Posts Tagged ‘education’

Brainquake or Boobquake – Can we rid the ridiculous? (cross-posted at momsrising.org)

Sunday, April 25th, 2010

Women’s power has hit a new high – or a  new low, depending on your view of global politics.  Recently, a conservative Iranian cleric pronounced that women’s immodest clothing choices spur adultery and therefore increase the risk of devastating earthquakes.  I didn’t pay much attention to this ridiculous, fear-based statement, but I am fascinated by the action it’s sparked, by women from the east and the west.  Here’s a great summary of one prominent response.  Go #brainquake!

Iranian women want equality - who's quaking over this?Iranian women want equality – who’s quaking over this?

From Persian Letters-Radio Free Europe/Radio Liberty:

<<A new campaign, titled “Brainquake,” has been launched on Facebook, calling on women to show off their résumés, CVs, honors, prizes, and accomplishments. The goal is to get conservative Iranian leaders quaking with fear at “women’s abilities to push for change and to thrive despite gender apartheid.”

The campaign is a reaction to “Boobquake,” an initiative by a U.S. student, Jen McCreight, calling on women to test the claim by Iranian cleric Hojatoleslam Kazem Sedighi that women who dress immodestly promote adultery and thus increase the risk of earthquakes.

The creators of “Brainquake” say on their Facebook page that they’re saddened that the creator of “Boobquake” and thousands of other women have responded to Sedighi’s claim by resolving to show some cleavage on April 26.

“Everyday women and young girls are forced to ’show off cleavage’ and more in order simply to be heard, to be seen, or to advance professionally. The web is already filled with images of naked women; the porn industry thrives online and many young girls are already vulnerable to predatory abuse. Violence against women and girls has a direct correlation to the sexualisation of women and girls. The extent of their sexualisation is evident in the hundreds of replies that pour into the ‘Boobquake’ Facebook page where women write, apologetically: ‘I don’t have boobs, not fair’ or ‘Hey, I only have a C cup…’ and ‘What about those of us who no longer have cleavage? They sag too low.’”

“Brainquake’s” creators say Sedighi’s comment was no news to Iranian women, nor was it funny. They note that for the past 30 years, the Islamic Republic has violated women’s rights with what they describe as repressive policies.

“Iranian women have fought back in various ways, one of which has been to dress ’subversively,’ but as is evident in the Green Movement, it is not their ‘beauty’ or bodies that they have utilized in fighting against a brutal theocracy but their brains, their creativity, art, writings, etc.”

Iranian women make up more than 60 percent of university entrants. Women were at the forefront of the protests against the disputed reelection of Iran’s President Mahmud Ahmadinejad. And a number of women’s rights activists were detained and sentenced to prison in the postelection crackdown, including Shiva Nazar Ahari and student leader Bahareh Hedayat, who both remain in jail.

Both “Boobquake” and “Brainquake” are taking place on Monday, April 26.

article by Golnaz Esfandiari>>

Take Foreign Language Out of the Doghouse

Tuesday, April 20th, 2010

Take Foreign Language Out of the Doghouse

“Thousands of public schools stopped teaching foreign languages in the last decade, according to a government-financed survey — dismal news for a nation that needs more linguists to conduct its global business and diplomacy.”  So starts a recent NY Times piece.  It goes on to say only Chinese instruction has grown among languages in US schools.  The first fact – schools are dropping foreign languages at a rapid clip – alarms me.  The second – more students are learning Chinese – is inevitable.  Given the sheer numbers of Chinese speakers on the planet, more Americans need to meet them where they’re at.

There is much to say on school districts’ decisions to drop foreign languages – some say it’s due to budget shortages, and others claim it’s because of quality.  Here’s some coverage on it last week from my local paper, the Philadelphia Inquirer, which caused a bit of a stir.  Some school officials say we haven’t figured out how to effectively teach foreign languages to young learners, so rather than throw good money after bad, let’s eliminate the program.  Problem is, the problem won’t go away, and it certainly won’t be solved this way.   American students happen to fall toward the bottom of math rankings globally, too, but we’d never dream of eliminating math class because we teach it ineffectively, would we?  If we’re serious about competing in the global economy and if we want our children to be among those leaders, we need to figure out how to teach it effectively in American schools.  They’ll need to communicate with their fellow leaders, and only in English limits their options considerably.

doghouse

In the meantime, here’s a website that’s lots of fun for the youngest kids and older ones, too.  What does a dog say in French?  Or a cow in Russian?  How about an ambulance in German?  Or a pig in Japanese?   Not only does vocabulary vary across languages, but so do sounds like beep, bow-wow and oink!  Learning another language gives us a whole new viewpoint on the world.

