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Education & Extremism: Waging Peace in the Classroom • A tale of two bands: Indian Ocean and Junoon bring India and Pakistan closer • The UN and terrorism: Secretary-General Ban Ki-moon • The next big challenge: UNESCO Director-General Irina Bokova • South Sudan: Education and displacement in the world’s newest nation MGIEP/2016/PI/H/1 DIRECTOR’S MESSAGE
foreword by Secretary-General Ban Ki-moon on the UN’s response to violent extremism, our contributors come from a host of different countries and backgrounds. What brings them together, however, is a call for changing current education systems. This is espoused even more clearly in a ISSUE 4 . 2016 piece by Prof. K.P. Mohanan, who uses inquiry- driven approaches to prompt youth to question blind faith in any form of ideology or indoctrination. PUBLISHED BY UNESCO MGIEP In this issue we also discuss UNESCO MGIEP’s activities in raising awareness of the strong link United Nations Educational, Scientific and Cultural between education and radicalization and violent Organization | Mahatama Gandhi Institute of Education for Peace and Sustainable Development extremism, including our flagship Talking Across Waging peace in the classroom: Generations (TAG) event which brought together 35 Ferozshah Road, ICSSR, Building, 1st Floor policymakers and young people in an open New Delhi 110001, INDIA Teaching respect and appreciation discussion in Delhi this February. The outcome was THE BLUE DOT features articles showcasing for diversity in a globalized world a statement calling for greater inclusiveness and UNESCO MGIEP’s activities and areas of interest. more space for young people to shape the policies The magazine’s overarching theme is the relationship s the world reels in the aftermath that ultimately affect them. between education, peace, sustainable development of the terror attacks in Paris Just like our events, The Blue Dot is a platform and global citizenship. THE BLUE DOT’s role is to and Brussels in 2015 and 2016, for individuals from different backgrounds engage with readers on these issues in a fun and respectively, there is growing and walks of life who might have divergent interactive manner. The magazine is designed to ideologies, beliefs, and values, all of which may address audiences across generations and walks of recognition that these attacks areA becoming a global threat—and one unlikely have prevented them from coming together to life, thereby taking the discourse on education for debate some of the most pressing issues of our peace, sustainable development and global citizenship to diminish in the coming years. With atrocities “Look Again at that dot. time—including the global concern surrounding beyond academia, civil society organizations and committed across the globe in Nairobi, London, governments, to the actual stakeholders. That’s here. That’s home. That’s us. Mumbai, New York, Barcelona, and Beirut, the need the rise in violent extremism. When individuals for peace through dialogue and solidarity has never feel free to discuss, share ideas and question their THE BLUE DOT is published biannually. On it, everyone you love, been greater. beliefs, they can begin to think creatively and everyone you know, everyone you ever heard of, critically about the world and their surrounding Subscription Placed at the heart of the UN’s new global environment. The challenge is to avoid lecturing The Blue Dot is available free of charge. every human being who ever was, development agenda, education has the power to or preaching to young people, but to provide youth To receive all future issues of the THE BLUE DOT, lived out their lives. connect young people across political, religious, with a safe space to discuss contentious issues in subscribe to [email protected] The aggregate of our joy and suffering, and cultural divides and to build a shared sense an open, inclusive and transparent manner. thousands of confident religions, of responsibility for the world in which we live. Managing Editor However, there is an increasing recognition that An open dialogue on violent extremism is a step Sigrid Lupieri, UNESCO MGIEP ideologies, and economic doctrines, standard pedagogies around the world are not towards providing young people with opportunities every hunter and forager, every hero and coward, working and, in some cases, are even exacerbating to ask questions and to reflect on their own beliefs, Publication Assistant In this fourth issue the problem by pushing students towards assumptions, and values, including animosities, Srivedant Kar, UNESCO MGIEP every creator and destroyer of civilization, every king and peasant, every young couple in love, of The Blue Dot, intolerance, extreme ideologies and even violence. prejudices, hatred and intolerance. At UNESCO MGIEP we believe that individuals who feel Design every mother and father, hopeful child, we have decided to In this fourth issue of The Blue Dot, we have decided to focus on education as a tool for both connected to others across political, religious or Firefly Communications inventor and explorer, every teacher of morals, focus on education
B ISSUE 4 . 2016 ISSUE 4 . 2016 1 MGIEP/2016/PI/H/1 FOREWORD
The UN Secretary-General’s message to UNESCO MGIEP on preventing violent the capacity of teachers and educators to support this agenda. ...extremism flourishes when Beyond skills, we must also focus extremism human rights are violated... on values. We know that youth may be and people - especially young vulnerable to the lure of terrorists, who people - lack prospects and offer them a sense of belonging, perhaps a meaning in their lives. salary and even a supposed chance at glory. Ban Ki-moon Education steeped in universal values can help show the utter emptiness of such We must pay particular attention to promises, and help young people to discern addressing the drivers of violent extremism. the truth. There is no single pathway to violent The United Nations Security Council extremism. But we know that extremism recognized the value of young people as flourishes when human rights are violated, peacebuilders in its historic resolution 2250 political space is shrunk, aspirations of December 2015. This resolution opens for inclusion are ignored, and people — up new opportunities for the engagement especially young people — lack prospects of young people, much as Security Council and meaning in their lives. Resolution 1325 (2000) advanced the We also know the critical elements involvement of women in the maintenance for success: good governance, the rule of of international peace and security. Instead iolent extremism is a direct assault on the United law, political participation, decent jobs of viewing young people as part of the Nations Charter and a grave threat to international and quality education. We must promote problem, we must harness their immense peace and security. Terrorist groups have brazenly cultural literacy, and celebrate what makes potential to be part of the solutions. kidnapped young girls, systematically denied women’s us different while defending human rights In today’s world, young people have rights, destroyed cultural institutions, beheaded journalists, warped the for all. We must reject prejudice, and the superior communication skills, extensive Vpeaceful values of religions and brutally murdered thousands of innocents all-too-frequent impulse to see others as social media networks and, often, more around the world. These groups have become a magnet for foreign potential threats. influential voices than their elders. If we terrorist fighters. The UN Plan of Action calls not just are to prevent violent extremism, we have Addressing this challenge requires a unified response, and compels us for quality education, but for schooling to motivate and mobilize this generation of to act in a way that solves, rather than multiplies, the problem. Many years that emphasizes dialogue, teaches respect youth – the largest in history – to amplify of experience have proven that short-sighted policies, failed leadership, for diversity, fosters critical thinking, our messages of common humanity. When heavy-handed approaches, a focus only on security measures and a disregard promotes media and digital literacy, we give young people the education that all for human rights have often made things worse. We need cool heads and and helps young people to develop the deserve, along with avenues and arenas for common sense, and must never be ruled by fear — or provoked by those who behavioural and socioemotional skills that action, they will see hope. strive to exploit it. Countering violent extremism and terrorism should not be can contribute to peaceful coexistence I thank the Mahatma Gandhi counter-productive. It should also start with prevention. and tolerance. I continue to urge Member Institute of Education for Peace and With that in mind, in January of this year I presented to the United States to support young women and men by Sustainable Development for its important Nations General Assembly a Plan of Action to Prevent Violent Extremism, investing in education, including technical contributions to this work. The United which takes a practical and comprehensive approach. The Plan puts and vocational education; by ensuring Nations looks forward to deepening our forward more than 70 recommendations for concerted action at the global, that education matches skills with the partnership in our shared work for peace
Source: Executive Office of the Secretary-General Office Executive Source: regional and national levels. needs of labour markets; and by building and prosperity for all on a healthy planet.
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ISSUE 4 . 2016 22 40 Interview FEATURES 22 Prof. Sugata Mitra OPINIONS Award-winning social entrepreneur and • Gaming for Peace founder of the School in the Cloud and the Hole 40 UNESCO MGIEP’s views on the value of online • Preventing Violent Extremism through in the Wall projects speaks about education gaming to promote peace and sustainable Education~ The next big challenge and violent extremism, in an exclusive development Director’s Message 8 Irina Bokova, Director-General of UNESCO, interview 1 Waging peace in the classroom:Teaching on the value of inclusive education, global • Measuring Peace UNESCO MGIEP’s respect and appreciation for diversity in a citizenship and soft power 45 YOUth Speak survey globalized world Knowledge Commons Young people have a say on how effective By Anantha Kumar Duraiappah, Director, • Preventing Violent Extremism through 25 UNESCO MGIEP’s virtual discussion platform their education was in promoting the UNESCO MGIEP Education on peace and sustainability concepts of peace and sustainability 12 Professor K.P. Mohanan, Indian Institute of Science Education and Research, Pune Foreword discusses the definitions of violent extremism COVER STORY A ctivity Bulletin 2 The UN Secretary-General’s message and the value of critical thinking 28 49 to UNESCO MGIEP on preventing violent • TAG 2016 : Violent Extremism and Education What we’ve been up to at unesco mgiep extremism • Québec’s Approach towards Violent UNESCO MGIEP’s Talking Across Generations By Ban Ki-moon, UN Secretary-General Radicalization: Prevention & Education on Education (TAGe ) 18 in Action Herman Deparice-Okomba, Executive • A Tale of two bands Violent extremism Director of the Centre for the Prevention of Indian Ocean and Junoon bring India and 6 What makes a violent extremist? Radicalization Leading to Violent Extremism, Pakistan closer at a UNESCO MGIEP concert The United Nation’s response discusses the role of education • Youth voices Pakistan | India 51 10 35
RADICALISM
Violent extremism
TERRORISM 58 Photo essay 54 South Sudan : Education and displacement in the world’s newest nation by Sarah Hylton, Canadian documentary photographer
Crossword 64 Free as a word : Follow the clues on Education 6 and Violent Extremism
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The United Nation’s response to violent extremism
ore than a decade since However, despite progress in countering RADICALISM the September 11 attacks the rise of violent extremism in recent n a post-September 11 world, the focus of the international Violent on the United States, years, neither the United Nations nor the extremism community has begun to turn from an emphasis on combating transnational terrorist European Union have a clear definition violent extremism to addressing its root causes. What are the groups such as ISIL of the term ‘violent extremism’. factors that compel individuals – in particular young people – TERRORISM andM Boko Haram are still making the to embark upon a path of radicalization and to join groups While it may take time to come to a Iadvocating an ideology of violent extremism? headlines. As arguably one of the biggest clear and universally acknowledged threats to national and international In many cases, the terms definition of these terms, here are some Since 2006, the United Nations, security today, countering violent ‘radicalism’, ‘violent extremism’ interpretations : led by Ban Ki-moon, has begun extremism has become a priority for the and ‘terrorism’ are used Missiles may to address the issue of violent international community. interchangeably. kill terrorists. But good extremism through several measures. For the first time, all governance kills terrorism. Member States have agreed to a UN Secretary-General Ban Ki-moon “ common strategic and operational approach to fighting terrorism: Mainstream Merriam-Webster’s Australian Government interpretation Dictionary website “Living Safe General Assembly Resolution 60/288 (8 September 2006) established the Together” United Nations Global Counter-Terrorism Strategy, which adopted the Violent: using or Violent extremism following four pillars: involving the use of is the beliefs and actions Radicalization: physical force to cause of people who support or a process whereby people harm or damage to use violence to achieve adopt an extremist belief 1 2 3 4 someone or something. ideological, religious system – including the Addressing Preventing Building states’ Ensuring or political goals. This intent to use, encourage or Extremism: belief in the conditions and capacity and human rights includes terrorism and facilitate violence – and support for ideas that conducive to combatting strengthening and the other forms of politically in order to promote an are very far from what the spread of terrorism the role of the rule of law motivated and communal ideology, a political project most people consider terrorism United Nations violence. or a cause as a means of correct or reasonable. social transformation. The Counter-Terrorism Implementation Task Force (CTITF) ensures the coherence and coordination of UN counter-terrorism efforts through working groups on key priority areas, and capacity building projects. The task force is comprised by 35 UN entities including INTERPOL.
The United Nations Counter Terrorism Centre (UNCCT), established in September 2011, supports Member States in implementing the Global Counter-Terrorism Strategy through international support and cooperation.
The Secretary-General’s Plan of Action to Prevent Violent Extremism presented by Ban Ki-moon to the General Assembly on 12 February 2016 calls for a comprehensive approach to creating essential security-based counter-terrorism measures but also emphasized the need to focus on preventing the underlying conditions that drive individuals to radicalize and join violent extremist groups.
