagogy Student, and grant student in the 2017 PRO- vices for Children and Teenagers, the ten derogatively called “shelter kids”, BEX/UFPB project. 3 GOMES, Mônica Araújo; PEREIRA, Maria Lúcia Duarte. Complexity Levels (Special and Ba- or even confused with juvenile de- Temporary homes in which teenagers are given shelter Família em situação de vulnerabilidade social: uma sic Social Protection), the concept of linquents. at while being attended by Brazil’s Children’s Court. 4 questão de políticas públicas. Ciência e saúde coletiva, Institutional Shelter, the Modalities Students seeking an Undergraduate Degree in Peda- V. 10, N. 2, 2005. pp 357-361. gogy at the Federal University of Paraiba of Shelter Services, the reasons why The knowledge gathered during the 5 children and teenagers are taken in 2017 PROBEX/UFPB allowed us to un- Judicial hearings that reevaluate the conditions of the SILVA, Sabrina Boeira; RAPOPORT, Andrea. Desempen- child and/or teenager’s institutional shelter, in order to ho escolar de crianças em situação de vulnerabilida- and leave Casas de Acolhimento, and derstand how necessary it is to know determine the possibility of reintegrating the minor to how Concentrated Hearings work. the context in which the students live, de social. Available at Accessed in to then invest on the teacher’s peda- 6 Journalistic series composed by four news reports fi rst June 24, 2013. After these sensitization moments, gogical mediation, and respect each broadcast in 2016 by TV Cabo Branco, a local affi liate of the teachers said they did not know student’s idiosyncrasies in order to Rede Globo. Available at: https://www.youtube.com/ about the institutional shelters and develop a signifi cant learning pro- watch?v=GfwUB3tUyRs Vihara Savindi Perera PoliTeknik International Board Member –Pupil from Matara, Sri Lanka The history of the education of Sri Lanka Education in Sri Lanka from 6th century to 20th century. The curriculum of these tradition- dium of instruction in Christian mis- government schools taught student in al Schools mostly involved religious sionary school to English Language. vernacular, resulting, in a resurgence studies, & practical or technical skills, This greatly reduced student attend- in student attendance. Education which included mental working, ance. As most of the Sri Lankans did mostly free, was made offi cially so in weaving, architecture & geometry. not know English at the time. In 1836, 1848, several new educational insti- Art & painting were also among the a standard system of government tutions were founded the literacy rate Subjects that were taught. Outside of schools was established by the Brit- increased. these schools, knowledge was inher- ish based on the recommendations of ited from father to son. Yet, the vast the Colebrooke Monastic education dates back to majority remained unlearned & illit- commission, the 6th century BC in Sri Lanka, ac- erate. giving rise to cording to the Mahavansa and Di- the govern- pavansa which contain some of the The ancient system of learning was ment funded oldest historical records of the island. followed by a more modern education school system Monasteries & temples were the fi rst system, which was introduced to Sri in the Island, educational centers for both the Bud- Lanka by its Europeans colonizers. In which persists dhist clergy & the lay people in Sri 16th century, when Sri Lanka fell Portu- to this day. Roy- Lanka villages. Before colonial times, guese control, Portuguese missionary al College, Co- education was limited only to a ex- groups set up a number of schools in lombo, which clusive group of individuals, which Sri Lanka to promote Roman Catholi- began as a primarily included Buddhist monks. cism. In the following century, when privet school These monks would in turn, instruct the Dutch captured the island, they in- in 1835, was individuals from the upper echelons troduced a Christion primary school made the fi rst of the village in reading & writing. system, which fl ourished for about a government- In Tamil communities, teaching was hundred years. The British took over run secondary the role of the educated Brahmins & the country in the late 18th century school for boys "Tamil Girls in a Boarding-School," Mary and Margaret W. Leitch, Seven Years in Ceylon: Stories of Mission Life, New York: American Tract Society, 1890, 117. Velars. and they proceeded to change the me- in 1836. Most

PoliTeknik United Page: 24 International JANUARY-APRIL | Edition: No. 1 Yonela Mlambo PoliTeknik International Editoral Board Member, University of Cape Town - South Africa

Localised elite state violence: South Africa immigrants’ attacks