What Can Our Schools Learn from the Fins?

Monday, April 12th, 2010

This six-minute BBC clip (BBC Finland\’s Education Success) contains some serious gems gained from learning about what makes some country’s education systems outstanding and why America’s schools have been dropping in global rankings.  Finland’s children have consistently performed at the top of international rankings year after year.  I highlight this trend in Growing Up Global and organizations like the Asia Society have been studying what works and implementing learnings in their network of internationally-focused U.S. schools.

Some of the success factors are distilled in the video clip:  Freedom to explore (hence, walking to school, or excursions for p.e. class), a relaxed, trusting environment (e.g., taking off shoes, good camaraderie among the children and with teachers), not tracking students as above or below standard, close parental involvement as supporters of the process not bullies or strangers of it, early foreign language learning, and especially… well-trained, multi-lingual, trusted teachers that students have a close relationship with.  Finnish students demonstrate high standards in core subjects, consistency of lessons across the country, diversity of learners and learning styles side by side (again, not tracking the top students in one class and the lower ones in another), and employers are finding these qualities useful in building a skilled workforce.

Of course, we face complex and some different issues in our struggling U.S. schools, but certainly we can learn much from successful examples.  What do you think?  Can U.S. schools embrace some of these approaches to improve the quality of education we give to our young learners?  And as parents, what should our role be?

Tell Me Your Story – and Win a Global Giving Gift Card!

Wednesday, November 18th, 2009

Last night I met Connie Duckworth, founder of Arzu Rugs. In the Appendix of Growing Up Global I suggest Arzu among the beautiful ways to adorn your home and support gender equality, so it was very special to meet Connie passing through Philly. Arzu (meaning “hope” in Dari, and Farsi speakers will recognize this word too) creates sustainable means of income to break the cycle of poverty, utilizing beautiful hand-crafted rugs made by women in Afghanistan. Connie was inspired by the women’s story and founded the organization after 9/11/01 – yet another example of mobilization and hope after that tragedy. (See www.arzurugs.org.)

As we were talking, she mentioned good friends of hers that are Persian, like me. Turns out their cousins in Peru (!) are dear friends of mine, from my year living in Peru while I was in college. What a small world!

Win a Global Giving gift card!

Win a Global Giving gift card!

So, I ask you dear friends of Growing Up Global to share either:
1) an example of hope in the world that has inspired you – particularly an example of mobilizing in a positive direction following a particularly difficult experience, or
2) an example of a “small world” connection that you have experienced recently, particularly involving places and people that you didn’t expect to go together.

I have an actual prize – a Global Giving gift card! – for the top five entries. You can post directly on the Fan Page for Growing Up Global or email me your entry: homa@growingupglobal.net. These stories can be as short as a sentence or two – nothing fancy is needed, or as long as you wish. It’s just a way to start sharing more stories across this community.

And if you’ve never used a Global Giving gift card, you’re in for a treat! This is a way to learn, share, make a difference in the world (see www.globalgiving.com). Please re-post this note and share with more friends. My GlobalGiving friends are generous with the gift cards, so we would love to hear of many stories!

Hand detail an Arzu rug in Afghanistan - changing lives

Hand detail an Arzu rug in Afghanistan - changing lives

thanks and can’t wait to hear from you!!
-homa

Tearing Down Walls

Monday, November 9th, 2009

Today’s a big deal: The 20th anniversary of the Berlin Wall’s fall.  Do you remember where you were that day?  I was working in Kenya at the time, on an early micro-lending program, taking our cues from the young (now famed) Grameen Bank in Bangladesh, to support the development of women-owned businesses.  I remember one of my Kenyan co-workers (his name was Justus, pronounced “justice”, may he RIP) brought his radio to the office and a few of us gathered around to hear the unbelievable news over the BBC.

