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This Is My Story
International Review of the Red Cross (2019), 101 (911), 459–479. Children and war doi:10.1017/S1816383120000120 “This is my story”: Children’s war memoirs and challenging protectionist discourses Helen Berents Helen Berents is an Australian Research Council DECRA Fellow and Senior Lecturer in the School of Justice, Faculty of Law, Queensland University of Technology, Brisbane, Australia. Abstract Protectionist frames of children as passive, uncomprehending victims characterize the international architecture of responding to children in war. However, stories such as those in children’s war memoirs draw attention to the agency and capacity of children to negotiate and navigate distinct traumas and experiences in war. Children experience particular vulnerabilities and risks in conflict zones and their potential as contributors to the solutions to war must also be taken seriously. Children’s authoritative voices in memoir writing reveal the limitations of protectionist- dominated approaches and offer a rationale for taking the participatory elements of international humanitarian mechanisms and responses to conflict more seriously. Such a move may help address the comprehensive silencing of children’svoicesinthe institutional architecture concerned with children in war. © icrc 2020 459 H. Berents Introduction “Who is Malala?” [the man] demanded. … My friends say he fired three shots, one after another. … By the time we got to the hospital my long hair and Moniba’s lap were full of blood. Who is Malala? I am Malala and this is my story.1 So concludes the prologue to I Am Malala, the memoir of Malala Yousafzai, the Pakistani girl who campaigned for education in the Swat Valley and was shot by the Taliban at age 15 in October 2012. -
GLOBAL REFUGEE FORUM AGENDA Monday 16 December Tuesday 17 December Wednesday 18 December
20 19 GLOBAL REFUGEE FORUM AGENDA Monday 16 December Tuesday 17 December Wednesday 18 December 10:00 ― 11:30 ARRIVAL TIME 7:00 9:00 ― 13:00 SPOTLIGHT SESSIONS Security screening Assembly Hall WEBCAST 9:00 ― 12:30 Plenary session 11:30 ― 13:00 Assembly Hall Livestream in rooms XVII and XIX Debate on burden- and responsibility-sharing (resumed) SPOTLIGHT SESSIONS SPECIAL EVENT WEBCAST 9:00 ― 11:00 IGAD Comprehensive OPENING PLENARY SESSION Regional Response for Welcoming remarks by the Co-Hosts PARALLEL SESSIONS Refugees Film Room XVII Room XIX Statement by the United Nations Secretary-General High-level dialogue on High-level dialogue energy and infrastructure on protection capacity 13:00 ― 13:30 Statements by the Co-Conveners LUNCH BREAK Broadening the base 11:00 ― 13:00 13:00 ― 15:00 13:30 ― 15:00 12:30 ― 14:30 13:00 ― 14:30 PARALLEL SESSIONS Room XVII Room XIX SPEAKERS' CORNER SPOTLIGHT SESSIONS LUNCH BREAK SPOTLIGHT SESSIONS High-level dialogue on High-level dialogue SPEAKERS' CORNER 15:00 ― 17:00 15:00 ― 16:30 jobs and livelihoods on education 14:30 ― 19:00 SPECIAL EVENT SPOTLIGHT SESSIONS 13:00 ― 15:00 13:30 ― 15:00 Global Academic Assembly Hall Livestream in room XVII LUNCH BREAK Interdisciplinary Plenary session WEBCAST SPOTLIGHT SESSIONS Network Launch SPEAKERS' CORNER Debate on burden- and responsibility-sharing 15:00 ― 19:00 15:30 ― 18:00 16:30 ― 18:00 High-level session on solutions SPECIAL EVENT SPECIAL EVENT High-level session on comprehensive responses in action Assembly Hall WEBCAST MIRPS high-level SSAR Support CLOSING -
GLOBAL REFUGEE FORUM AGENDA Monday 16 December Tuesday 17 December Wednesday 18 December