6 ISSUE 4 . 2016 ISSUE 4 . 2016 7 MGIEP/2016/PI/H/1 OPINION Inclusive Quality Today, violent extremism is supported by a global propaganda campaign deployed Violent extremists are not Education to Prevent on the Internet and through social media. born, they are made and Radicalisation We are facing an information war, where fuelled. This is a process conspiracy theories and stories about In the last years, we have seen human we disarm, starting on the fraternity in combat are used to incite rights and dignity flaunted, freedom of the radicalization of young women and benches of schools, through expression challenged and journalists men. Extremists use twitter accounts and new forms of education, killed, women and girls attacked and used propaganda videos, making the most of media literacy, and new as targets of warfare, cultural monuments new means of communication. To address and artefacts destroyed, pillaged and opportunities for youth these questions, UNESCO organised in sold illicitly. All these crimes have been engagement. June 2015 the first international conference perpetrated by rising forms of violent “Youth and the Internet: Fighting extremism. Radicalization and Extremism,” and we How can we stop this violence? How can are preparing a high-level international we ensure millions of young women and expert meeting on youth radicalization in men are not lost to the terrors of war and cyberspace for next autumn, in Quebec. the lure of hate speech? The diverse aspects of radicalization There is no single cause or trajectory still need to be clarified, but evidence leading a young woman or man to extremist shows clearly that education is the most violence. But what we do know is that ‘hard power’ is not enough to counter a threat powerful weapon we have to respond nourished by an exclusive vision based on with – by undermining prejudice, by false interpretations of faith, hatred, and fighting ignorance and indifference. ignorance. These visions cannot simply be This stands at the heart of the new 2030 countered – they must be prevented. Agenda for Sustainable Development – in Violent extremists are not born, they particular of Sustainable Development are made and fuelled. This is a process we Goal 4, which UNESCO helped shape, to disarm, starting on the benches of schools, ensure “inclusive and equitable quality through new forms of education, media education and promote lifelong learning UNESCO Director-General Irina Bokova literacy, and new opportunities for youth opportunities for all.” engagement. As Malala Yousafzai, the The stakes are high, especially in crisis youngest-ever Nobel Prize laureate, said: situations. Around the world, an estimated Preventing Violent Extremism 1.5 billion people live in fragile or conflict affected countries – 40 per cent of them through Education ~ If you want to end the are young people, and of these 28 million war then instead of sending girls and boys are out of school. Behind © UNESCO/Michel Ravassard the next big challenge guns, send books. Instead these statistics are stories – stories of “of sending tanks, send pens. young people who cannot go to school, who Instead of sending soldiers, do not learn, cannot work and, ultimately, Irina Bokova are not allowed to dream. Director-General of UNESCO send teachers. e live today in a fragmented world. Where we see a rising We cannot promote the values of global struggle for hearts and minds, especially young people. inclusion, dialogue and peace if so many Violent extremism is promoting fear and division, preaching are deprived of quality education. The exclusion and hatred, provoking a split between those who reject danger is that of losing a generation to living together, and those who believe in humanity as a single despair, poverty, and the perverted lure community.W The very idea of peace – founded on equality, dignity and respect, taken of violent extremism. Education is a basic forward through tolerance and solidarity between and within societies – is being human right – it is also a transformational threatened. In this context, we must do everything to empower the younger generation force for poverty eradication, for by promoting the values of inclusion, dialogue, and by building new forms of solidarity sustainable growth, for healthier societies. based on human rights, global citizenship, trust and tolerance. We need education to strengthen the
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messaging and foster a positive sense of identity and belonging. We launched Since wars begin in recently a Teacher’s Guide on Violent the minds of men, it is in Education. . . Extremism that can be adapted to different the minds of men that the contexts, to accompany educators across must be about new defences of peace must be the world. UNESCO is also investing in ways of seeing the “ education for young Internally Displaced constructed. world today, UNESCO’s Constitution Persons and refugees in Iraq, in Syria, in Lebanon, in Jordan, so no one is excluded. new ways of thinking An International Conference on about our responsibilities empowering new generations to live in “Prevention of Violent Extremism through to each other and the a diverse world, with human rights and Education: Taking Action” for senior planet, new ways of UNESCO launched a dignity as our starting point and compass education policy makers will be co- acting and behaving as Teacher’s Guide on Violent setting. organized by UNESCO and the Mahatma global citizens, to shape Extremism that can be This idea is at the heart of UNESCO’s Gandhi Institute of Education for Peace and Sustainable Development on 19 and the values, skills and adapted to different contribution to the United Nations 20 September 2016 in New Delhi, India, knowledge we need for contexts, to accompany Secretary-General’s Plan of Action to Prevent Violent Extremism, as well as as part of our continuing effort to build the century ahead educators across the world to the UN Global Counter-Terrorism global momentum for education for Strategy. prevent violent extremism. Violent extremists today use ignorance to launch destruction campaigns, asking people to destroy their own history. This Boosting Soft Power resilience of these societies, nurturing the Empowering Global is not restricted to conflict areas - recent capacity of every child, every young woman terrorist attacks remind us that violence Changing the narrative of extremism and man to withstand the pressures Citizens in a Diverse recognises no borders, attacking shared requires efforts across the board. States of change and make the most of their World values and order in societies across the need to invest in youth engagement in opportunities. world. political processes, in building democracy, This is the spirit of all UNESCO’s action For this, education cannot just be about This is why education must go hand in promoting human rights. This must be transmitting information and knowledge. to promote education to advance global in hand with sustained efforts in favour of a priority from the top, as a development It must be about new ways of seeing the citizenship, which is a pillar of the United media literacy and intercultural dialogue, imperative and a security imperative, world today, new ways of thinking about Nations Secretary-General’s Global bringing together all those working for involving not only governments but all our responsibilities to each other and the Education First Initiative, launched in critical thinking and freedom of opinion actors, from civil society to the private planet, new ways of acting and behaving as 2012. We have worked closely with the to deconstruct the false narratives sector. No strategy can succeed if we do not global citizens, to shape the values, skills UNESCO Mahatma Gandhi Institute spread on social media, as underlined in put education at the forefront. We need to and knowledge we need for the century of Education for Peace and Sustainable UNESCO’s integrated framework of action get this right to allow societies to escape the ahead, to promote deeper understanding, Development to take this vision forward Knowledge of history is the against youth radicalization, launched in nightmares of history, to give young people constituting what the philosopher Edgar and to develop new curricula for youth best counter-narrative to June 2015. every chance. Morin called “the condition and guarantee competences and skills. defeat extremism – it is an Knowledge of history is the best UNESCO was created in 1945, in a of the intellectual and moral solidarity of Educating global citizens requires antidote to mass killing and counter-narrative to defeat extremism world devastated by war. Its founders were humanity.” recognizing and accepting differences – it is an antidote to mass killing and to determined to ensure such destruction across the full spectrum of learners. It to radicalization. UNESCO is radicalization. UNESCO is acting to teach would never occur again. The overarching means inclusive schools that are crucibles acting to teach the history the history of the Holocaust and other idea at the time envisioned humanity as Violent extremists today use ignorance to launch of tolerance and solidarity, sharing the of the Holocaust and genocides, to fight discrimination today, a single community, sharing values, a destruction campaigns, asking people to destroy their own wealth of cultural and linguistic diversity other genocides, to fight anti-Semitism and xenophobic feelings on past and a future. Inspired by this ideal, history. . . recent terrorist attacks remind us that violence as a force of renewal, belonging and discrimination today, anti- the rise. To prevent new violence, we are UNESCO’s Constitution states that “Since innovation. It means new resources, developing policy guidance to support the wars begin in the minds of men, it is in the recognises no borders, attacking shared values and order Semitism and xenophobic teacher training and curricula, along Ministers of Education to deliver education minds of men that the defences of peace in societies across the world. with new modes of assessment and new feelings on the rise. programmes that build young people’s must be constructed.” This message has capacities. Global citizenship is about resilience against violent extremist not aged a day.
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• reduces the contagion of violent extremism is that of collective violence, extremism; and which the report characterizes as: All forms of violent extremism • empowers youth to act, especially when “… the instrumental use of violence by seek change through fear they are in positions of power, to prevent people who identify themselves as members and intimidation rather than the spread of extremism. of a group against another group or set of through peaceful means. To address this, we have to begin with individuals, in order to achieve political, another question: What do we mean by economic or social objectives. It takes a variety violent extremism and what exactly is this of forms: armed conflicts within or between illness that we wish to heal? Next, we have states; genocide, repression and other human to identify the causes of the illness and rights abuses; terrorism; and organized violent then explore how education can serve to crime.” counter these causal factors. If we accept the WHO’s characterization of violence and group violence, then any organization, whether governmental or non-governmental, which uses fear to What is Violent achieve its political, economic, or social Extremism? objectives can be regarded as one that practices group violence. The terrorist The term ‘violent extremism’ comes attack on the World Trade Center in 2001 from Countering Violent Extremism (CVE) is an example of group violence, but so is and Preventing Violent Extremism (PVE) a government’s use of imprisonment and discourse. To begin with the WHO’s torture to suppress opposition, and the The World Report on Violence and Health crusades to establish the domination of one (1996) defines violence as: religion over another. Preventing Violent Extremism “The intentional use of physical force As for the concept of extremism, or power, threatened or actual, against according to Webster’s Dictionary, it is a through Education oneself, another person, or against a group “belief in and support for ideas that are very or community, that either results in or has a far from what most people consider correct high likelihood of resulting in injury, death, or reasonable.” In discourse on violent psychological harm, maldevelopment or extremism, the term ‘extremism’ is often T he Goal of Education deprivation.” replaced by the term ‘radical’. This use The report recognizes group violence, any students, their health and fitness along with other dimensions of ‘radical’ implies that the use of group interpersonal violence, and violence parents, and schools such as physical, emotional, intellectual, violence by minority groups to promote against oneself as all different types of K.P. Mohanan received his PhD see education as a societal, pragmatic, aesthetic, and ethical. radical ideas constitutes violent extremism. violence. The category of violence that from the Massachusetts Institute of process of training Accepting this alternative view commits It is this definition of VE that most Technology (MIT) and taught at the concerns us in the discussion of violent to do well in tests us to designing curricula (syllabi, textbooks, governments appear to adopt. For instance, University of Texas in Austin, MIT, andM examinations, in order to acquire lesson plans, assessment) that nurture the the Australian government’s website Stanford University and the National appropriate qualifications for lucrative University of Singapore. At NUS, he capacity to work towards minimizing the Living Safe Together: Building Community initiated the General Education Program employment and to make a comfortable ills that humanity faces along each of the Resilience to Violent Extremism uses the term for undergraduate students and, as part living. Governments and industries see above dimensions including the likes of ‘radicalization’ to refer to the process of of this program, created a web course education as the process of creating cancer, diabetes, clinical depression, and acquiring an extremist position: on Academic Knowledge and Inquiry. manpower to contribute to the nation’s Alzheimer’s; hatred, intolerance, injustice, “Radicalisation happens when a person’s In January 2011, he moved to IISER- GDP. The goal of education from both ignorance, gullibility, irrationality, and blind thinking and behaviour become significantly Pune, where he has created a three- perspectives thus appears to be money- faith; racism, casteism, fundamentalism; different from how most of the members course package on rational inquiry, oriented. poverty, violence, and environmental of their society and community view social covering scientific, mathematical, and There is, however, an alternative conceptual inquiries. He is currently destruction. issues and participate politically. Only small engaged in developing courses and conception, which views the ultimate goal As such, violent extremism (VE) is one numbers of people radicalise and they can programmes on different types of of education as helping the young to develop of these ills that we would expect education be from a diverse range of ethnic, national, inquiry-based learning for high school their capacity to work for their own well- to prevent. political and religious groups. and college students. being —as well as that of the planet and its How do we design an educational As a person radicalises they may begin residents. ‘Well-being’ in this sense refers to system that: to seek to change significantly the nature
12 ISSUE 4 . 2016 ISSUE 4 . 