the impression that immigrants are at- There is no theoretical divergence the theories of immigration in the con- tacked in South Africa. This approach is from neoclassical economic theory tinent, it would be remiss to be silent very limited, and it portrays South Af- and dual labour market theory theo- about the notorious neoliberalism. Ne- rica to be anti-immigrants, thereby in- rising about immigration in the con- oliberalism has been touted to be the stilling fear in tourists [white tourists] tinent. Likewise, with neoclassical major cause of immigration in African. visiting South Africa and this concerns economic theory, dual labour market However, there has not been equal the government to the extreme. Subse- theory school of thought asserts that and/or balanced theorising of neo- quently, the government has respond- the asymmetric global trade favours liberalism in the continent. Much of Introduction ed accordingly to dispel xenophobic the GN and the expense of GS. Dual theorising about the effects of neolib- sentiments as a means to quell fears labour market theory maintains that eralism in the continent has favoured The localised violent attacks on poor among tourists visiting South Africa. the GN initiates and perpetuates im- Africa and there has been silence on African immigrants by their South Af- Moreover, the government, because migration through division of their the home-grown neoliberalism effects. rican counterparts is putatively said the attacks are targeting poor African [GN] economies. GN divides its econo- For instance, Ghana is said to be the to be xenophobic attacks. However, in immigrants in townships and informal mies in to primary and secondary sec- first state in the continent to have ini- this paper, I argue that xenophobia ter- settlements, has characterised the at- tors. The former sector is dominated tiated its own home-grown neoliberal minology is not an appropriate term tacks as an expression of self-hate, qua by the nationals who are skilled thus policies prior the external imposed ne- for understanding the phenomenon of Afrophobia (Bernardo, 2015). Despite command high remuneration while oliberal policies by the Bretton Woods the localised township and informal the government shedding a light and a the latter sector is dominated by the Institutions (BWI). Ghana initiated its settlement violent attacks on the im- point of departure to theorise frequent immigrants who are unskilled. Moreo- own home-grown neoliberal policy migrants notwithstanding the wide- poor immigrants’ attacks in the coun- ver, the secondary sector is dominated Economic Recovery Programme (ERP) spread of the attacks in the country try post-independence in 1994, schol- by the immigrants, notwithstanding foreboded the external neoliberalism to certain townships because of local ars who have studied these attacks, the immigrants being not adequate- imposition to Ghana and the continent. political economy and/or the politics insist the attacks are an expression of ly remunerated for their labour. The by other means. What I mean by local- xenophobia behaviour (Monson and immigrants, more often because they BWI notorious policies, qua Struc- ised violent attacks is that the attacks Misago, 2009, Tella, 2016, and Landau are not protected by law, with no re- tural Adjustment Programmes (SAP) happened in South Africa and in cer- at el, 2009). sistance, accept the meagre remunera- and Austerity Measures (AM) embrace tain townships however they didn’t tion imposed unto them. Employment market led economy for the pretence happen in all townships. Therefore, However, theorising about immigra- opportunities in the secondary sector of economic recovery. Briefly, with the the terminology of xenophobia reach- tion, in African context, would offer are abundant at GN countries and they implementation of SAP the continent es its limitation as it simplifies the at- us an opportune point of departure to attract GS immigrants because the GN witnesses the privatisation of state- tacks and generalise the attacks as if understand South Africa’s notorious citizens contend the sector is not ade- owned enterprises and parastatals, all the immigrants were attacked yet poor African immigrants’ attacks. Gar- quately remunerating and that second- liberalisation of the economy which specific immigrants that are attacked. ba (2015) and Adepoju (1993) offers us ary sector employment don’t have a culminated with the shedding of many The terminology xenophobia is silence a better explanation of the causes of social status. The previous assertions jobs in the public sector while AM ad- on factors such as law/legality, class immigration of the continent. Further- are the cause secondary sector em- vocate for cutting of budget in public and race of the immigrants attacked more, Mamdani (2009) helps us to un- ployment in GN dominated by the im- services such as education and health- thus xenophobia terminology masks derstand that immigration is not a re- migrants (Garba, 2015). care (Adepuju, 1993, Garba, 2015). the nature of the attacks and simplify cent phenomenon in Africa. Mamdani the attacks. Concomitantly, this paper (2009) and Oyewumi (1997) further New economics of labour migration SAP and AM engendered immigra- is going to argue that the attacks on debunk the notion, however