20 19 GLOBAL REFUGEE FORUM AGENDA Monday 16 December Tuesday 17 December Wednesday 18 December 10:00 ― 11:30 ARRIVAL TIME 7:00 9:00 ― 13:00 SPOTLIGHT SESSIONS Security screening Assembly Hall WEBCAST 9:00 ― 12:30 Plenary session 11:30 ― 13:00 Assembly Hall Livestream in rooms XVII and XIX Debate on burden- and responsibility-sharing (resumed) SPOTLIGHT SESSIONS SPECIAL EVENT WEBCAST 9:00 ― 11:00 IGAD Comprehensive OPENING PLENARY SESSION Regional Response for Welcoming remarks by the Co-Hosts PARALLEL SESSIONS Refugees Film Room XVII Room XIX Statement by the United Nations Secretary-General High-level dialogue on High-level dialogue energy and infrastructure on protection capacity 13:00 ― 13:30 Statements by the Co-Conveners LUNCH BREAK Broadening the base 11:00 ― 13:00 13:00 ― 15:00 13:30 ― 15:00 12:30 ― 14:30 13:00 ― 14:30 PARALLEL SESSIONS Room XVII Room XIX SPEAKERS' CORNER SPOTLIGHT SESSIONS LUNCH BREAK SPOTLIGHT SESSIONS High-level dialogue on High-level dialogue SPEAKERS' CORNER 15:00 ― 17:00 15:00 ― 16:30 jobs and livelihoods on education 14:30 ― 19:00 SPECIAL EVENT SPOTLIGHT SESSIONS 13:00 ― 15:00 13:30 ― 15:00 Global Academic Assembly Hall Livestream in room XVII LUNCH BREAK Interdisciplinary Plenary session WEBCAST SPOTLIGHT SESSIONS Network Launch SPEAKERS' CORNER Debate on burden- and responsibility-sharing 15:00 ― 19:00 15:30 ― 18:00 16:30 ― 18:00 High-level session on solutions SPECIAL EVENT SPECIAL EVENT High-level session on comprehensive responses in action Assembly Hall WEBCAST MIRPS high-level SSAR Support CLOSING -
Using Syrian Refugee Literature in Secondary English Classrooms
TEACHING TOLERANCE: USING SYRIAN REFUGEE LITERATURE IN SECONDARY ENGLISH CLASSROOMS Samantha B. Weiss A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2018 Committee: Jolie Sheffer, Advisor Siew Chat Burroughs © 2018 Samantha B. Weiss All Rights Reserved iii ABSTRACT Jolie Sheffer, Advisor In March 2018, the United Nations High Council for Refugees (UNHCR) reported that there are currently more refugees in the world than there have been since WWII (Woolley 377). Nearly 11.5 million of those displaced were forced from their homes by the Syrian civil war, which began in 2011 (UNHCR). According to Aline Lo, despite the significance of this announcement and the growing disputes about asylum seekers admission to the United States, critical classroom discussions of refugee narratives are lacking in United States schools (3). As refugee crises increase around the globe, it is crucial that students are taught to critically and compassionately analyze refugee narratives. The Common Core State Standards (CCSS) states that the main goal of the Standards is to develop independent thinkers, who will be successful in the globalized workforce and post-secondary institutions of the 21st century. The ability to grapple with a topic like refugees, on multiple fronts, is central to developing such thinkers. Despite this, the CCSS offers few incentives or instructions for teachers to use multicultural or contemporary literature in their classrooms. I argue that the use of Syrian refugee literature, specifically in a secondary English Language Arts classroom, fosters the development of critical thinking, source synthesis, critical empathy, and global citizenship: all of which help to prepare students for the world they will enter after high school. -
Speakers' Bios
Speakers’ Bios Jayathma Wickramanayake United Nations Secretary-General's Envoy on Youth Ms. Jayathma Wickramanayake was appointed as the UN Secretary- General’s Envoy on Youth in June 2017 at the age of 26. She is the youngest senior official in the UN and the first woman to hold this position. In this role, Jayathma works to expand the UN’s youth engagement and advocacy efforts across all four pillars of the organisation’s work — sustainable development, human rights, peace and security, and humanitarian action — and serves as a representative of and advisor to the Secretary-General. Organisational. In 2019 Jayathma was recognised by Time Magazine as one of the “Time 100 Next: Rising stars shaping the future” and in 2020 she was recognised by Forbes magazine as part of its “30 under 30” list. Originally from Sri Lanka, Ms. Wickramanayake has worked extensively on youth development and participation, including