2016 13 MGIEP/2016/PI/H/1 OPINION OPINION acts accordingly, this is violent extremism.” Education to Prevent For instance, consider the distinction Hereafter, I will adopt the non- between ‘solid’ and ‘liquid’. Every child arbitrary meaning of VE in which the Violent Extremism has an experiential understanding of these notion of the majority versus a minority Of the three above factors, the first two call concepts. The floor we stand on is solid is considered irrelevant. Whether used by for systemic change in various institutions. because we don’t sink into it; but the water Violence breeds violence governments or rebels, violence that aims Education can contribute to this endeavour in a pond is liquid because if we try to stand or walk on it we sink. This experiental When a group of humans to achieve ideological, political, social, by nurturing ethical qualities among the economic, or religious goals is considered knowledge of solid and liquid is thus based is subjected to emotional young, and helping them simultaneously violent extremism. The Catholic Church to gain the knowledge and critical on our tactile experience of our body. Yet, violence or physical that burnt Giordano Bruno alive to protect thinking necessary for pursuing effective most textbooks distinguish between solid violence, they naturally the geocentric dogma was using VE, and and efficient action in their personal, and liquid in terms of visual experience: turn to violence against so was the aristocracy in Athens that killed professional, and public spheres of A solid has its own volume and shape. their ‘enemies’ Socrates for promoting rationality. life. Most discourses on PVE do not pay A liquid has its own volume, but takes the attention to the challenge of preparing the shape of its container. young for this responsibility. This serves as a telling example for What Gives Rise to How can the young protect How can education prevent what confronting a textbook definition in the themselves? Perhaps the only the PVE discourse labels as the threat of classroom, to initiate students to doubt and Violent Extremism? question the authority of the textbook. way for this is to develop a radicalization? Terrorist recruitment to A handful of sand takes a conical Some well-known factors that lead to the skeptical mindset of doubting induct the youth into VE can be achieved through indoctrination. Contrary to popular shape when its container is conical, and of society and government. However, if rise of VE can be summed up as follows: and questioning what is belief, indoctrination is practiced not a cylindrical shape when its container is someone decides that using fear, terror or 1 Greed when unaccompanied by taken for granted...such cylindrical. A long piece of string also takes violence is justified to achieve ideological, empathy and compassion makes way for only by religious fundamentalists, racists, the shape of the container. Hence, given political or social change—this is violent calculated violence. Violent extremism doubting and questioning castists, communalists, and sexists, but the textbook definition, sand and string extremism.” on the part of those in power, whether ourselves, our peers, and also by those who are allegedly trying to must be judged as liquid. In contrast, Embedded in this discourse is the conquerors, governments, corporations, ‘authorities’ (parents, elders, counter VE. The youth, who are vulnerable a soap bubble must be judged as solid, idea that the use of violence becomes or mafia, typically fall into this category, as to indoctrination by both terrorists and teachers, political and given its spherical shape. These judgments an instance of VE if it aims to promote a do most of the atrocities committed during counter-terrorists, must develop the religious leaders, experts, …) are unacceptable and hence the definitions minority view, but that it is not VE if it conquests, wars, or riots. capacity to protect themselves, and to build from which the judgments are deduced are promotes the view of the majority. needs to be supplemented by resilience against all forms of indoctrination 2 Violence breeds violence. When a Once this ideological bias is removed it a capacity for critical thinking regardless of who practices it. also unacceptable. Once students realize group of humans is subjected to emotional becomes clear that the above view of VE is How can the young protect themselves? this flaw, they can be asked to come up violence (discrimination, exploitation) and inquiry into the issues not only arbitrary but also objectionable. Perhaps the only way for this is to develop with a definition that yields the judgments or physical violence (rape, murder), they they face. For instance, although the Australian a skeptical mindset of doubting and that we are committed to. naturally turn to violence against their government’s conception of radicalization questioning what is taken for granted This activity can initiate students ‘enemies’. The antagonism between cited above is that of the minority in — the substance of the enlightenment both to the need to doubt and question Hindus and Muslims has a long history Terrorist recruitment to conflict with majority positions, the programme. Such doubting and the assertions of authorities, and to of violence against each other, which has induct the youth into VE website also moves away from this questioning ourselves, our peers, and the art and craft of constructing and cyclically fed further violence. can be achieved through arbitrary position when it says: ‘authorities’ (parents, elders, teachers, evaluating definitions. These are important indoctrination. The youth, “Violent extremism is the beliefs and 3 Non-violent individuals engage political and religious leaders, experts, …) components of rational inquiry. Take another example. Aristotle held who are vulnerable to actions of people who support or use violence in violence when trapped in flawed needs to be supplemented by a capacity ethical systems of belief that glorify for critical thinking and inquiry into the that air and water are elements, while gold indoctrination by both to achieve ideological, religious or political goals. This includes terrorism and other violence. Suicide bombers from religious issues they face. This mindset can be is not. Modern science holds that air is a terrorists and the counter- forms of politically motivated and communal fundamentalist organizations generally achieved through a form of education that mixture, water is a compound, and gold is terrorists, must develop violence. believe that they are obeying God’s orders, develops a capacity for critical thinking and an element. Why should we reject Aristotle’s the capacity to protect All forms of violent extremism seek change or that they will go to heaven because of inquiry in mathematics, physical sciences, view in favour of modern science? To themselves, and to build through fear and intimidation rather than their virtuous deeds. Soldiers fired up by biological sciences, human sciences, and address this question, students have to be taken through the relevant evidence and resilience against all forms through peaceful means. patriotism are no different. Many forms the humanities, in such a way that these If a person or group decides that fear, of violence against slaves perpetrated by various modes of inquiry can be extended arguments to defend the textbook claims. of indoctrination... terror and violence are justified to achieve otherwise ethical people also fall within to unpack real life situations, and be used Likewise, students are told, contrary to what ideological, political or social change, and then this category. to make life choices as and when needed. their experience tells them, that the Earth
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revolves around the sun, and rotates on an democracy is, such that their answers undemocractic, then the system of voting axis tilted to the plane of revolution. Why follow from the definitions. Chances are to elect representatives is not a sufficient should the students accept this assertion, that they would say something along the condition either. What is democracy, then? which goes against their experience of a lines of the textbook version: This would be a good point to divide stationary earth? Definition of democracy: the class into groups, and ask them to Most textbooks do not address these Democracy is a system in which people spend, say, a week outside class time to questions. As a result, even university- elect their rulers through a system of voting. come up with a definition of democracy. educated individuals with degrees in Students are now asked to consider In the course of their deliberations, it science may not have an answer. In the a group of eight friends who do their would also be useful to ask them to consult absence of an understanding of their homework together, go to the movies, internet sources to gain a rudimentary rational justification, most conclusions have lunch in the canteen, play, and so understanding of the concepts of learning something that is not currently that have become part of science are on, always together. But they also have monarchy, oligarchy, bureaucracy, part of the school curriculum, they talk accepted as true on the basis of blind their individual preferences. Two of them sociocracy, plutocracy, majoritarianism, to the teachers and the principal, and if faith in the ‘authority’ of science. In are vegetarians, one of them hates garlic, and so on. feasible, a course is set up to help them education, this is a form of indoctrination, three of them dislike martial arts movies Given sufficient time to think and If education is designed in learn it. The syllabi, textbooks, homework, no different from the indoctrination of and so on. They are asked to come up with discuss among themselves, students are such a way that students assignments, and deadlines for existing religious fundamentalism. Telling students a democratic dinner-and-movie plan for likely to come up with a variant of the courses are negotiated between teachers that all the existing and extinct species the group. develop the mindset of following definition: and students. If there is a discipline on earth evolved from unicellular life Their attention is now invited to doubting and questioning, Democracy is a system in which individuals problem, a committee consisting of forms, and requiring them to accept this the logical contradiction between the and groups who are likely to be affected critical understanding, teachers and students figures out a without critical evaluation of the relevant consequences of their earlier definition by a decision have an equal opportunity to critical thinking, and inquiry, solution, and if a penalty is needed, they evidence and arguments, is no different in terms of voting and election, and influence it. their judgment that the system they have they can then better also figure it out jointly. Students have a say Under this definition, election through from requiring students to believe that the invented is democratic. Their task would be recognize and protect even in decisions on the hiring of teachers. voting is only a means to optimize world was created in its present form by an to come up with an alternative definition. Is the system in Winter Hills School democracy. By itself, it is not sufficient eternal, infinite, omniscient, omnipotent, themselves from all forms To facilitate the search for an democratic? for implementing the ideal of democracy. omnipresent, perfectly moral deity. of indoctrination and will alternative, they are given the following Students judge the above systems as Nor is it necessary: a political system of Such acceptance of assertions on also build up the capacity scenarios: democractic. In this case then, the system monarchy in which kingship is inherited, ... acceptance of assertions on the basis of blind faith then becomes to protect themselves of voting to elect representatives is not a or each king appoints the next king, can a pathological habit of the mind that Scenario 1 : In most traditional families, the basis of blind faith then from the indoctrination of necessary condition for democracy. They are nevertheless be democratic if the king’s lends itself to religious and ideological parents, typically fathers, make unilateral becomes a pathological habit communalism and organized now given the following scenarios: actions are shaped by the voice and the will indoctrination. It is imperative, therefore, decisions. Now imagine a family in which of the mind that lends itself 3 of the people. that we take students through the all decisions affecting the children’s lives religion. Scenario : Imagine a country A in which As in the case of the examples from to religious and ideological relevant evidence and arguments for such are made jointly by the father, mother, and there is an extended family of the richest science, the exercise of democracy develops indoctrination... If not we are conclusions presented in science and the children, through rational discussion, person in the country, called the Bandin the capacity for critical thinking and other textbooks. If not we are promoting negotiation, and consensus. The children, family (with more than fifty members.) promoting an intellectual inquiry. along with their mother and father, have a Every five years, twenty members from the culture of blind faith in an intellectual culture of blind faith in If education is designed in such a say in which school to go to; what subjects Bandin family are nominated for election. authority, making children authority, making children easy prey to the way that students develop the mindset to study; what, if any, extra-curricular The people vote to elect ten of them as their radicalization of those who practice VE. of doubting and questioning, critical easy prey to the radicalization activities to join; what TV programmes ministers. The ministers elect one of them My final example comes from political understanding, critical thinking, and of those who practice VE. they can watch, and for how long; whether as the Prime Minister. Does country A have philosophy. Consider the following inquiry, they can then better recognize their mother and father should accept democracy? questions in a classroom: and protect themselves from all forms a particular job offer; and what path of • Does country X have democracy? (Replace Scenario 4 : Imagine another country of indoctrination, and will also build up specialization to choose for their higher X with the country of the students.) B in which there are four such extended the capacity to protect themselves from education. Is the system in this family • If a country is ruled by a king or queen, families. Every five years, each of these the indoctrination of communalism democratic? and the people do not elect their families nominate ten candidates for and organized religion. The habit of representatives through voting, can it still Scenario 2 : In Winter Hills School, election. The people vote to elect ten doubting and questioning will extend have democracy? all decisions affecting students and of a nominated forty as ministers. The to governments, corporations, and Students are likely to respond with a their learning are made jointly by the ministers elect one of them as the Prime religious authorities as well. There seems “Yes,” to the first question, and a “No,” principal, administrative staff, teachers, Minister. Does country B have democracy? no better way to liberate the young from to the second. We now ask them what and students. If students are interested in If students judge the above systems as ‘radicalization’.
16 ISSUE 4 . 2016 ISSUE 4 . 2016 17 MGIEP/2016/PI/H/1 OPINION concerns about violent radicalization-like When Semantics behaviours amongst their loved ones, Alongside its mandate friends, acquaintances or colleagues, Matter: The ABCs of to man the helpline and and offers them an alternative to the law Radicalization assist citizens with any enforcement system. The helpline was “It’s what we think we know concerns related to... violent launched in March 2015 at the same time that keeps us from learning.” radicalization, three modules as the CPRLV. Claude Bernard have been created... the Alongside its mandate to man the helpline and assist citizens with any Research Section provides The word “radicalization” has come to concerns related to the phenomenon of expertise development encompass a wide variety of meanings for violent radicalization, three modules different individuals, communities and and facilitates knowledge have been created. The idea behind states. Its contemporary understanding is dissemination ...Psychosocial this three-fold structure is to feed too often publicly equated with negative Intervention Section is on one another’s knowledge and to connotations, brandished to provide tasked with supporting, develop multidisciplinary expertise meaning to spectacular and often poorly- listening and counselling on radicalization leading to violence. understood terroristic events. Popular Essential to the Centre’s need to increase individuals and their relatives reasoning and rationalization for such its understanding of the local context events have often resulted in the direct Source: Info-radical.org who are affected by violent in which violent radicalization evolves, or indirect stigmatization of specific radicalization... Prevention the Research Section provides expertise communities, consequently engendering and Skills Development development and facilitates knowledge societal rifts and divisive discourses due Québec’s Approach towards Section is tasked with dissemination; furthermore, it produces to the incomprehension of apparently developing and dispensing reports, as well as assisting with the random and frightful events. other modules throughout its daily tasks. Defined as the process by which Violent Radicalization training and awareness The Psychosocial Intervention Section ‘‘individuals are introduced to an overtly workshops is tasked with supporting, listening and ideological message and belief system that Prevention & Education in Action counselling individuals and their relatives encourages movement from moderate, who are affected by violent radicalization. mainstream beliefs towards extreme 1 Last but not least, the Prevention and views’’ , radicalization is hence, first and Skills Development Section is tasked with foremost, a pacifist approach to protest, the latter term itself being intrinsically developing and dispensing training and linked to the democratic principle of Herman Deparice-Okomba, Ph. D. Moving to the Front Row: awareness workshops to a wide variety of freedom of speech. Past “radicals” Executive Director, Centre for the people. It also provides tailored training in Prevention of Radicalization Leading Promoting Prevention over Repression have therefore included the suffragette order to address the needs and concerns of to Violence movement, Mahatma Gandhi, Martin he creation of the Centre of such realities required a fundamental community and institutional organizations Luther King, Rosa Parks, Charles Darwin for the Prevention of reassessment regarding the best way (public and private), who wish to gain a A political scientist, Dr. Deparice-Okomba and Galileo Galilei, to name a few. The is a recognized specialist in intercultural Radicalization Leading to to tackle violent radicalization. Law better understanding of the phenomenon. term “radicalization” can therefore have a relations, questions relating to radicali- Violence (CPRLV) came enforcement entities, typically tasked with positive connotation, and can be capable zation, terrorism, discrimination and about as a result of a countering violent extremism, needed to of bringing about fundamentally beneficial community-based policing. combinationT of worldly and local events as take a back seat, their ability to effectively Before his appointment to the societal changes. Radical viewpoints only well as a change with regards to how best prevent violent radicalization drawing both CPRLV in 2015, he was responsible for become a problem when they approve of, to address issues of violent radicalization. criticism and doubt. social files (racial and social profiling, or encourage, the use of violence or other As Canada fell prey to two terroristic community outreach, crime prevention, In response to this situation the city forms of extremist behaviour, including incidents in October of 2014, in Ottawa etc.) at the Montréal Police Department of Montreal, with the support of the terrorism and this is part of the Centre’s for ten years. He also managed the SPVM and Saint-Jean sur Richelieu and taking government of Quebec, formed a 24/7 approach. employee foundation for three years. into account the rise in youth departures public helpline placed under the purview At the other end of the spectrum lies He is currently a lecturer at several to Syria/Iraq, concern has increased of a non-profit organization that is universities on subjects dealing with the concept of radicalization leading to terrorism and emergency management. considerably in recent years. This context independent of all government agencies. violence, a phrase adopted by the Centre led to the realization that the prevention Such a setting allows citizens to voice in order to communicate its dedication ......