subtly, school of thought not accentuated, nor tion in the continent with peoples the immigrants are localised violent that Africa in the pre-colonial era did it deviated from the previous two the- of the continent immigrating to GN attacks targeted poor African immi- not have a regulated immigration and ories causalities of immigration. New seeking for employment opportunities grants residing in townships and infor- a borderless continent. This will be ap- economics of labour postulate immi- (Garba, 2015). Nonetheless, to assert mal settlements in the country. parent in a moment. gration is initiate by the economics that immigration is a recent phenom- advancement disparities between GN enon in Africa would be a grave error. This paper is thematically divided Garba (2015) offers us a better lo- and GS. It is paramount important that in to three parts. The first part of the cus of enunciation to the paradigm we note new economics of labour, un- Immigration in the continent is old paper presents a migration theoretical of immigration in the continent. Neo- like the previous two theories, afford as the continent. Mamdani (2009) of- framework. The second part focus on classical economic theory views immi- GS subjects an agency, in lieu to yield fers us adequate locus of enunciation the causes of the attacks in the town- gration to be the manifestation of the agency to the economic factors (Gar- to enter the debate that immigration ships and informal settlements. The hidden hand of the market. Neoclas- ba, 2015). New economics of labour is not a recent phenomenon in the third part discusses solutions to the sical economic theory posits that the postulate that GS subject post ponder- continent. Mamdani (2009) postulates attacks of poor African immigrants in market dictates the flow of labour in ing about its material conditions and that immigration in the continent is South Africa. an asymmetrical manner. Neoclassical seemingly not a discernible economic not a recent thing, however, Mamdani economic theory asserts that global prospectus of economic growth and states what obscure its reality is that in Migration theoretical framework trade comparatively unjustly favours development on their respective coun- Africa, pre-colonialism, the notion of the Global North (GN) at the expense tries at GS, the GS subjects then decide absolute state did not find expression. TThe approach to the attacks of im- of the Global South (GS). GN states at- to seek better economic opportunities Accordingly, Mamdani (2009, 139-143) migrants in South Africa has been a tract labourers from the GS because of in the GN (Garba, 2015). postulate Africa pre-colonialism had blanket approach. Media report head- the high wages the GN offers (Garba, social domains yet the social domains lines, op-eds and social media all give 2015). Furthermore, within the prisms of recognised neighbours’ borders albeit

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the borders were not as borders in the The notion of localised violent at- The poor African immigrants resid- delivered a speech that incited the at- modern day. This is amplified when tacks is that the attacks happened in ing in township and informal settle- tacks (Reddy, 2015: 19 and Tella, 2016: Mamdani (2009: 139-143) asserts that South Africa and in certain townships ment become the scapegoat that the 143, 151) yet King Zwelithini never aggression was not tolerated and that however the attacks didn’t happen in township and informal settlement faced the consequences for inciting neighbours were not aliens. all townships thus to generalise such dwellers lacked better service deliv- the attacks. The possible explanation attacks to be an expression of the xeno- ery because of the poor African immi- for King Zwelithini not being held ac- The notion of social domain, in lieu phobia is a limited. Xenophobia termi- grants are taking the services meant countable for his speech that incited of absolute state, is further reinforced nology is silence on race, class and le- for them (Misago, 2017: 41, Monson the attacks, could be the customary by Oyewumi (1997) that it was appar- gal factors of the attacked immigrants. and Misago, 2009: 25 and Tirivangasi law finding its expression in the in- ent in the continent pre-colonialism. at el, 2015). direct rule that made the traditional It was impossible that a person would Moreover, this section is going to leaders to be semi-gods, qua that tradi- settle in a particular social domain show that the attacks are organised by The failures of South African gov- tional leaders are above legal reproach without people of that particular so- the local leaders, local businessman, ernment to provide service delivery (Mamdani,2009). The customary law, cial domain being not cognisant. This and argue that the quiescence of the to township and informal settlement finding its expression of indirect rule, is amplified when a particular Euro- state apparatus, qua South African Po- dwellers