playing a key role in transforming the youth development sector in her home country. Prior to taking up her post, Ms. Wickramanayake was instrumental in creating the movement for civic and political engagement of young people, especially young women, in Sri Lanka through the “Hashtag Generation” movement. Previously, she advocated for global youth development on an international level including as the first-ever Sri Lankan Youth Delegate to the United Nations and as the youth lead negotiator and member of the International Youth Task Force of the World Conference on Youth 2014 where she played a critical role in mainstreaming youth in the Post-2015 Process and in the establishment of World Youth Skills Day. -
Children And
Children and war 101 Number 911 Volume Volume 101 Number 911 Volume 101 Number 911 Editorial: Childhood in the crossfire: How to ensure a dignified present and future for children affected by war Ellen Policinski and Kvitoslava Krotiuk Interview with Mira Kusumarinai, Executive Director of the Coalition of Civil Society Against Violent Extremism (C-SAVE) Testimonies of former child soldiers in the Democratic Republic of Congo “This is my story”: Children’s war memoirs and challenging protectionist discourses Helen Berents Living through war: Mental health of children and youth in conflict-affected areas Rochelle L. Frounfelker, Naris Islam, Joseph Falcone, Jordan Farrar, Chekufa Ra, Cara M. Antonaccio, Ngozi Enelamah and Theresa S. Betancourt Born in the twilight zone: Birth registration in insurgent areas Kathryn Hampton The Policy on Children of the ICC Office of the Prosecutor: Toward greater accountability for crimes against and affecting children Diane Marie Amann International humanitarian law, Islamic law and the protection of children in armed conflict Humanitarian debate: Law, policy, action Ahmed Al-Dawoody and Vanessa Murphy Child marriage in armed conflict Dyan Mazurana, Anastasia Marshak and Kinsey Spears Engaging armed non-State actors on the prohibition of recruiting and using children in hostilitites: Some reflections from Geneva Call’s experience Pascal Bongard and Ezequiel Heffes Taking measures without taking measurements? An insider’s reflections on monitoring the implementation of the African Children’s Charter in -
FREUDIAN NARCISSISM in CROSS-MEDIA STORYTELLING: CROSS-MEDIA in NARCISSISM FREUDIAN © 2019 Објавио Часопис Политеиа (Politeia.Fpn.Unibl.Org)
Rodrigo Almeida Sousa Original Scientific Paper FREUDIAN NARCISSISM IN CROSS-MEDIA STORYTELLING: The Curious Case of Nujeen Mustafa. Keywords: Abstract Post-truth; Aggressiveness; Prejudice; Idealisation; The importance of storytelling in the 21st Century’s media is Migrants; Refugees; Posverdad; indisputable. Facts alone do not satisfy our desire for identity. Agresividad; Prejuicio; Idealización; Migrantes; Only stories can provide us with a sense of identification and Refugiados. belonging. However, stories can also exacerbate our emotion- al and narcissistic response; and this is precisely what post- Author: truth storytelling is all about: fact-devaluation, appeal to the Dr. Rodrigo Almeida Sousa emotions, extreme partiality and aggressive rhetoric. Based is Academic Researcher at on Freud’s theory of narcissism, our research article proposes Transdisciplinary Research an objective and interdisciplinary model from which we can Centre ‘Culture, Space and Memory’ (CITCEM) of the recognise, depict and analyse narcissistic patterns in today’s University of Porto, Portugal. cross-media storytelling. In effect, this will help us to better understand the story of the refugee Nujeen Mustafa, which Correspondence: seems to illustrate so well our explicit and implicit dynamics [email protected] of self-love. Field: Resumen Communication science La importancia del ‘storytelling’ en los medios del siglo XXI es indiscutible. Los hechos por sí solos no satisfacen nuestro deseo de identidad. Solo las historias pueden proporcionarnos un sentido de identificación y pertenencia. Sin embargo, las historias también pueden exacerbar nuestra respuesta emo- cional y narcisista; y esto es precisamente lo que ocurre en el ‘storytelling’ de la posverdad: devaluación de los hechos, apel- DOI: ación a las emociones, parcialidad extrema y retórica agresiva. -