1 Bartlett, J. & Miller, C. (2012). The Edge of Violence : Towards Telling the Difference Between Violent and Non- 18 ISSUE 4 . 2016 Violent Radicalization. Terrorism and Political Violence, 24(1), p.1-21. ISSUE 4 . 2016 19 MGIEP/2016/PI/H/1 OPINION OPINION
to the prevention of radicalization cases mandate derives from a will to provide several misconceptions with regards to putting emphasis on its independent and that are likely to engender the adoption of support to both troubled youth and their what radicalization is and what the tell-tale confidential nature of all information Specifically, the CPRLV “an extremist belief system – including families, the emergence of radicalization signs of radicalization are. it gathers through the helpline and endeavours to educate the intent to use, encourage or facilitate as a growing concern has forced them to Arguably one of the more concerned strictly regimented cooperation with and demystify popular violence in order to promote an ideology, adapt and re-evaluate their approach to actors with violent radicalization has law enforcement agencies. A significant understandings of a political project or a cause as a means needs-based interventions, a transition been schools, whose staff are on occasion part of the Prevention and Skills 2 radicalization leading of social transformation. ” From the encouraged and justified by the CPRLV as privy to violent ideologically-driven Development Section is educating the to violence...through beginning, the CPRLV has strived to make necessary given the lack of experience these discourse on the part of students. As public about violent radicalization and social service, law enforcement, and entities have had with ideologically-driven such, a pressing need was felt, on the workshops and demystifying widespread media or popular community partners aware of its mission individuals. It therefore became apparent part of the CPRLV, to address schools’ misconceptions about what the term consultations ...the Centre and innovative approach. Specifically, that the Centre’s main focus regarding concerns and offer assistance in the form implies and other erroneous and often continuously strives to the CPRLV endeavours to educate and its social service partners would be to of trainings and awareness workshops. stigmatizing preconceptions. juggle its educative role demystify popular understandings of reshape not only the understanding these As school staff are often unaware as to The preventative role of the CPRLV alongside its mandate to radicalization leading to violence and entities have had of radicalization (which the motives and ideologies that drive therefore takes several forms. Raising many conceived as directly correlated to young individuals to walk the path of equip the community with the presupposed factors and causes that awareness is the most essential element engender it. Hence, through workshops religion) but also the different interactive Arguably one of the more violent radicalization, the approach of the provided by every Prevention and Skills the necessary tools to and needs-based approaches required to Prevention and Skills Development Section and consultations, the Centre continuously concerned actors with Development Section workshop. Fostering prevent and handle violent efficiently tackle the phenomenon. is often oriented toward clarifying how strives to juggle its educative role alongside trust and a greater comprehension of the Equally fundamental is the law violent radicalization has violent radicalization comes about and radicalization cases. its mandate to equip the community with Centre’s mission amongst partners at all enforcement community whose diverse been schools, whose staff are why. Much like the partners and entities the necessary tools to prevent and handle levels of society is crucial. Propagating set of agencies have traditionally viewed on occasion privy to violent with which the Prevention and Skills violent radicalization cases, whether a universal understanding of what radicalization through a policing and Development Section unit works, the need related to far-right, extreme left, jihadist ideologically-driven discourse violent radicalization is enables not only therefore repressive lens. The advent of for demystification is crucial. or single-issue ideologies. on the part of students the Centre but all partners and actors the CPRLV and its focus on prevention Workplace managers have also shown concerned to become more efficient in meant that its Prevention and Skills interest in benefiting from the workshops their daily work and in stemming the tide Development Section can help to reshape provided by the Prevention and Skills of violent radicalization. Equally important Spreading the Word: provincial law enforcement communities’ Development Section. Such trainings is the need to counter and demystify Prevention through (be it standard policing or correctional often focus on what violent radicalization preconceived notions with regards services) understanding of radicalization implies and how it might manifest itself Education to radicalization. Political and media and insist on a greater need for identifying in a working environment. While the representations and debates surrounding “I did then what I knew how to do. instances of emerging radicalization workshops necessarily focus on the topic of the topic of radicalization have often Now that I know better, I do better.” before they blossom into dangerous and radicalization, greater emphasis is placed yielded inflammatory and discriminating Maya Angelou potentially lethal situations. Trainings are on the day to day workings of the Centre therefore provided to law enforcement and how the latter balances intra-team discourse and actions, leading to societal There are five sets of partners that the entities, providing them with the necessary cooperation and information sharing with divisions and perceived stigmatization. Centre has identified as crucial audiences tools to both understand and efficiently their respective orders’ ethical guidelines. Such factors, while claiming to have an that need a better understanding of prevent instances of violent radicalization Finally, it can be argued that the most educative value in the best interests of the concept of radicalization leading to which often focus on the need to demystify important audience for the awareness the public, are often blamed for fostering violence, how this phenomenon manifests efforts of CPRLV is the community in violent radical sentiment amongst itself in susceptible individuals, and how general. Community youth groups, segments of the populations who are the Centre addresses it: social service advocates and representatives are essential perceived as targets. Such a climate fosters entities, law enforcement agencies, to the CPRLV’s efforts to garner trust antipathy on both sides and plays a crucial school personnel, workplace managers, throughout the community and encourage role in the reasoning provided by many professional orders and the community. citizens to contact the helpline for all youth for their desire to join radical groups. Social service entities comprise concerns related to violent radicalization, The CPRLV’s educative work is therefore a fundamental set of partnering be it the simple query of information or complemented by both approaches, a organisations involved in a variety of reporting worries they might have with strategy which serves not only to stem the support functions and service provisions. regards to a loved one. Fostering trust tide of violent radicalization, but also to These institutions comprise mental health with the community implies informing foster harmony and understanding at all and juvenile support services. Though their the public of the Centre’s activities and levels of society.
2 Center for the Prevention of Radicalization Leading to Violence – 20 ISSUE 4 . 2016 Definition of Radicalization https://info radical.org/fr/radicalisation/definition/ ISSUE 4 . 2016 21 MGIEP/2016/PI/H/1 INTERVIEW
How can education become a tool In the classroom of the future, as you for promoting global dialogue and envision it, is there the possibility for such understanding? questioning? I don’t have an answer. When I don’t ‘Possibility’ is the right word to use in have answers, I go back to questions. this context. Unfortunately, people often Very recently I heard an 8-year-old say that there is so much rubbish on the And as things connected ask her mother: “Why do different people Internet and they question its educational to the Internet grow, believe in different gods?” which I thought worth. not only computers but was one of those typically profound I agree that there is a lot of nonsense everything in the school questions children ask. According to my [on the Internet], but it primarily belongs will be steeped in the theory, nobody knows the real answer. to three categories – pornography, However, as a society, we need to ask religion and politics. It is very hard to find Internet. It is entirely more questions rather than say which faith nonsense in something like science. There possible that how to kick is good and which is bad. We need to ask: may be a website that says that the Earth a football will be taught Is there one God or many? Is there a God doesn’t go around the sun, but there will be by the football itself. at all? What does faith mean? We need to three hundred comments below saying that address these fundamental philosophical [this statement] is completely rubbish. questions without attaching them to It is an unfortunate situation where some religion or the other. These are not religion and politics fall into the same religious questions. subset as pornography.
If you were to describe an ideal school When we don’t know what the future for the future, what would it look like? holds, what are the key skills that learners It is very hard to describe. If someone need to master? gave me a lot of money, I might actually As a parent I’m happy with happy, build one. Then I will think on the spot. We healthy, and productive children and with live in very turbulent times. It may not look whatever dimensions they take in the like anything that I can imagine. Will there future. Whatever ‘happy’ means in the be classrooms? Yes, probably there will be future, whatever ‘healthy’ means in the spaces but I am not so sure about classes. future and whatever ‘productive’ means in I don’t know if the word “class” will even the future: whatever they mean, schooling exist. It is not a nice word, maybe it won’t should cater to these. exist. Next are top line skills like As I mentioned in the lecture, the comprehension, communication and INTERVIEW Internet will enter the classroom, whether computing. I would be happy if we just kept we want it to or not. It will enter. Schools our eyes on those. But it could leave out a in the future will be steeped in the Internet. whole lot of other things like belief and the Prof. Sugata Mitra And as things connected to the Internet role this will play in the future, whether it grow, not only computers but everything in will exist at all and what form it will take. the school will be steeped in the Internet. Prof. Mitra is an award-winning social One can’t predict these things. It is entirely possible that how to kick a entrepreneur and founder of the football will be taught by the football itself. In the context of so much School in the Cloud and the Hole in the Wall projects. He recently spoke at a How can education contribute institutions are running successfully, unpredictability, what are the policy-level UNESCO MGIEP Distinguished Lecture to promoting extremist and violent which bring unconscious biases into our changes that we need to introduce in order event at IIT Delhi. In an exclusive ideologies? children’s minds. This will not change I’m happy with happy, healthy, and productive children to equip ourselves and future generations interview after his talk, here is what he One of the key contributing factors is the until there is legislation against identifying and with whatever dimensions they take in the future. Whatever to deal with this metamorphosis? had to say about education and violent worldwide practice of dividing schools along a school with a faith. Unfortunately, what is happening at extremism. ‘happy’ means in the future, whatever ‘healthy’ means in the lines of religious ideology. Different Secondly, under the guise of other the future and whatever ‘productive’ means in the future: the policy level across the globe is that sects make their own schools, irrespective of subjects such as “ethics”, we bring in faith- government after government is arguing Interview by Sana Khan “whatever they mean, schooling should cater to these. how good these schools may be. based religious values. This too contributes for more method, order and discipline. Communications Officer, UNESCO MGIEP Even in secular democracies, these to the creation of prejudice at a deep level. To deal with this problem of change,
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There is an assumption that people will not develop critical thinking if lots of “information is available. In fact, it is the other way round. People don’t develop critical thinking when prescriptive information is handed over by a teacher.
governments are using the reverse gear a way in the past of keeping some amount can’t we have a crutch for the brain which and saying that technology is harmful for of control over what people did and didn’t does your thinking for you? Why be scared children and that the Internet should be do. But there are strange exceptions. Look that it will take over the world? banned in schools because this is easier at New York City – it’s a highly ordered But there are a number of scientists and more implementable. city, the crime rates have fallen, it’s a warning against AI. And what about safe city. And, it probably has the highest Microsoft’s recent experiment with the But there are also reports and data number of atheists in the world. www.knowledge-commons.com BOT, which went so wrong? saying that so much technology is harmful There are people with no religious Those warning are primarily science for children, that the use of gadgets is views at all, who don’t believe in God. So fiction writers! I had conducted a similar diminishing their attention spans and so what I’m asking is that is religion even experiment a few years ago where I placed on. How do you counter these arguments? necessary now or are there alternatives? a BOT at the NIIT cafeteria. Within a day A virtual discussion I have looked at many such studies and Are people now intelligent enough or two, it became completely abusive. It I think that the underlying assumptions to understand that law and order are has nothing to do with the BOT, but rather platform on peace and are the problems themselves. For important for society to survive and how we managed it. example, there is a study stating that therefore they don’t need a crutch or a In anonymous group situations, sustainability attention spans are reducing because of threat to behave and coexist? humans are sexually deviant (as the access to devices. What it doesn’t say and There is an assumption that people Internet amply proves), we are extremely what you are not even allowed to ask is: will not develop critical thinking if lots of ill-mannered and we behave like animals. “What if a low attention span is better for information is available. In fact, it is the This is how we are hard-wired. the child than a high attention span in the other way round. People don’t develop he Knowledge Commons a visual, easy to understand format. Changes world in which they are going to live?” is UNESCO MGIEP’s social in conversation trends across geographies, critical thinking when prescriptive But would it be recommended to give Nobody is going to dare ask a question networking platform age and gender provide a rich understanding information is handed over by a teacher. this kind of technology and power to this like that because it is assumed that what is designed to bring together of our different perspectives – contributing group of people you have just described? good for us is good for our children. During the lecture, you mentioned communities from across to a shared vision for global peace. The answer cannot be in just avoiding a question raised by a little girl: “If the theT globe. It is an online tool to promote The Knowledge Commons provides an technology. We need to understand In a world so steeped in technology, Internet has so many interconnections, engagement amongst youth on issues opportunity for users to create partnerships what the underlying problems are and what happens to the human connect? can it think?” What are your views on that have significance beyond political and collaborate on projects and ideas. In this why humans behave the way they do. Don’t you think technology can also artificial intelligence (AI)? borders and to create an impact on issues context, we have collected some of the most Why do we revert so quickly back to the create fertile ground for breeding I don’t understand what the fuss is insightful conversations and ideas shared primordial? I think we need a new Freud such as education, peace and sustainable violent extremism? around AI and why people are so scared on our platform. rather than a new engineer. development. I am not so sure because there are some of it. AI is a crutch for the brain. If we The platform is equipped to analyze the To sign up and contribute, please go to counter examples. Religious ethics bring a can have crutches for eyes, which are multiple conversations taking place on it in www.knowledge-commons.com certain amount of safety to society. It was eyeglasses, or artificial limbs, then why
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What does A discussion about DYSLEXIA and A data analysis of conflict mean violence, peace and difference what people are to you? extremism. learning saying on Twitter
Major wars, 10,000+ deaths in current or past year The map above illustrates all those regions across the globe that are affected Wars, 1,000–9,999 deaths in current or past year by armed conflict. So, if you are not in one Minor conflicts, 100–999 deaths in current or past year of these regions, does that mean you live Skirmishes and clashes, fewer than 100 deaths. in a peaceful society? Is the absence of armed conflict a measure of peace? Map Source: Wikipedia Map Source:
Radhika Bhatnagar
Rohit Thapa For me the understanding of peace is subjective of the culture in the system. Hence, yes the absence of armed conflict can be a measure of peace in the global context. However, I don’t feel that lack of armed conflict in my region makes it a peaceful society because dissent, curiosity and acceptance are yet to permeate in the daily lives of the public.