pitted township and informal continue to rear its ugly head in South pean settled certain Yoruban land. lice services (SAPS) and the speeches settlement dwellers against the poor Africa and recently manifested itself Oyewumi (1997) informs us that when made by the political leaders, fuel the African immigrants. However, to say with the release of King Buyelekhaya that particular European settled went attacks. that the township and informal set- under the pretext of Presidential re- to the chief of that particular social do- tlements dwellers had no agency over mission. main requesting the land to settle albe- Garba (2015) and Adepoju (2007) apt- their leaders would be remiss. They it this European settler was surprised ly outlined migration theories and in could have refused to be the partici- The SAPS can also not be exonerated to hear from the chief that land was particular Garba they stated that post pants in the attacks. from being quiescence about the at- not a commodity to be sold in Yoru- the implementation of SAP and AM, Af- tacks of poor immigrants (Monson and ba. This was not limited to the Yoruba rican peoples immigrated to Germany, Local leaders intervened and ma- Misago, 2009: 27, Cavanagh, 2017). tribe; however it was an African system India and South Africa to seek for em- nipulated township and informal The SAPS involvement in the attacks is that land is not a commodity to be sold ployment opportunities. South African settlement dwellers to attack the im- not limited in being reluctant to quell (Ngcukaitobi,2018:180). This manifest in the continent having comparative migrants because they said the immi- the attacks, in fact, the SAPS are in- that social domain existed without economic advantage (Tella, 2016: 153), grants are taking services meant for volved and cognisant of the attacks as physical borders as that particular witness immigrants from the conti- them. For instance, in Ramaphosa it is reported SAPS attend the meetings chief didn’t allocate the land out of his nent flocking in search for employ- area, the local ward councillor of the planning the attacks. The previous as- social domain. (Oyewumi, 1997). ment opportunities. Nonetheless, the area is said was involved in planning sertions are apparent with one of the poor immigrants from the continent the attacks of the immigrants perpetu- respondents interviewed by Monson Mamdani (2009) and Oyewumi were not welcomed with open arms by ating the narrative of scapegoat theory and Misago (2009:27), confirming that (1997) nullified the popular notions poor South Africans in the townships (Misago, 2017 :43, 47-48, Landau at el the members of SAPS would attend that Africa pre-colonialism was a bor- and informal settlements. However, it ,105). community meetings planning the at- derless continent and reinforced that- is important that we note that, albeit tacks yet they would not disperse such particular Mamdani (2009) -that pop- we are not going to parse on this point, Itereleng and Alexandra townships gatherings nor conduct intelligent ular notions that immigration in the immigration in South African is not a are of the many notorious townships investigation to arrest the leaders in- continent is not a recent phenomenon. recent phenomenon. Immigration in and informal settlements that have volved in planning the attacks. However, if, Africans, desire to learn to South Africa can be traced as far as the had local leaders involved in the at- coexist, it is paramount important to discovery of minerals in the country tacks (Landau at el, 2009: 105). The Moreover, in year 2000, certain SAPS acknowledge that the world is not stag- (Cavanagh, 2017: 295). leaders involved in unleashing the members are reported to have un- nant and cease the desire of invariable attacks on the immigrants are not lim- leashed police dogs to attack Mozam- wanting to be politically correct and The local leaders, and the govern- ited to political leaders only, however, bique immigrants (Tella, 2016: 143, be cognisant of the dire consequences ing elites, manipulates South African they extend to leaders in in civic or- 152). SAPS attitude and behaviour to- that comes with the contemporary im- township and informal settlement ganisations. The South Africa National wards the immigrants is the reflection migration if not proper regulated. dwellers convincing them that poor Civil Organisation (SANCO), a civic or- of governing elites’ sentiments on the African immigrants are the cause of ganisation in alliance with the govern- immigrants in the country. The next section looks at the attacks their misfortunes. These sentiments ing party (Misago, 2017: 45, Landau at of immigrants in South African town- espoused local leaders and the govern- el, 2009: 106), is said to have some of To substantiate my assertions that ships and informal settlements and ing elites has been aptly said to be the its leaders involved in planning of the the SAPS members’ attitude and be- posits that the immigrant attacks