Youth Development

Election-Season Interfaith Peacebuilding

| daniellamontemarano

Nothing says “Welcome home from the Peace Corps” quite like a presidential election cycle packed with rhetoric dripping with caustic religious bias. But when I returned from the United States late last year, that is exactly what met me on American soil.

While living abroad in Botswana, I had watched the anti-Islamic vitriol swell in news stories and anecdotes from friends and family. I was worried, but not frustrated. Upon my return to the United States, concern became disappointment. From social media posts referring to Muslim-Americans as “rag heads” who need to “go back where they come from” to presidential debates where candidates eagerly conflated complex insurgencies with the Islamic faith, I felt an acute despair over the seeming divergence we were making from our foundation as a liberal democracy that championed religious freedom and diversity.

To assuage my despair, I partnered with my former high school teacher Larry Marcial to lead classes on interfaith peacebuilding at my alma mater, Delaware Valley High School. Using an exceptional United States Institute of Peace documentary about the Inter-Faith Mediation Centre in Nigeria’s Middle Belt, we co-facilitated discussions around faith, fear, and the necessity of embracing diversity. Some students responded with stark statements about the Other: “These people aren’t like us.” At one point, I was horrified to hear a student remark that naturalized refugees from West Africa should be sent back to their countries of origin, in spite of their American citizenship.

Yet, other students responded with an outstretched hand: “We are all the same. We are all human beings. We need to get along.” During a case study activity on African conflict issues, these students went further to draw parallels between conflicts seen in South Africa and conflicts in the United States. Conversations on racism, homophobia, xenophobia, and gender-based violence evoked immediate concern and empathetic understanding in these students.

CVE milford
Screening “The Imam and the Pastor” at Delaware Valley High School

At the end of the three-day presentation, even the youth who initially seemed skeptical about the message of interfaith understanding had opened their minds to other pathways of co-existence. One student, expressive in his original attempts to make fun of the presentation, excitedly shared developed an innovative solution to interreligious violence in the Central African Republic: conduct a “church tour” whereby each week, the community attends a different worship center in order to understand different religions.

Mr. Marcial and I are not alone: many other Americans are making the effort to dispel stereotypes, inspire dialogue, and break down interreligious barriers. In Wisconsin, Scott McNorton started a “selfies with Muslims” campaign to increase the visibility of Muslim-Americans and to inspire playful partnership. Over in Queens, New York, Rana Abdelhamid started a “Hijabis of New York” initiative to showcase the beautiful diversity of American women wearing the hijab. Earlier this week, President Barak Obama visited the Central Mosque in Baltimore, offering a rebuttal of anti-Islamic election rhetoric and encouraging Americans to embrace each other regardless of religion.

hijabs
Rana Abdelhamid’s “Hijabis of New York” campaign (Source:Facebook)

For Americans, overcoming fear of other religions is crucial to reducing violent conflict. Divisive vitriol and a steadfast refusal to understand other faiths creates an image of the United States that bolsters support for faith-oriented violent extremism. We can all take steps to enhance our religious literacy and cultivate compassion for all human beings. Whether you embark on your own “church tour” or you research articles on the internet, breaking down barriers of faith will help build a more peaceful world.

Prioritizing Youth Leadership in Memorialization

| daniellamontemarano

When American youth engage with the Holocaust for the first time, their reactions tend to follow a pattern:

  1. Blurt out any and all stereotypes of Jewish culture and identity: “My dad told me that Jews control the economy and caused the recession… is that true?”
  2. Look bored when the Treaty of Versailles comes up.
  3. Grow concerned about Nazi propaganda: “Do kids still play the Juden Raus [Jews Out] board game in Germany?”
  4. Retreat into silence upon viewing video documentation of the Warsaw ghetto.
  5. Recoil at the horrific stories of child victims.
  6. Make connections: “Didn’t something similar happen in Darfur?”
  7. Plan action: “What can we do about genocide? How can we make a difference?”

As the above true-life scenario shows, youth—in the United States and beyond—are unique and powerful participants in the process of memorialization, or the preservation of memories pertaining to mass atrocities like genocide. Their honesty enables them to break down stereotypes and ask tough questions. They tend to engage with and express raw emotion more easily. Most importantly, their energy and idealism open the door for action.