Simon Kuany When we understand that conflict is a global phenomenon, then we will try and stay away from creating and inciting it for we know that it will also affect us in the long run, and we will do all that is in our capacity to bring peace for it isn’t in our interest for the conflict to aggravate. That depiction is the problem. Conflict is here to stay, we just have to Number of Tweets ensure that the violence emanating from it reduces and is eventually replaced by peaceful conflicts. Number of Tweets: 48,426 Time Range: 4 April 2016 - 14 April, 2016
Nachiket Vaidya This question can be answered through a dichotomy: a cause and effect relationship between peace and armed conflict. The absence of armed conflict will mean there will be presence of peace and the presence of peace means that there is an absence of armed conflict. Once achieved, it is a perpetual cycle. This world map depicts the number of conversations on Twitter UNESCO believes that quality and When we view the amount of people dying as a result of armed conflict today, it is at an all-time low in terms of which include the three key words - DYSLEXIA, SDGs, INCLUSIVE percentage of population. Of course, people are still dying in several countries as a result of armed conflict, of course this inclusive education for all is the key to EDUCATION. The map indicates a growing awareness on inclusive is unacceptable, of course we must strive to eliminate such acts that are against the rights of our species as a whole and achieving the SDGs. Targeted policies education and the SDGs, however, only a few countries are talking people as individuals. for individuals with dyslexia, which are What we must not forget is that a majority of the countries where armed conflict prevails are relatively young countries. about dyslexia. This is a huge challenge as almost 1 in every 6 persons Every country has to go through a period of transition and they have: whether it was France, Russia, India or any other across the globe is believed to have some form of dyslexia. It is time estimated to account for nearly 10 percent country. The focus, therefore, should be to ensure the most peaceful and lasting transition possible; something which will that countries formulated strict policies and guidelines for utlising the of the world’s population, could be the mean perpetual peace, or rather the absence of armed conflict. potential of this vast population. game changer in this regard.
Simon Kuany Agreed...but how do we ensure bloodless transitions? By just folding our hands and watching atrocities unfold? replaced by peaceful conflicts.
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UNESCO MGIEP’s Talking Across Generations on Education (TAGe)
oung people under 30 years of Action to Prevent Violent Extremism, Sigrid Lupieri of age make up more than Security Council resolution 2178, and Public Information Officer, UNESCO MGIEP half of the world’s population the UNESCO Paris Declaration in March and yet the average age for 2015, success will only be possible if young parliamentarians around people are allowed to participate in the theY world is 53, according to Global decision-making process. Parliamentary Report statistics. In Africa, UNESCO MGIEP’s Talking Across a continent which claims the youngest Generations on Education (TAGe) events population in the world, statistics are even offer an alternative narrative to the age-old more skewed: the average age of its ruling dichotomy of perspectives between older elite is 65 and, in some countries, as many and younger generations. First established as 80 percent of citizens were not even in 2015, TAGe offers young people and born when their present-day countries’ seasoned experts a space to come together presidents came to power. and discuss their views on education, e TAG offers young people Representing young people’s voices global citizenship and–in particular– and seasoned experts a in important global decisions is not only violent extremism. Over the past two years, about inclusiveness and equality. With close to 1,000 individuals from different The space to come together challenges such as climate change, forced backgrounds and walks of life have Power of and discuss their views on displacement, and violent extremism participated in UNESCO MGIEP’s town- on the rise, young people may offer key hall style debates, which replace podia with Dialogue education, global citizenship perspectives and solutions. And while open forum discussions. Here, informal and–in particular–violent governments and the UN are responding to speakers and the public are seated together these crises through initiatives such as the while seasoned journalists moderate the extremism. UN Secretary-General Report on the Plan conversation.
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We hope that dialogue format through social media campaigns radicalization, find innovative solutions and ICT tools. This will help facilitate to preventing radicalization, and build between older and younger discussions among decision-makers and a platform through which young people generations will bring young participants, who will be selected will have access to policy-makers. With through online campaigns in the months increasing numbers of young people about... the important roles leading up to the event. spending significant amounts of time young people have to play The next TAGe will be held in New Delhi, online, it has become vital to provide safe India, from 19 to 20 September, 2016. virtual spaces for them to socialize and in our society as advocates, Organized with UNESCO Headquarters, discuss their ideas. leaders and decision-makers the focus of TAGeDelhi will again be on The TAGe events will encourage young Preventing Violent Extremism through people to engage in UNESCO MGIEP’s Education (PVE/E) with the goal to have online platform called the Knowledge young people directly discussing with Commons, an online space through policy-makers the transformations needed which individuals can engage in virtual within education systems to effectively communities on different topics. The prevent violent extremism. platform also functions as a tool to analyse In October 2016, UNESCO MGIEP will the sentiments and ideas which emerge from host TAGeQuébec within the UNESCO the discussions. The information gleaned Conference “Internet and the Radicalization from the platform will be a valuable tool to of the Youth: Preventing, Acting and formulate youth statements to be presented UNESCO MGIEP’s Talking Across India in partnership with two NGOs— Living Together”. Here, young people to decision-makers around the world. Generations 2016 edition drew more than Pravah and ComMutiny the Youth will have the chance to bear witness to Over time, we hope that dialogue 500 participants and focused on the role of Collective (CYC)—focusing on the UN’s how violent extremism affects people between older and younger generations will education in preventing violent extremism Sustainable Development Goals. A network in their respective countries, what the bring about better mutual understanding around the world. Held at the India Habitat of networks for youth leaders and young responses have been, and how the issue and a more accurate depiction of the Centre in central Delhi, the event opened people ready to take on the challenge of can be addressed more effectively through important roles young people have to play with a panel discussion on the question changing the world, the YESPeace Network partnerships. The purpose will also be to in our society as advocates, leaders and “Can education radicalize youth for now has national chapters and local youth use new technologies to recognize signs of decision-makers. peace?” Addressing a packed auditorium, volunteers in Malaysia and India. In the Dr. Anantha Kumar Duraiappah, Director late afternoon, participants congregated of UNESCO MGIEP, said that this year’s once again for TAG’s signature, town-hall “Can topic arose from witnessing an increase in style debate among young people, policy- violence against civilians based on criteria makers and UN officials. education such as religion, caste and gender. This time, the debate culminated in a radicalize The panel discussion focused on youth statement, which will be presented the personal experiences and diverse in upcoming international youth fora youth for backgrounds of the panellists—ranging from and circulated to all UNESCO Member Afghanistan to South Sudan. For 23-year- States. During the debate, moderated by peace?” old panellist Simon Kuany Kiir Kuany, Zee Media’s Mandy Clark and Neha Buch Are you a young leader or a policy-maker e Dr. Anantha Kumar a former refugee from South Sudan and of Pravah/CYC India, young people spoke and do you want to create your own TAG current student at Symbiosis International about the risks of education being used as event sponsored by UNESCO MGIEP? Send Duraiappah, Director of University, the role of education is to give a tool for indoctrination, the challenges of us an idea for a theme, location, concept and expected outcome to [email protected] or meaning to students, while teaching them promoting education when parents can’t UNESCO MGIEP, said that sign in to the Knowledge Commons at to walk in other people’s shoes. “Education afford to feed their children, and how to this year’s topic arose from knowledge-commons.com and leave us a needs to teach people to be better human better involve young people in decision- note. We would love to hear from you!
beings,” he said, as the audience, mainly making processes. e witnessing an increase in Upcoming TAG events: comprised of university students, cheered. Encouraged by the enthusiastic • 19-20 September 2016, New Delhi violence against civilians At the end of the discussion, UNESCO response to TAG New Delhi, UNESCO • 31 October-1 November 2016, Quebec City, based on criteria such as MGIEP’s Youth Team unfurled its MGIEP plans to organize a series of Canada e YESPeace Network flag and officially globally recognized TAG events, which For more information, keep an eye out for our religion, caste and gender. launched its second national chapter in will expand upon the town-hall discussion updates on mgiep.unesco.org.
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Indian Ocean and Junoon bring India and Pakistan closer at a UNESCO MGIEP concert
Sigrid Lupieri Public Information Officer, UNESCO MGIEP
n a recent afternoon his cigarette, Ram jumped from topic in Delhi, Indian Ocean to topic, spanning Urdu poetry, gender guitarist and vocalist stereotypes, and his misadventures as an Rahul Ram stared environmental activist. thoughtfully at the Not far from Delhi to the west, tendrilsO of smoke curling up from his across the Punjab plains and the cigarette—his fifth in the span of 40 heavily guarded Wagah border, a minutes. With grey hair slicked back into Pakistani band called Junoon, meaning a ponytail, a grizzled beard and a raspy, “passion,” has also been successfully self-deprecating laugh, Ram’s appearance experimenting with rock music blended belied his career as a musician—with a with traditional Sufi mysticism. Despite PhD from Cornell—in one of India’s most a repressive regime and a ban on music, successful fusion rock bands. over the past decades the band has On an extended break between managed to top the charts as the “U2 of jamming sessions with other band Asia” and sell tens of millions of albums members, while taking long drags from worldwide.
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A concert like this In the practice room, littered with meaning may always remain a mystery. cases covered in airline stickers, drummer Rahul Ram himself comes from a goes to show it doesn’t have Tuheen Chakravorty, guitarist Nikhil background of environmental activism to be this hate narrative... Rao, and vocalist Rahul Ram picked up and, as he likes to specify, travels by “ their instruments: two electric guitars, subway. With a PhD in environmental it can be about us enjoying the tabla—a drum found across India, toxicology, he spent his early days after his each other’s company, arts Pakistan and Afghanistan—and a gourd- university studies protesting against the like instrument with two strings called a government’s plan to build a dam in the and culture gabgubi. southern Indian region of Kerala. Anurag Rao, Indian Ocean’s Assistant More than its distinctive sound, The experience led to the song “Cheetu” Manager however, what sets Indian Ocean’s music based on the real-life story of a man in a apart is the spiritual, meditative quality of rural community in Kerala who rebelled its lyrics. According to Rao, the guitarist, against British rule in 1857. When the Indian Ocean doesn’t do teenage love British government crushed the uprising, songs. “We don’t find it creatively exciting Cheetu was killed and his bangla, or to say something that has already been bungalow, turned into a police station. said,” he adds. “I learned that song and the next day Instead, the band’s lyrics span across I am in the lock-up at that same police themes and genres, from 16th century station,” Ram said with a throaty laugh Sufi poems to social, political and remembering his arrest for protesting environmental leitmotifs. Surprisingly, against the building of the dam. “We sang one of the band’s most popular songs, that song sitting in (Cheetu’s) bungalow.” Khandisa, boasts such an obscure origin Despite its success, however, Indian that no one so far has deciphered its Ocean manages to remain remarkably meaning. Passed on across the millennia humble with a distinctive, sardonic brand in a now defunct language, the hymn’s of humour. “We don’t have a studied, Salman Ahmad, the band’s founder and “A concert like this [at UNESCO methodical message,” says guitarist Nikhil leader, has penned a memoir called “Rock MGIEP] goes to show it doesn’t have to Rao, who joined the band in 2012. “We & Roll Jihad” and has defied death threats be this hate narrative,” says Anurag Rao, don’t assume we are important enough to to perform at a concert in the disputed Indian Ocean’s assistant manager. “It can start preaching to the world.” Kashmir region. The doctor turned be about us enjoying each other’s company, musician turned Bollywood actor is now arts and culture.” a UN Goodwill Ambassador fighting to When asked about performing together, eradicate polio in Pakistan. both bands wondered why a joint concert Bridging the dividing lines of fraught had not happened sooner. Looking back India-Pakistan relations, the two bands over their decades-long careers, studded played together for the first time at with both challenges and successes, Junoon UNESCO MGIEP’s flagship Talking Across and Indian Ocean said that, while relations Generations (TAG) event in February, between their two countries are unlikely where they celebrated a common cultural to improve any time soon, their distinctive heritage and outlook on life. signature music may have the power to Both formed in the early 1990s, the bring people closer. bands have always been ahead of their Since its inception, Indian Ocean has times, pioneering a blend of rock music, pioneered a blend of classical Indian music traditional folk songs, and an undercurrent with rock beats and jazz undertones: a of Sufi mysticism. Frequently borrowing fusion that, according to the band, defies Young people are songs, themes and languages from each any attempts at categorization. “You know passionate, they have the other’s cultures, the two bands have long it when you hear it,” Rao said somewhat stressed that what unites their countries cryptically during one of the band’s weekly Junoon in their DNA. is far more substantial than what divides try-out sessions in a large, airy house in the “Salman Ahmad, Junoon them. outskirts of Delhi.