are scapegoat theory (Monson and Misago, attacks. haviour is the reflection of the govern- an expression of the contemporary 2009: 25). ing elites’ sentiments, Waltz school of consequences of the immigration. Most of the immigrants are in the thought (Tella,2016) is of great assis- To adequate comprehend scapegoat business sector; they are shop own- tance for me to substantiate my asser- South Africa immigrants’ attacks theory- in the immigrants’ attacks ers (Misago 2017:41) thus they pose tions. Waltz posits that the behaviour context- is better that we juxtapose it a competition to local businessman. of the leaders influences the direction This section is going to argue that with Growth Employment and Redis- The local businessman in one way or and/or the state policies (Tella2016). immigrants’ attacks in South African tribution (GEAR) policy limitations. another, to curb competition, they Therefore, when the governing elites townships and informal settlements In 1996, two (2) years post-independ- are also involved in the attacks. The are espousing anti- immigrants’ senti- are not xenophobic expression, rather ence, South Africa government adopt- previous sentiments that local busi- ments, we should then not be surprised -they are localised attacks, an expres- ed GEAR policy that yielded impres- nessman are involved in the attacks when the ordinary people are express- sion of local political economy and/or sive economic growth yet with no manifested with the arrest of certain ing anti-immigration sentiments. politics by other means (Misago, 2017). employment opportunities (Mangcu, Western Cape businessman arrested Landau at el (2009:105) adequately 2008). High unemployment rate (cou- for being involved in the attacks. How- The assertions that South Africa captures this phenomenon through pled with lack of service delivery in ever, the businessman, involved in governing elites harbour anti- immi- stating that the attacks in South Afri- townships and informal settlement) the attacks, was later release because grants’ sentiments are reflected in ca are the micro-politics of townships disgruntled townships and informal of the intervention of former Western Mamdani (2017) speech Mamdani gave albeit Landau at el they still insist that settlement dwellers that culminated Cape former Premier, Members of the at the 8th Thabo Mbeki Africa Day Lec- the attacks are xenophobic attacks. with a plethora of service delivery Executive Committee and local police ture. Mamdani (2017) said South Af- However, in this section I argue that protests (Reddy, 2015). The service commander (Landau at el,2009:104). rican government fuelled the attacks the attacks cannot be said to be the ex- delivery protests, in their nature, are through making the citizens to spy on pression of xenophobia as not all the violent and public property is often Traditional leaders didn’t want to be each other on who is a South African immigrants are attacked. damaged. left outside the crusade of espousing citizen and not a South African citizen the attacks. King Zwelithini, in 2015, in their society and to report to the

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police those who are not the citizens. was more about himself and seeking is the political society. The unfortu- ature review on the attacks on poor This in one way or another, fuelled an- appropriate respect for himself. Be- nate phenomenon of emigration in African immigrants, this paper argued ti- immigrants’ sentiments to ordinary cause the people are not gullible as the the continent is that the political elite, that xenophobia terminology to un- South African citizens. governing elites thinks they are, peo- when the dire consequences of immi- derstand the attacks in South Africa ple left Prince Mangosuthu Buthelezi gration- such as attacks -the political reaches its limitations as race, class Tella (2016, 2016: 149) traces anti- on the stage and he can be heard rais- elites are invariable the first people to and the notion of legality is discarded immigrants’ sentiments in the govern- ing ageism sentiments that the people retort Pan Africanist slogans, yet their of the attacked immigrants. ing elites as far as Nelson Mandela led will have cursed for not respecting and behaviour are in sharp contrast to the administration with Nelson Mandela listening a man at his age speaking Pan Africanism ethos. If the attacks on harbouring anti- immigrants’ senti- (Buthelezi, 2019). poor immigrants manifest itself in the ments. In the previous points we have diaspora, self-entitlement is ever re- Bibliography cited Mamdani (2017) asserting that The perceptions that the illegal im- voked that the GN developed because South African government fuelled an- migrants are responsible to crime in of the exploitation of Africa and slav- Adepoju, A. 2007. The Impact of Structural Adjustment on the Population of Africa. The implications of Education, ti- immigrants’ sentiments to its citi- South Africa (see earlier