Syria 2019 Human Rights Report
SYRIA 2019 HUMAN RIGHTS REPORT EXECUTIVE SUMMARY President Bashar Assad has ruled the Syrian Arab Republic since 2000. The constitution mandates the primacy of Baath Party leaders in state institutions and society, and Assad and Baath party leaders dominate all three branches of government as an authoritarian regime. An uprising against the regime that began in 2011 continued throughout the year. The 2014 presidential election and the 2016 parliamentary elections resulted in the election of Assad and 200 People’s Council (Syrian parliament) seats for the Baath Party-led National Progressive Front, respectively. Both elections took place in an environment of widespread regime coercion, and many Syrians residing in opposition-held territory did not participate in the elections. Observers did not consider the elections free or fair. The regime’s multiple security branches traditionally operated autonomously with no defined boundaries between their areas of jurisdiction. Military Intelligence and Air Force Intelligence reported to the Ministry of Defense, the Political Security Directorate reported to the Ministry of Interior, and the General Intelligence Directorate reported directly to the Office of the President. The Interior Ministry controlled the four separate divisions of police. Regime-affiliated militia, such as the National Defense Forces (NDF), integrated with other regime- affiliated forces and performed similar roles without defined jurisdiction. Civilian authorities maintained effective control over the uniformed military, police, and state security forces but possessed limited influence over foreign and domestic military or paramilitary organizations operating in the country, including Russian armed forces, Iran-affiliated Lebanese Hizballah, Iran’s Islamic Revolutionary Guard Corps, and nonuniformed proregime militias, such as the NDF. -
Free Resources About Middle East Conflicts (To Use with Your Students)
Free Resources about Middle East Conflicts (to Use with Your Students) General Middle East: - “What Is Going on Here? An Inquiry Lesson in Current Events in the Muslim World” (lesson plan): https://cmes.arizona.edu/what-going-here-inquiry-lesson-current-events-muslim-world - “The Middle East’s Cold War, Explained” (10-minute video on Iran, Saudi Arabia, and Middle East conflict): https://www.youtube.com/watch?v=veMFCFyOwFI&t=3s Syrian civil war and ISIS - “The War on ISIS: Views from Syrian Activists and Intellectuals” (short article with different primary source views): https://www.dissentmagazine.org/blog/war-isis-views-from-syrian- activists-and-intellectuals - “Teaching Notes: What to Do about Syria” (with lesson plan): https://www.cfr.org/teaching- notes/teaching-notes-what-do-about-syria - “Debating the US Response to Violence in Syria” (Choices lesson plan): https://www.choices.edu/teaching-news-lesson/debating-u-s-response-violence-syria/ - The ISIS Threat: Teaching about the Complex War Raging in Iraq and Syria” - https://learning.blogs.nytimes.com/2014/09/17/the-isis-threat-teaching-about-the-complex-war- raging-in-iraq-and- syria/?_php=true&_type=blogs&emc=edit_ln_20140918&nl=learning&nlid=56340402&_r=0 - “’Fractured Lands’ Focus Lesson: An ISIS Fighter’s Background” (a Pulitzer Center lesson based on journalism and students’ writing): https://pulitzercenter.org/builder/lesson/fractured- lands-focus-lesson-isis-fighters-background-19172 - “Teaching about the Horrific – ISIS, Slavery, and Rape”: https://www.huffpost.com/entry/teaching-about-the-horrif_b_8009766