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Music can show As to their audience, Rao says it spans mainly local college kids—crowded into the across generations, from grandparents to packed auditorium, singing and dancing to how people are the same ... grandkids. “I think it’s because everyone one of Junoon’s biggest hits “Sayonee,” or We are pretty much singing finds something they can latch on to,” Rao “Soulmate”. In India, the band’s popularity “ speculates. But Ram, who has been playing is such that an audience member said her about the same things. since the band’s inception, has another mother named her Sayonee as a tribute to The thing is to push the hypothesis. “It’s because we’ve been the song. around so bloody long,” he says. As the audience clapped and cheered, similarities rather than Pakistani band Junoon’s story also Ahmad strummed the opening notes on emphasize the differences. began on a meandering path. Salman his guitar. “This song is for you,” he said to Ahmad, the founder, started out as a his eponymous audience member, before Ram, Indian Ocean medical student after spending part of his launching into a powerful rendition of the childhood in upstate New York. But once rhythmic tune with its plaintive, nostalgic he started performing in a rock band in refrain—Sayonee. Lahore, Pakistan, he never turned back. When it comes to relations between Since then, Junoon’s music has combined their respective countries of origin, both the powerful rhythms of rock music with bands say music and culture are the ticket blues vocals and the sweeping melodies of out of a political stalemate. “Music can Pakistani folk music. show how people are the same,” says Ram After one of the band’s music videos from Indian Ocean. “We are pretty much called “Ehtesaab”, or “Accountability”, singing about the same things. The thing denounced government corruption, the is to push the similarities rather than government reacted by banning the song emphasize the differences.” and video from state television. Between According to Ahmad from Junoon, 1996 and 1999, the government banned movies, music and sports still draw Junoon altogether. audiences together from across the India- Ahmad, however, hasn’t wavered. In Pakistan border and can transcend cultural 2003 he starred in a BBC documentary in and religious barriers. “When you sing a which he questioned the Taliban’s ban on song you just bring people together and music in Pakistan. He has also founded that is the language of art,” Ahmad says. an NGO focusing on health care and polio At the concert, the energy was palpable. eradication, played for the UN General “Young people are passionate, they have Assembly in New York as well as for a the junoon in their DNA,” Ahmad said. And Nobel Peace Prize ceremony in Oslo. even when it comes to difficult political He says he has always had a close bond themes, including India’s sometimes with India. Growing up as a young boy in violent history of tense Hindu-Muslim Lahore, he says he remembers singing relations, the bands do not shy away. along to Bollywood theme songs. “That Written in the wake of the 2002 was my window into India—its culture, bombings in the region of Gujarat, its people, its human drama,” he says. “It Indian Ocean’s song “Bandeh” calls for also made me want to become an artist.” humanity to stop its violence. During the His most recent project brought him to performance, the Hindi lyrics appeared to Mumbai to act in a Bollywood music drama cast doubt over the possibility of a more called “Rhythm”. peaceful future: “This blind wound of Despite the challenges, a music career yours would have healed long ago, but now spanning decades, and a niche soundtrack, it will fester,” Ram sang in his deep, husky the popularity of both Indian Ocean voice. But the young audience members and Junoon has not diminished. At the were unperturbed as they stood up as one, UNESCO MGIEP concert in Delhi, fans— sang along, and demanded an encore.
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Youth voices The relationship between Pakistan and India has been thoroughly jeopardized by hate-mongering PAKISTAN | INDIA discourses produced and fed to both countries’ I have an affirmative viewpoint. The region of South citizens for decades. There’s a need for these Asia is described as a very volatile and sensitive discriminatory and biased discourses to be zone because of the growing distrust and hostilities revised for the sake of the people on both sides of India-Pakistan relations have long been fraught with tensions. However, with growing youth between two nuclear nations. Education can be a path the border; an acknowledgement, which would populations and a common cultural heritage, relations between the two countries may very of enlightenment, peace and prosperity for countries. send out a message of peace. Unlike others who Our first religion should be humanity and love for well depend on how younger generations perceive the other side. This issue of Youth Voices defy the information fed to them, Indians and fellow humans. What we youth can do is to have active features the views of students from Delhi University, India, and Habib University, Pakistan, Pakistanis don’t have that option. Since partition, cultural engagement; discussions and deliberations on how education can bring both countries closer. stakeholders on both ends have managed to keep with open hearts and minds. We must not have any both nations mutually isolated. biases or simply go along with established norms. From colonial times to the present, education Samra Jamil, 21 Educational empowerment should press for an active has been a tool used to divide the people of the If education can change reconciliation between the two countries. The youth subcontinent. The “Two-Nation Theory” in Pakistan Student of Communication Studies and Design at the world, it can definitely bring Habib University, Karachi, Former Youth Ambassador should move forward with a positive mindset and try to and the “Hindu Rashtra” in India, along with the through KL-YES Program in the US | Pakistan. India and Pakistan closer as well. Education address the mutual concerns of one another. Hindi-Urdu debate, do nothing but implant a false is not about teaching various subjects but idea that Indians and Pakistanis are “fundamentally Mohit Mohapatra, 18 educating children using fine techniques. different” despite their numerous commonalities. Student of Political Science at Hindu College, Rather than teaching children about the Naturally the best antidote for this is education Delhi University, Delhi | India. rivalry between the two nations, they should be itself. But the question is how can this be achieved enlightened about their shared glorious past, exactly? By decolonizing our curricula, by adopting history and mutual struggle they faced during a postcolonial pedagogy, and by questioning our colonial rule. This will reflect the strength inheritance, we can learn that almost all the divisive both countries possess with the proper ideas are frivolous and can be easily dismantled. We utilization of human resources. can, and we will, Insha’Allah, come closer! Aakriti Sharma, 20 Uzair Ibrahim, 23 Student of Journalism at Kamala Nehru College, Student of Social Development and Policy at Habib Delhi University, Delhi, intern at 94.3 my FM University, Karachi, currently interning at the Institute of The Indo-Pak partition was bathed in blood; and Volunteer at Arise Impact, Rural Management, Islamabad | Pakistan. Delhi | India. while resentment and hostilities continued to exist many years later largely due to the As a history student, during my school years, hatred promoted by the political authorities. it always bothered me that all the books that dealt with Now over almost three generations later India and Pakistan did so in the context of warring I think education is the secret things seem to have changed. For instance, sides and partition tragedies. I have always felt that ingredient required for a lot of Pakistanis and Indians are becoming a proper education and accurate information about the issues that are usually deemed to more accepting towards each other. Our rich cultural and historical ties of these two I think that the only way to have reached a stalemate. I definitely education system still criticizes the other Asian countries can go a long way in bringing them bring Pakistan and India closer together is believe that education can bring India by having biased history books. I believe closer to each other and that the youth of these two to educate our youth about each other’s history and Pakistan closer, maybe not with respect introducing unbiased works of history, and countries can therefore play a more monumental role and culture. The current education system in to diplomatic ties but definitely in terms of creating organizing cross-border conferences and in shaping a more optimistic relationship both countries, and particularly in Pakistan, is in greater levels of understanding between the citizens other educational events involving students between these two nations. a shambles and we need to work on the systems’ of the two countries regarding the notion that the from the two countries can help accelerate infrastructure, train our teachers and have the people across the border aren’t all that different. Riya Chhibber, 20 this process of accepting and respecting right textbooks. The elite classes of both countries For this, there needs to be an appreciation for and Student of Journalism at Kamala Nehru College, our differences yet embracing each other by are exploiting their people in the name of religion knowledge of the other country’s culture, economy, Delhi University, Core Team Member at DU Beat, focusing on our commonalities. Editorial Head (Delhi Chapter) at Youth Forum on and the Kashmir issue and we do not have the policy and governance. This affords people the ability Foreign Policy , Delhi | India. Hunza Irfan Mukadam, 19 freedom to speak up against injustice. to read between the lines when it comes to diplomatic Student of Social Development and Policy at Habib talks and makes them more compassionate about University, Karachi| Pakistan. Fizza Hussain Chughtai, 20 the issues plaguing their neighbours. Student of Communication Studies and Design at Habib University, Shubham Kaushik, 20 Karachi | Pakistan. Student of Economics at Miranda House University College for Women, Delhi University, Delhi, Editor Of DU Beat- The largest Students newspaper in India, Delhi | India.