discussion) ery. Inasmuch geo-trade continues to Health and Employment, Edited by Aderanti Correction: zens. Thabo Mbeki obstinate refusal to has resulted to government resorting be asymmetrical thus comparative fa- This is the correct reference of the author acknowledge that in 2008 immigrants to draconian operations. The govern- vours global North, the African elites - Adepoju: Introduction. UNFPA in association with were attacked (Tella, 2016: 149) and ment adopted Operation Crack Down are, likewise the GN, enemies for the HEINEMANN POSTMOUTH (N.H). James Curry: London. characterising the attacks are merely hunting illegal immigrants to be de- development of Africa through loot- Bernardo, C. 2015. UCT lecturer slams ‘Afrophobia’ tag. an act of criminality is the reflection of ported back to their respective coun- ing of state coffers and undemocratic Downloaded 02 January 2020. Also available: https:// South African government anti- immi- tries (Tella, 2016: 152 and Monson and government. For instance, in Southern www.iol.co.za/news/politics/uct-lecturer-slams-afro- phobia-tag-1845713. grants’ sentiments. Misago, 2009: 28). The deportation of Africa, emigration is not holistically Buthelezi, M, G. 2019. Prince Mangosuthu Buthelezi ad- the immigrants after the attacks hin- economic motivated, rather- it is politi- dresses violent incidents in Gauteng: 08 Sept 19. Down- Jacob Zuma, likewise his predeces- ders justice for the immigrants as the cally motivated. loaded on 05 January 2020. Also available: https://www. sors, also harboured anti- immigrants’ witnesses would be deported thus re- youtube.com/watch?v=21EsLfjvgZc&t=6s. sentiments. In the midst of the attacks, sulting in cases not further investigat- South Africa, because of its better Cavanagh, E. 2017. “Settler Colonialism in South Africa: Jacob Zuma, in lieu to deliver a speech ed (Monson Misago, 2009). The culture economic opportunities in the con- Land, Labour and Transformation, 1880-2015.” In: The that was going to quell the attacks, Ja- of impunity for the perpetrators of the tinent, unfortunately witnessed a Routledge Handbook of the History of Settler Colonialism, cob Zuma called for the protection of attacks in further expressed by Landau plethora of immigrants migrating to ed. by Cavanagh E. & Veracini, L. London/New York: Rou- tledge, pp. 291-309. the legal immigrants in the country and Misago (2009: 104). Because of the the country that pitted them against Garba, F. 2015. Migration and Inequality: African Mi- (Tella, 2016: 150). The call by Jacob governing elites’ anti- immigrants’ the local elites and governing elites. grant Workers in Germany, India and South Africa”. In A. Zuma to protect the legal immigrants sentiments, the country and the world, Both the local elites and the govern- Lenger and F. Schumacher (eds) Understanding the Dy- is the reflection of the broader senti- should then not be surprised when the ing elites manipulates the hoi polloi namics of Global Inequality: Social Exclusion, Power Shift ments and notions that illegal immi- Department of Home Affairs and De- which culminates in localised physi- and Structural Changes. Munich: Springer. 2015 grants are responsible for the crime in partment of Home Affairs bureaucrats cal confrontation which subsequently Landau, Loren, B and Misago, J, P. 2009. Who to Blame the country. inhumanely treat immigrants, in par- spread across the country townships and What’s to Gain? Reflections on Space, State, and Vi- olence Kenya and South Africa. African Spectrum, 44, 1. ticular African poor immigrants. and informal settlements. The con- 99-110. The current president, president frontations are motivated by crumbs Mamdani, M. 2009. FIGHTING IDENTITIES, RACE, RE- Cyril Ramaphosa, has also been found The manipulation of the township that falls from the capitalists’ tables LIGION AND ETHNO-NATIONALISM, Editors: Leo Panitch wanting last year, 2019, on the attacks and informal settlement dwellers, and the governing elite (see earlier and Colin Leys: Making sense of Political Violence in the of the poor African immigrants, and more especial by the governing elites discussion cited Prince Mangosuthu Post- Colonial Africa. Socialist Register 2003. 133-151. lest is said about Cyril Ramaphosa founded on scapegoat theory, reflects Buthelezi and the scapegoat theory). Mamdani, M. 2017. Prof. Prof Mahmood Mamdani deliv- response to the 2019 violent attacks the South African government attitude ers the 8th Thabo Mbeki Africa Day Lecture. Downloaded on the poor migrants’ attacks, is the post-1994. The South Africa govern- There is a salient need for the insti- 02 January 2020. Also available: https://www.youtube. com/watch?v=-XUBYlPOpGw. better. This is because it has become ment is the best in blame shifting of its tutionalisation of state apparatus in Mangcu, X. 2008. To the brink. The State of Democracy apparent norm for president Cyril failures to bring change in the lives of the country to enforce law without in South