Around the world, young people lead both community-based and national initiatives to honor memory of conflict and promote reconciliation. Frustrated by the ongoing delays on formal transitional justice mechanisms, youth leaders in Cote d’Ivoire formed the Justice and Peace Action Network (le réseau Action justice et paix) to document young Ivorians’ experiences during the country’s 2010 elections crisis through a series of radio broadcasts. In Cambodia, the civil society organization Youth for Peace convenes peace conferences and community dialogues for young people to engage with the memory of the genocide perpetrated by the Khmer Rouge. Back in the United States, young activists are prominent leaders of the movement to confront the legacy of racial violence and initiate the crucial process of reconciliation.

ICTJ-CDI-TJ-Youth-3-img2014
The Justice and Peace Action Network celebrates the release of its radio report, October 2014 Source:International Center for Transitional Justice

Yet we need more of the electrifying leadership of youth in memorialization work. Young people are often seen as the leaders of the future, not the present. They’re relegated to the position of passive actors in the narratives that dominate their lives. Not only are we denied their voices, but their organizing prowess, their creativity, and their rousing energy as well. Moreover, society loses out on young leaders’ unique power to reach out to their peers and heal wounds that are generations-deep. Divisions endure, and conflicts are reborn.

When youth spearhead reconciliation efforts, they send a powerful message about social and political renewal. They devise innovative peacebuilding initiatives and help break cycles of violence. In order for memorialization work to succeed, youth-led projects need to be a priority.

Why Batswana Youth Failed

| daniellamontemarano

Last Wednesday night, Botswana’s breaking news was big. Shocking, even.

Only one-third of Form Three* students who sat for their Junior Certificate Examination (JCE) achieved a passing grade of a ‘C’ or above.

Within 24 hours, Twitter blew up with Batswana expressing their discontent and offering up reasons for this decline in academic achievement. Behold…

@nkwasha This is a national crisis #JCERESULTS the sooner this is addressed the better, no more short cuts..

@Lishulo As citizens of Botswana, we ought to be ashamed of the #JCERESULTS and openly express such shame and disgust

@Nonofo_Milton Factors that contributed to the bad #JCERESULTS

*0.Facebook

*twerking

*Railpark

*Twizza/Chill

*Attitude

@Tshegetembes Social media is no problem but rather the attitude towards social media.please take those cell phones away from them #JCERESULTS

As for myself, I beg to differ with @Nonofo_Milton. Some students may be too distracted with Facebook or twerking to bother reviewing their notes and revisions. But this is a complex issue; not one thing is to blame. There are many reasons for why 65.7% of Form Three students may not not proceed to Senior Secondary School this year, and here are mine:

1.) Barutabana (teachers)- It’s well-known in Botswana that teachers are underpaid and under-appreciated. As a result, they are demoralized and dissatisfied. But can you blame them? They are not classified as “essential” employees of the government, and the transfer system for civil servants repeatedly uproots them from their homes and students. And, up until 2013, they hadn’t seen a government pay scale increase since 1994.

What’s more is that teaching is often seen as a vocation–a position for those who have passion for educating the next generation. But in Botswana, where the government employs roughly 60% of the workforce, teaching is often perceived as another way to earn a paycheck. When the clock strikes 4:30pm, it’s time to pack up and head home because they are just another civil servant. This is reinforced by statements from the Secretary-General of the Botswana Federation of Public Sector Unions (BOFEPUSO) in 2010, who advised teachers in light of the union-government negotiations deadlock to “only to work as per the normal hours of work for government employees…unless advised by the union leadership.” (Gazette 2010, p. 2)

It takes extra energy to invent creative teaching tools and to engage students beyond lectures. With a mindset of an ordinary civil servant and without incentives like adequate overtime pay to encourage them to go above and beyond their job requirements, teachers pass over the little things that make a difference in a child’s education: after-school tutoring, mentorship, extracurricular activities, and positive encouragement. Deficiency in teachers’ efficacy means one thing: bad test results.

2.) Batsadi (parents)- A common social problem in Botswana is the lack of parental/caregiver involvement in many children’s academic lives. As my friend Itseng put it, “We view our children’s school performance as the teacher’s job, not ours.” It’s not as if parents don’t care about their children’s academic performance; parenting culture just doesn’t involve active engagement in the learning process.