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report on Plan of Action to Prevention of Violent Extremism emphasizes the need Violent extremists promote fear and division. We must to harness the idealism, creativity and the respond with skills for critical thinking, with opportunities energy of young people and others who for civic engagement, with competences for dialogue feel disenfranchised. Indeed, the success across cultures. of PVE will hinge on how we are able to “Irina Bokova, UNESCO Director-General effectively engage and sustain the curiosity of billions of youth around the world towards a shared mission – to shape In the UN General Assembly resolution a peaceful and sustainable future. on the Secretary-General’s Plan of Action “There are a lot of ways that lead to to Prevent Violent Extremism, adopted by war, but every war starts with a conflict. consensus on 12 February 2016, Member A conflict can consist of a lot of things, but States welcomed the Secretary-General’s in most cases conflict is about theology, initiative which acknowledges that nations ideology and ethnic reasons”, said 16-year- must collectively move towards a more old Sander when asked to share his ideas holistic and humanistic approach to on “War and Peace”. What prompted him combating violent extremism, as opposed to make such an intense statement? Was to relying exclusively on security-based it a lecture on peace and conflict studies? counter-terrorism methods. Parallel to Contrary to expectations, Sander wrote this this development in New York, preventing blog after playing Sid Meier’s Civilization violent extremism through education IV, a turn-based strategy (TBS) computer (PVE) is quickly emerging as a growing game at Nordahl Grieg High School in area of concern for UNESCO. In November Bergen, Norway. 2015, the UNESCO General Conference Video games may be the last thing adopted a resolution on education as educators think of introducing into the a tool to prevent violent extremism. classroom as a means to prevent violent Unquestionably, this is partly in response extremism. In fact, violent video games to the terrorist attacks on schools in Asia have often been blamed for real-life and Africa, but there is no denying that violence. But it we flip this argument, the January 2015 Charlie Hebdo shooting video games based on values of peace can and the November 2015 Paris attacks – the be a powerful means to foster tolerance, deadliest attacks on France since World empathy, and sensitivity towards the Dr. Yoko Mochizuki War II — were instrumental in placing beliefs and traditions of others. Head of Rethinking Curriculum Programme, PVE higher on the agenda of UNESCO, Sander said that playing Civilization IV UNESCO MGIEP G aming for Peace headquartered in Paris. inspired him to search and analyses data Gauri Khanduja In the aftermath of World War II, from the Norwegian Statistics Central Programme Coordinator, UNESCO MGIEP UNESCO was established to “build agency so as to starkly juxtapose what ecent years have seen to Islamic terrorist groups. According Contradicting the popular defences of peace” in the minds of people. happened inside the game with what a number of vicious to a report by the National Consortium belief that video games Ironically, 70 years after its establishment, happens in the real world. To the credit terrorist attacks on for the Study of Terrorism and the role of UNESCO as a guardian of shared of the game – as well as to his teacher, are promoting real-world schools. The kidnapping Responses to Terrorism published in humanity and as a promoter of a culture Aleksander Husøy, who gave him the of the Nigerian school 2014, more than 3,400 terrorist attacks acts of violence or are of peace is more relevant and needed than opportunity to play the game in his class – girls,R the brutal attack on a military targeting educational institutions took frivolous at best, the game ever before. Sander has been able to better appreciate school in Peshawar in 2014 and the place in 110 countries between 1970 development community Young minds that think critically and the nuances of QI (Quite Interesting), UNESCO was established to carnage at a University in Northern and 2013. It seems as if proponents appears to be at the embrace a multiplicity of ideas are the a show aired by the BBC that he has best defense against violent extremism. devotedly followed for the past few years. “build defences of peace” in Kenya in 2015 are all still fresh in our of violent attacks on our schools have forefront of a new genre minds. Ideologically motivated violent long known that education may pose Recognizing the transformative potential of The game has inspired Sander to critically the minds of people. attacks on educational institutions, a threat to their destructive extremist called “empathy games”. the 1.8 billion adolescents and youth in the analyse media and effectively express his however, are neither new nor exclusive ideology. world today, the UN Secretary-General’s ideas during his English assignment, a
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to be at the forefront of a new genre called “empathy games”. To give an example, This War of Mine, a game where the player is in charge of a group of civilian survivors struggling with a lack of food and medicine in a war-torn fictional city, puts the spotlight on the players’ conscience and endurance as they experience the launched in the last quarter of 2016. hardships of living each moment in a In addition, UNESCO MGIEP is besieged city. Not only is the game steadily developing Wealth Generator, a game for becoming a favourite among the teaching casual players, based on the Inclusive community from school to university level, Wealth Report. The game draws on it also offers avenues for youth to learn real data from the Inclusive Wealth outside formal school settings. Index (IWI), which makes sustainable “War is WORSE than Hell. In Hell, development quantifiable by measuring the language which is not his mother tongue. only the guilty suffer. In war, the innocent social value of a country’s productive base, In video games, students can role-play, suffer, and the guilty prosper”. These are including its natural and human capital. make decisions, and explore consequences the words of a player whose handle name It is intended for use in undergraduate and ‘The Wealth Generator’ game was without the high stakes of the real world, world playing video games for at least one graduate economics and sustainability- is “sycamore111”, which were found on a created to give players an understanding of The winning team of the unesco rendering them essential learning tools for discussion forum for the game entitled This how investment decisions by policy-makers hour on any given day, and the probability related courses to help students learn the mgiep Gaming Challenge from Hungary is the 21st century. At Sander’s school, these War of Mine. Resonating such spill-over can encourage or discourage sustainability. of this duration negatively correlated importance of decision-making based on developing the ‘World Rescue’ game, which to a person’s age, video games can be long-term environmental and societal will be launched in the last quarter of 2016. digital games are being used to bring up effects of games, Jane McGonigal, in her topics relating to peace and conflict thus book Reality is Broken: Why games make us powerful tools that help make youth media implications – that is, well-being not contributing to a meta-game experience better and how they can change the world engagement more meaningful, both within captured in GDP – rather than short-term that is not only enjoyable but extends talks about how young hard-core gamers and outside classrooms. UNESCO’s 2016 economic gains. learning to issues which are otherwise can develop talents that can prepare them report Rethinking Education described the Is Sander’s school representative considered difficult to manage in a to tackle real world challenges with regards youth of today as “the most educated, of the present-day use of technology classroom environment. to the likes of hunger, climate change and informed and connected generation in classrooms? Some would argue that Contradicting the popular belief that cancer. in human history”. They represent a Sander’s school is a special case in the global video games are promoting real-world With half a billion people around the remarkable opportunity to put the world North, and one which cannot be compared acts of violence or are frivolous at best, the on a more peaceful and sustainable to schools in developing countries. Stephen game development community appears development path. In this Internet age, Sterling, a professor of sustainability learning through digital gaming opens up education at the University of Plymouth whole new possibilities for fostering young in the UK said that “education is a slow “War is WORSE than people’s capacities to think critically and learner”, referring to the slow pace of engage in dialogue across cultures, both in change in the education community and Hell. In Hell, only the and outside of school. with regard to educational theory. With guilty suffer. In war, In 2014, UNESCO MGIEP launched technology moving at an increasingly rapid the innocent suffer, an international Gaming Challenge, pace, and education empowering the youth and the guilty prosper”. soliciting proposals for video games to to contribute more than ever to the well- These are the words of In this Internet age, educate players on issues of peace and being of shared humanity and the planet in sustainable development. We received 104 general, it is more relevant and needed than a player whose handle learning through digital submissions from 36 countries, including ever before. Now is the time that educators, name is ‘sycamore111’ gaming opens up whole 32 inter-country collaborations. The academics, policy-makers and the creators which were found on a new possibilities for finalists of this Challenge have received of digital content join forces to innovate discussion forum for the fostering young people’s funding and mentorship to develop a teaching and learning approaches. By game entitled capacities to think critically game for casual players to further ideas bringing these multi-stakeholders together, of peace, sustainable development and UNESCO MGIEP strives to advance ICT- ‘This War of Mine’. and engage in dialogue global citizenship. Currently, our winning based pedagogies which can be scalable across cultures... team from Hungary, Pocket Scientists, models for educating the next generation of is developing World Rescue, which will be peace builders and change makers.
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Measuring Peace UNESCO MGIEP’s YOUth Speak survey
n 2014, when the staff of UNESCO use the data we generated to get a sense Dr. Mathangi Subramanian, Head of MGIEP were entrusted with of what young people thought about Innovative Learning Team, UNESCO MGIEP Geetika Dang designing our work programme, global citizenship, with a secondary Programme Analyst, UNESCO MGIEP we knew that we wanted to make purpose of understanding what our role Anamika Gupta education for global citizenship could be going forward. We were thrilled Project Officer, UNESCO MGIEP aI priority. At the time, we had a good to receive 1526 responses from 126 idea of what we wanted our approach to countries – a large and diverse sample. education for global citizenship to look For this online survey, we created a like: transformative, interactive, critical, list of statements associated with global and – most importantly – participatory. citizenship and asked young people to This is the new Consequently, we knew that we wanted react to them on a scale of 1-5 (1 being frontline for hearts and whatever activities we planned to be strongly disagree and 5 strongly agree). minds. Young people are guided by the real needs of today’s youth. (The full list of items is in the table in learning to hate – we must It was our commitment to listening the following page). Before coming “ to the youth themselves that led us to to these questions, participants were teach them peace. design and administer the YOUthSpeak asked to report basic demographic Irina Bokova, UNESCO Director General survey between September and details, including their age, gender, and November of 2014. Our intention was to nationality. To sign up online, please visit mgiep.unesco.org
ISSUE 4 . 2016 45 MGIEP/2016/PI/H/1 FEATURE ARTICLE FEATURE ARTICLE We wanted to know the aforementioned Maybe global citizenship is not information because we thought it being taught well. might influence the way in which people If, on the other hand, participants are answered the questions. Someone living in accurately reporting their exposure to a nation affected by violence, for example, education for peace, social justice, and might have a different opinion about the human rights, then maybe our approach role that the military may play in creating isn’t making a difference. This means that peace. Likewise, a young woman living we need to come up with a better, more survey statements in a community where tradition restricts effective and more rigorous curricula. her rights might have a different answer For our organization, the most • Some people in this world should have more opportunities than others. to a question about gender equity than compelling out of all of these potential a young man who has not experienced • In times of insecurity (situations of conflict), it is sometimes necessary to use explanations is the latter educated guess. discrimination related to his gender. force against others to maintain law and order. Too often many types of education “Youth” is a diverse category, and we felt it conform to what Freire calls the “banking” • No one country should dominate and exploit others in the world. was important to capture and understand model of education, rather than more • Many people around the world are poor because they do not work hard enough. as many perspectives as possible. critical models. Scholars like Monisha We also asked respondents “To what • Government should promote equity in the distribution of resources. Bajaj, Maria Hantzopoulus, and Edward J. extent does your curriculum cover topics Brantmeier have argued that practitioners • Progressive taxes on the rich is a good measure to curb inequality. of peace, social justice and human rights?” about global citizenship through self- should move towards a pedagogy based We thought that individuals who chose • I am comfortable working with people who have different cultural values from me. reporting. However, research indicates on critical peace education. Critical 5 (“quite a lot”) would respond to the that even at a young age, many of us want peace educators are less concerned with • I will boycott brands or products that are known to exploit people anywhere survey statements very differently to those to answer questions (and, especially, imparting knowledge, and more with in the world. who chose 1 (“not at all.”) Here’s where Youth has many perspectives on current issues plaguing the planet and is voicing survey questions) “correctly” – that is, equipping learners with the skills they • Global warming only harms people in developing countries. it got interesting. When we conducted them openly. The UNESCO MGIEP youth in socially acceptable ways. It is possible need to critically analyse injustice and, statistical analyses, we found that this Speak survey thus wanted to capture their • Globalization has improved the quality of everybody’s lives. that as respondents get older, and become ultimately, take action. Often this takes assumption was not the case. According to thoughts and opinions, to understand how more educated, they are more aware of • I am willing to cut back on my luxuries for the well-being of others. our findings, being exposed to education to incorporate the values of peace, global the form of constructivist, inquiry-based citizenship, social justice and human rights what is considered socially acceptable and for global citizenship had no measurable approaches. • Industries cause pollution, not individuals like me. in their curriculum. are thus better able to choose answers that effect on answers to questions about Building on the idea that critical peace are expected of them, rather than respond • Some of my daily activities are contributing to climate change. global citizenship. When we ran an education can be a powerful tool, UNESCO with their actual values and beliefs. Even additional analysis, we found that age was MGIEP has developed a project designed • Governments are not doing enough to address environmental problems. in an anonymous survey, there is reason a significant predictor of responses. In to incorporate these principles into a to believe that respondents’ need to please • Environmental problems affect poor people more than wealthy people. other words, age seemed to have a greater new approach to learning. The LIBRE the data collectors can often override their project proposes a model of inquiry-based • Fixed gender roles of men and women bring stability to society. impact on global citizenship than actually attending classes on global citizenship. desire to be honest. learning to encourage global citizens Since our study was not specifically Maybe the definition of to be more aware and to recognise the designed to understand this particular education for global interconnectedness of everything, and the The LIBRE project trend - we did not have a control group, citizenship is unclear. consequences arising from every action. a representative sample, or an instrument ...encourage global Participants may have inaccurately designed to test hypotheses about the reported their exposure to “peace, social citizens to be effectiveness of education for global Critical peace educators justice, and human rights.” For instance, more aware and citizenship - it was thus impossible are less concerned with some may have encountered one paragraph to explain our data with any scientific to recognise the imparting knowledge, in a single textbook about these issues and accuracy. However, we do have some interconnectedness and more with equipping felt that this was extreme exposure. On the educated guesses about what we discovered of everything, and the other hand, others may have been exposed and why. learners with the skills they consequences arising need to critically analyse to extensive content on these topics in their Maybe our survey did not classes, but felt that it wasn’t enough to be from every action injustice and, ultimately, measure global citizenship considered as such. Since we did not give correctly. The statements on our take action. respondents exact guidelines, they may survey were designed to measure attitudes have produced highly subjective answers.
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The LIBRE project aims to create a and build their intellectual capacities for liberating learning experience through independent learning, critical reading, multimodal online modules and to employ critical thinking, and enquiry, and WW HAT E’VE BEEN U a range of rich, immersive multimedia inculcate in them a rational temperament P TO AT UNESCO MGIEP tools to explore global issues such as that underlies these, including doubting migration, climate change and the and questioning, and respect for evidence, prevention of violent extremism, and how clarity and rigour. they are all interrelated and impact on our The first phase will focus on creating a lives and environment. pilot module consisting of 30 classroom hours, and will be piloted in four schools in India. Through these modules, LIBRE UNESCO M LIBRE’s first module on Inquiry-Oriented Education will delve aims to liberate learners from the shackles GIEP launches its Campus Ambassador into... global issues such as migration, climate change and of their own assumptions, patterns of Programme | 11-13 January, Ahmedabad, India the prevention of violent extremism, and how they are all thinking, prejudices and biases and beliefs, interrelated and impact on our lives and environment. and enable them to develop a sense of UNESCO MGIEP’s Campus Ambassador Programme was launched at an international conference organized by the oneness and ownership towards a larger Centre for Environment Education (CEE) in Ahmedabad, community of people and their natural India. The programme’s objective was to empower youth to Using critical thinking and academic environment. respond to the challenges facing the world today such as enquiry as its foundation, the module will Numerous scholars have commented poverty, extremism, migration and climate change through equip learners with a key set of mental on (and critiqued) the UN’s extensive interventions in higher education. skills necessary to engage with the issue in influence over international approaches to Speaking on the occasion, Dr. Anantha K Duraiappah, reality. international development and, especially, Director of UNESCO MGIEP, focused on the need to LIBRE’s first module on Inquiry- education. Here at UNESCO MGIEP, empower young people in taking an active role in policy Oriented Education will delve into the we welcome the opportunity to use this mechanisms and actions. The campus ambassadors issues of migration, climate change and Dr. Anantha K Duraiappah, Director of UNESCO MGIEP, and Dr. Yoko programme aims to build spaces for intercultural dialogue influence to shift our education system Mochizuki with the campus ambassadors the prevention of violent extremism within and across institutes of higher education. towards more inclusive, transformative from the perspective of global citizenship approaches. We hope that sharing the through multiple modes of reasoning results from this survey and LIBRE are and enquiry including mathematical, steps towards this goal. scientific, conceptual and humanistic enquiry. LIBRE will develop the learners’ deep understanding of these global issues
LIBRE aims to liberate International Year of Global Understanding learners from the Launch of the 2 February, Jena, Germany shackles of their own assumptions, UNESCO MGIEP’s Director, Dr. Anantha K. Duraiappah, delivered a keynote address at the Friedrich Schiller patterns of thinking, University in Jena, Germany. He said that to achieve the UN’s prejudices and biases Sustainable Development Goals over the next 15 years we and beliefs, and enable need to understand and learn to accept different opinions and perspectives from individuals around the world. them to develop a The International Year of Global Understanding aims to sense of oneness and promote a better understanding of how the local affects the ownership towards global to foster smart policies to tackle critical global challenges a larger community such as climate change, food security and migration. of people and their natural environment.