Africa. South Africa: University of KwaZulu-Na- Ramaphosa to be found wanting even the township and informal settlement favour and the rule of law to find ex- tal. ISBN: 978-1-86914-137-0 on domestic matters. President Cyril dwellers. If South Africa government pression. This would mean that all Mlambo, Y. 2019. Why South Africa’s binary politics will Ramaphosa norm of being ever found doesn’t blame white people for the those who had incited the attacks win elections for the ANC. Downloaded on 02 January wanting propelled John Steenhuisen misfortunes of the black people in must face law and be held accounta- 2020. Also available: https://www.iol.co.za/capetimes/ (2019) aptly characterised president townships and informal settlements, ble for their reckless speech despite of opinion/why-south-africas-binary-politics-will-win- elections-for-the-anc-22772962. Cyril Ramaphosa behaviour to be that the South Africa government has to the leadership positions they occupy Monson, T and Misago, J, P. 2009. Why history has re- of a man in office and not in power. find other peoples to blame for their (see earlier discussion). Furthermore, peated itself? The security risks of structural Xenophobia. failures to deliver service delivery Mamdani (see earlier discussion) SA Quarterly Crime. No.29. Garba, F. Migration and Ine- Prince Mangosuthu Buthelezi at- and such peoples are invariable white assertions debunked the notion of quality: African Diasporas in Germany, South Africa and tempted to quell the attacks in Johan- people if not what the ruling party borderless pre-colonial Africa there- India In A. Lenger and F. Schumacher (eds) Understanding nesburg despite that Prince Mango- refer to coconuts (see Mlambo 2019, fore borders are to be protected. The the Dynamics of Global Inequality: Social Exclusion, Pow- suthu Buthelezi attempts were futile. Mangcu,2008). Unfortunately, the im- protection of the borders, however, er Shift and Structural Changes. Munich: Springer. 2015. The governing elites tend to either for- migrants, if not white people are not should not erode the spirit of ubuntu, Ngcukaitobi, T. 2018. The land is ours. South Africa’s First Black Lawyers and the Birth of Constitutionalism. get fast or are so bent to populism and, blamed, suffer the brunt for the fail- viz, emigrants from warzones infested South Africa: Penguin Random House. perhaps, think that people forget fast ures of South Africa government to states are to be offered refugee status. Oyewumi, O. 1997. The Invention of Women: Making as them [governing elites]. The very deliver services to township and infor- Economic emigrants and political em- Sense of Western Gender Discourses. Minneapolis: Uni- same Prince Mangosuthu Buthelezi mal settlement dwellers. igrants need to be cognisant its them versity of Minnesota Press. who attempted to quell the attacks is only who can be the agents of change Reddy, T. 2015. South Africa, settler colonialism and the very same men who once public- What needs to be done in their respective countries therefore the failures of liberal democracy. London: Zed books. ly expressed anti- immigrants’ senti- for them to flee from fixing their do- (9781783602261). ments. It is best that I cited Prince Man- The poor African immigrants’ at- mestic political-economic and social Steenhuisen, J. 2019. LETTER: Ramaphosa may be in office, but he is not in power. Downloaded 02 January gosuthu Buthelezi anti-immigrants’ tacks in South Africa is not a dilemma conditions is not a solution. 2020. Also available: https://www.businesslive.co.za/bd/ sentiments here, “if we as South Afri- that can be resolved by South African opinion/letters/2019-04-16-letter-ramaphosa-may-be- cans are going to compete for scarce government on its own. It can be re- Therefore, because of the wide- in-office-but-he-is-not-in-power/. resources with millions of aliens who solved by the whole Southern Africa spread of the attacks on poor African Tella, O. Understanding Xenophobia in South Africa: are pouring into South Africa, we Development Community (Tirivan- immigrants by their fellow poor black The Individual, the State and the International System. can bid goodbye to our Reconstruc- gasi at el, 2015) and the continent as Africans in the townships and infor- Insights on Africa 8(2)142-158. tion and Development Programme” the whole. Poor governance in the mal settlements, the general wisdom Tirivangasi, H, M and Rankoana, SA. 2015. SOUTH AFRICA XENOPHOBIA: REGIONAL PEACE STRATEGIES FOR (Tella, 2016: 150). Moreover, Prince continent fuel the emigration and the concludes its xenophobic attacks al- XENOPHOBIA AND XENOPHOBIC ATTACKS PREVENTION. Mangosuthu Buthelezi attempts were people who bear the brunt of the poor beit having studied the nuances of the THE 4th SAAPAM LIMPOPO CHAPTER ANNUAL CONFER- in fact no attempts as the men speech governance is not the elite, rather- it attacks. However, enable by the liter- ENCE.

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