Yet, studies repeatedly demonstrate that one of the highest predictors of youth academic success isn’t household income or social status, but rather the level of engagement from parents and caregivers at home. This involves checking homework, reviewing notes, offering feedback on papers, and so on. Even illiterate caregivers or those lacking a high level of education can talk to their children about their school work on a daily basis to show interest and positive support.

Of course, there are certain parenting ills that plague the lives of Batswana children. Emotional and physical abuse, neglect, even defilement: I’ve seen these nightmares derail even the most driven students. As community leaders/activists, friends, relatives, social workers, and teachers, we have a responsibility to the children around us, especially those from vulnerable backgrounds. If you personally know a child victim of abuse, report the case to a social worker or directly to the police. Shower that child with love and compassion. Encourage him or her in their studies and life pursuits. Don’t let them give up on their future.

3.) Tsekaiso ya skolo (the education system)- A colleague once remarked to me, “The Botswana school system isn’t set up to nurture students. It’s there to weed out the smart ones from the dumb ones and to do it quickly.”

While a bit brash, this statement reveals the education system’s problematic approach to students. First, as I’ve stated before, primary and secondary school learning in Botswana is structured around children passing their exams. The vast majority of teachers instruct through lectures that encourage rote memorization instead of critical thinking and active engagement with the material. Then, when students begin preparing for their exams, they repeat phrases over and over to themselves so they can spit them out on the test. Those who don’t have adequate short-term memorization skills fail, and the few who actually do remember their notes word-for-word struggle to explain the concepts in their own unique language.

The ESL (English as a Second Language) instruction in schools is also subpar and obstructs students’ success in their other subjects. Most children attend Setswana-medium primary schools and begin formally learning English in Standard Four. When they enter junior secondary school as Form One students, the language of instruction switches to English. By that time, few students have the vocabulary and a good grasp of basic grammar and syntax to not only perform well in their English classes but also to deeply comprehend material in classes like Agriculture or Social Studies. This results in bad marks straight down their results slip.

In addition to these components, other problems abound in the education system, from large class sizes that paralyze teachers to convoluted grading systems, to subpar housing and toilet facilities for boarding students who reside on campus. Sexual relationships between students and teachers are also a frequent problem as is the absence of teachers due to refresher trainings. It’s amazing to that students can concentrate in these challenging learning environments.

4.) Goromente ya Botswana (the government of Botswana)- Who is responsible for setting education policy? Who is responsible for renovating decrepit building structures and public facilities so that children can enjoy a positive learning environment? Who is responsible for investigating and resolving issues of corruption and illicit student-teacher relationships? Who is responsible for managing teachers–for incentivizing their performance, for improving their working conditions, for firing ineffective instructors?

The government of Botswana. Step up to the plate, guys.

5.) Baithuti (students)- Of course, some of the responsibility for the high failure rate belongs to the students themselves. At the end of the day, these youth hold their future in their own hands. They know the consequences of going through life without their Junior Certificate. They see their peers who failed their exams in years past sitting at home in a daze of malaise and hopelessness. Despite the overwhelming odds against them, these youth should stand up and push back against a system that sets them up to fail.

Right now, you should walk away from this blog post with one number in your head: 12,744**.

12,744 young Batswana will not proceed with their education this year.

12,744 young Batswana will not attend university or college.

12,744 young Batswana will most likely sit at home, unable to find employment.

12,744 young Batswana will not achieve their dreams of a higher education and a better life.

*For my American readers, here is the “educational translation” from the Botswana system to the American system.

School Botswana United States
Primary School Standard One First Grade
Standard Two Second Grade
Standard Three Third Grade
Standard Four Fourth Grade
Standard Five Fifth Grade
Standard Six Sixth Grade
Standard Seven Seventh Grade
Junior Secondary School Form One Eighth Grade
Form Two Ninth Grade
Form Three Tenth Grade
Senior Secondary School Form Four Eleventh Grade
Form Five Twelfth Grade

**The original posting of this blog on January 29, 2013 cited the number of children who will not advance to Form 4 to be 25,206. Later that day, the Daily News released an article stating that 26,200 students who sat for their JC exams will proceed to Senior Secondary. Now, the number of youth who will not advance is 12,744.