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International Strategy UNESCO MGIEP hosts Junoon and Indian Ocean YESPeace Network organizes | 16 February, New Delhi at TAG 2016 | 15 February, New Delhi Workshop UNESCO MGIEP hosted the first YESPeace Network This year’s Talking Across Generations (TAG) focused on International Strategy Workshop in collaboration with the role of education in preventing and combating violent Pravah and ComMutiny – the Youth Collective, which was extremism around the world. From heated debates on the attended by youth organizations from nine countries. The value of education, to the first joint concert by Pakistani and workshop sought to develop a shared understanding of the Indian bands Junoon and Indian Ocean, UNESCO MGIEP’s context, opportunities and challenges involving youth and TAG 2016 edition drew more than 500 participants. education for peace, sustainability and global citizenship The UN Resident Coordinator and the UN’s top official today. It also provided an opportunity to seek value addition in India Yuri Afanasiev stressed the risks that countries to the YESPeace India project plan and strategies, especially face when societies do not grant their young people on developing an experiential curriculum for young people. opportunities and a future. Dr. Karan Singh, Chairman of The workshop’s key insights included making the curriculum UNESCO MGIEP said that education needs to provide values inclusive for youth belonging to diverse backgrounds and and a framework through which to assess the world. with different abilities by being open-source and in different languages. It also proposed to roll out YESPeace country- The YESPeace Team with the participants from Indian Ocean and Junoon, two bands from India and Pakistan, specific programmes in other countries. share the stage at their first joint concert the workshop
UNE SCO MGIEP launches YESPeace India 15 February, New Delhi | Comparative International E After Malaysia, UNESCO MGIEP launched its flagship Youth ducation Society programme in India in collaboration with Pravah and CYC for Education, Sustainability and Peace (YESPeace) country Conference | 6-10 March, Vancouver, Canada (ComMutiny – the Youth Collective). The programme aims to build a systemic learning environment based on Education Staff members from UNESCO MGIEP organized two panels at of the largest and most prestigious education conferences in for Peace and Sustainable Development where the learner the Comparative International Education Society (CIES), one the world. They presented results gleaned from an analysis eventually becomes empowered to transform society by of primary data collected by UNESCO MGIEP, including the reaching out to other young people. ‘India’s Youth Speak Out About Higher Education’ report The YESPeace Network is a network of networks, released in February 2015 and the YOUthSpeak survey which offers online and on-the-ground global engagement conducted in 2014, and also discussed the need to include opportunities for young people, youth organizations and youth in policy processes, and to scrutinize the effectiveness networks. The YESPeace Network supports youth action of current models of the delivery of global citizenship by providing an online space for young people to learn and education, particularly in higher education. co-create campaigns. The on-the-ground programmes The conference positively raised the profile of the institute at national levels provide space to raise awareness and as a leader in research on youth, education, and global Abel Caine, Senior Project Officer Youth Programme, launching the influence issues, which are both locally and globally citizenship. YESPeace India initiative along with students relevant.
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Distinguished Lecture on UNESCO MGIEP-UNE the ‘Future of Education’ -LEARN Workshop SCO Bangkok Workshop on SDG 4.7 TNhe U Current State Project by Prof. Sugata Mitra Learning for | 30-31 May, New Delhi 30 March, New Delhi on Difference Instructors | 9-10 April, New Delhi UNESCO MGIEP, in partnership with UNESCO Asia and Prof. Sugata Mitra Pacific Regional Bureau for Education (UNESCO Bangkok), discussed his dreams UNESCO MGIEP, in launched a project to review the state of Education for Peace, for the future of collaboration with IIT Sustainable Development and Global Citizenship in the education in front of Delhi (IIT D), organized region. This project contributes to establishing a baseline a packed auditorium a two-day workshop on against which progress towards achieving Sustainable at the India Institute difference learning for Development Goal (SDG) 4.7 can be measured in the region. of Technology Delhi, more than 400 instructors To finalize the methodology of this review, UNESCO which was the fourth from the Delhi region. MGIEP organized a workshop to bring together national The workshop was experts from 15 countries. The workshop was attended by Prof. Sugata Mitra delivering his in a series of UNESCO lecture at IIT Delhi MGIEP Distinguished aimed at generating 25 participants, and served to develop their capacities to Lectures. greater awareness about deliver high-quality country-level studies to form the basis Dr. Karan Singh, Chair of UNESCO MGIEP’s the 4Ds – Dyslexia, Our Rethinking Curricula Team with national experts from of a regional synthesis report to be launched by UNESCO Governing Board and India’s permanent Dysgraphia, Dyscalculia 15 countries MGIEP in 2017. representative to UNESCO, presided over the function. and Dyspraxia; create a Mitra, an award-winning TED speaker, is best support network of schools and organizations; create a known for his experiments ‘Hole in the Wall’ and toolkit with resources, points of contact, diagnosis and ‘School in the Cloud,’ where he used innovative improvement; and encourage inclusive education. techniques to facilitate the learning process for The workshop concluded with proposals to expand students. He walked the audience through his the reach of local language/mother tongue-based experiments and their outcomes, and raised some assessments, multi-format assessment tools, and to serious questions about current education systems. produce resource toolkits for teachers. TEDx FSU 7 June, Jena, Germany International Workshop on Embedding 28-30 June, Bangalore, India Regional Workshop on Educational Administration and UNESCO MGIEP, in partnership with the German 19-21 April, New Delhi Management: Existing Practices and Innovations | organization Engagement Global gGmbH, organized an international workshop on Embedding concepts UNESCO MGIEP Director, Dr. Anantha K Duraiappah delivered Practices and Innovations organized by the National of Peace, Sustainable Development and Global the Inaugural Address at the ANTRIEP Regional Workshop University of Educational Planning and Administration Citizenship (PSG) in the textbooks of core subjects. on Educational Administration and Management: Existing (NUEPA) in New Delhi. The workshop was specially designed for participants UNESCO MGIEP Director, Dr. Anantha K. Duraiappah, The workshop brought together renowned experts from the Asian Network of Training and Research delivered a TEDx talk at the Friedrich Schiller University on embedding PSG into particular subjects such Institutions in Educational Planning (ANTRIEP), which in Jena, Germany. as math, science, language and geography, on consists of member institutions in Australia, China, Under the theme “Universe of Actions”, he spoke a common platform, in order to co-create a Malaysia, Philippines, Sri Lanka, Bangladesh, Pakistan, on the topic “Education and Humanity” and stated that guidebook. The workshop was attended by about 30 Nepal, South Korea, Indonesia, and other invited countries the principles of peace and humanity for all have to be participants who primarily consisted of academics, i.e. Bhutan and Maldives. The nominated participants from inculcated through experiential, dialogic and immersive teachers and textbook writers from Europe, North all countries presented a country status paper on the topic processes. He stressed on the need to transform the America and Asia. “Educational Administration and Management: Existing education system from a banking and competitive system Dr. Anantha K Duraiappah, Director of UNESCO MGIEP, with the Practices and Innovations”. participants of the workshop to an enquiry-driven humanistic process.
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SOUTH SUDAN Education and displacement in the world’s newest nation
ETHIOPIA
CENTRAL AFRICAN REPUBLIC
KENyA DEMOCRATIC REPUBLIC OF THE CONGO UGANDA
South Sudan risks long-term stability and development as children lack the safety, structure, and stimulation of a learning environment.
A displaced community seeks shelter on the outskirts of Juba. Among other challenges, the collapse of oil prices and hyperinflation have made access to facilities and the cost of transport impossible for many South Sudanese struggling to survive.
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Jane and her two children live in a community for internally displaced people on the outskirts of Juba. Jane is currently pregnant, her husband abandoned her and she plans to give birth at home as she cannot afford the transport fees to reach a medical facility. This is a common story among women in South Sudan, a country with the world’s highest maternal mortality rate in the world.
Maria, 16, originally from Bor state attends a school for internally displaced children on the outskirts of Juba. Maria came to Juba in 2015 because of fighting in the North. Her dream is to study and become a doctor.
In 2011, South Sudan gained independence and the country plunged into a civil Cattle graze in the Terekeka The United Nations estimates region of Central Equatoria that 2.3 million people from Sudan after decades of conflict war divided along ethnic lines. Soldiers state. Cattle are central to have been displaced since and ended Africa’s longest running civil loyal to President Kiir, a Dinka, and the culture and economy of war. Aid money came pouring in and the rebel forces aligned with former Vice South Sudan, often providing December 2013, that’s one the main source of nutrition, international community had high hopes President Riek Machar, a Nuer, have in every five people representing the wealth of for South Sudan, the world’s newest both been accused of widespread human a family, and used as dowry country. rights violations and abuses. Despite the for brides. Since the civil war, Yet just two years after independence, signing of a Peace Accord in August 2015, traditional migration routes have been affected and cattle President Salva Kiir accused former Vice fighting has continued throughout the raids and tribal conflicts have President Riek Machar of waging a coup country. intensified.
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Gladis, a caregiver at an orphanage in Juba, makes handicrafts to sell at the local market as she looks after a mentally challenged boy. Since the conflict began in 2013, it is estimated that there are over 10,000 separated, unaccompanied, and missing children. Humanitarian groups estimate that more than 1 million children are in psychosocial distress and face long-term consequences as they lack the stability and structure for healthy development.
An entire generation is at risk with nearly
one in three schools Children learn in a classroom in the United Nations Protection of Civilian site in Juba, South Adults aged 40 and under attend a workshop at the United Nations Protection of Civilian site in Juba, closed, destroyed or Sudan. It is estimated that 28,000 people of the ethnic Nuer tribe, mostly coming from Northern South Sudan. The United Nations estimates that nearly 200,000 people are registered in Protection states of South Sudan have sought refuge in the POC site. Displaced children face many hurdles of Civilians sites across the country and many more are unregistered. Education needs are said to occupied to learning including malnutrition and poverty, overcrowding of classrooms, and lack of trained/ be great within displacement sites with many susceptible to dangerous labor practices and negative paid teachers. coping mechanisms such as crime and substance abuse.
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Paul (left), with his two wives and children, takes shelter in a community for internally displaced people of Dinka ethnicity on the outskirts of Juba.
The United Nations estimates that one in three schools closed, destroyed or The human faces are difficult to 2.3 million people have been displaced occupied; hunger and malnutrition are comprehend behind the numbers and Yet displacement since December 2013, that’s one in every rampant; and the economic crisis has statistics. It’s simple to dismiss the civil has a look, a feeling, five people. Nearly 1.7 million people deepened with inflation reaching an all- war and its consequences as just another a smell. There is a have been displaced internally within time high in 2016. South Sudan risks long- hopeless African tragedy. Yet displacement human face to living South Sudan and 47 percent of those term stability and development as children has a look, a feeling, a smell. There is on the edge. displaced are school-aged children. An lack the safety, structure, and stimulation a human face to living on the edge. Children attend a workshop hosted by Clowns Without Borders in the entire generation is at risk with nearly of a learning environment. There is humanity. United Nations Protection of Civilian site in Juba, South Sudan.
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H Sara ylton
Sara Hylton is a Canadian documentary photographer based between Brooklyn, New York and New Delhi, India. Sara’s principal medium is the portrait. She believes that through this documentation she is able to share an exchange with her varied subjects and capture them in their most natural state of being. Resilience, humanity, and the quiet beauty in everyday life guides her work. Sara completed a post-graduate certificate in Photojournalism and Documentary Photography from the International Center of Photography and also holds a Master of Arts in International Conflict Studies from Kings College London. Sara reported in South Sudan with the support of the International Women’s Media Foundation.
Children play at a shelter for vulnerable/abandoned children in Juba.
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FreeFollow the clues as on Education a andword Violent Extremism
Knowledge Commons is the social media platform of UNESCO MGIEP. Across Down It brings together communities from all over the world 2. The Main Religion of India 1. Loaded in a Gun to share their 5. The S in UNESCO 3. Cer emony at End of ideas, insights and experiences with each other. 7. Capital City of Pakistan Successful Education It maps real-time changes in conversation trends taking 8. State Military Organisation 4. Ability to Read and Write place all over the world. 10. T erritory Contested by India 6. Outbreak of Disorder in a Country and Pakistan 9. A Collective Action Against Government On Knowledge Commons, we study, debate and imagine 13. Act of Making a Bomb Explode 11. Christian Place of Worship solutions for global issues. 14. Tool for Writing 12. Disunity 16. Expression of Dissatisfaction 15. Explosive Device 17. Discriminatory State Rule 16. Wher e Convicted Criminals are 19. Biased Political Media Output Accommodated Come on board and share your vision. 20. The process of brainwashing 18. Someone who Makes a Sacrifice for a Cause www.knowledge-commons.com
* Check our website (mgiep.unesco.org/bluedot/) for the solution.
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Divyashree Vucha | 22 years | India
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