I recall one of my thoughts that day:  an experience from the year before.  I was in a graduate international relations class where I got to know and appreciate a group of classmates we affectionately called the “Joint Chiefs of Staff.”  They were West Point or ROTC grads from various universities and most had returned from service with NATO before starting grad school.  Coming from Southern California to the program, I had never had direct contact with military officers.  I admit I was deeply intimidated and/or afraid of these guys when I met them.  I’m probably still intimidated, but for different reasons.  I got to know them for their integrity, great sense of humor, outstanding work ethic, willingness to help out a classmate anytime, and overall, just for being great guys.  It’s been my privilege to know them.

On November 9, 1989 when the Berlin Wall fell, though, I felt I’d scored a victory over our Joint Chiefs.  In class the previous year they argued “Realpolitik,” that there was no chance for peace with the Soviet enemies, and a symbol like the Berlin Wall was essentially impenetrable, short of a military option.  Sounding hopelessly naïve, I stammered an argument around “peace is possible!”   I had long been influenced by views like those espoused in The Promise of World Peace.

We’re still a long way from whirled peas world peace, but I always remember this experience (“It IS possible – the wall could come down peacefully!”) when I need to restore my optimism that things can get better in our world.  One of the ideas that’s really stuck with me from The Promise of World Peace is a “paralyzing contradiction” in world affairs:  good people WANT peace, but don’t think it’s possible.  We need to believe in the possibility of peace in order to realize it and work for it.  Another way of looking at this:  Pray for rain and carry an umbrella.  The fall of the Berlin Wall reminds us that anything is possible. (As with most victories, there were casualties, though, and one I don’t hear people talking about is the fact that the U.S. foreign aid budget to poor countries in Africa and elsewhere was decimated as attention moved to the former Soviet bloc.  But that’s for another post…)

Perhaps more difficult than tearing down a crumbling, physical wall is attacking the walls each of us carries more subtly:  the barriers that keep us apart, whether they are economic, racial, religious, cultural, or whatever.  On top of the old baggage, our society seems very good at creating new biases:  stay-at-home vs. working moms and dads; overweight, undertall, over-aged, under-employed, kinky-haired, straight-laced, red, blue, and more.

Most of us want better for our future.  Our kids didn’t grow up with a looming concrete wall between East and West; let’s not erect new ones.

Do you remember where you were when the wall fell?  Do you have some ideas to share for helping kids confront potential biases, to avoid new walls going up?  I’d love to hear your memories, and your ideas.

P.S.  If you have a few minutes, see this meditation on what the wall is inspiring these days – sort of like turning swords into plowshares: turning the Wall into art.

Dreams From His Mother

Wednesday, August 19th, 2009

What we can learn from the scholarship of anthropologist Ann Dunham Soetoro, President Obama’s late mother. ”The influence of a global mom on her son – Barack Obama.”

OP-ED piece, New York Times by Michael R. Dove

PRESIDENT OBAMA’s late mother, Ann Dunham Soetoro, was famous for the good cheer and optimism that she preserved in the face of a complex and challenging world. Her personality went hand-in-hand with her career as an anthropologist in Indonesia and Pakistan, where she studied and worked with village craftsmen, slum-dwellers and countless others. I knew Dr. Soetoro as a friend and colleague for many years before her death from cancer in 1995. Though I only met her son once, briefly at her memorial service, I’ve watched him as he’s taken on the hardest job in the world, and often found myself wondering how her worldview might have shaped him.

Dr. Soetoro’s most sustained academic effort was her 1,043-page dissertation, “Peasant Blacksmithing in Indonesia: Surviving Against All Odds,” completed in 1992 and based on 14 years of research. This was a classic, in-depth, on-the-ground anthropological study of a 1,200-year-old industry. Her principal field site was a cluster of hamlets, containing several hundred households, on an arid limestone plateau on Java’s south coast. There, village metalworkers produced dozens of different iron blades and tools for use in farming, carpentry and daily life.

When Dr. Soetoro began her study in 1977, the village could be reached only by walking a mile and a half from the nearest paved road. The first battery-powered television set did not arrive in the village until 1978, and was placed in a window and watched by the village en masse; electricity did not arrive until a decade later. In her dissertation, Dr. Soetoro called this village “a wonderful and mysterious place to live.”

Running through Dr. Soetoro’s doctoral research, as through all her work, was a challenge to popular perceptions regarding economically and politically marginalized groups; she showed that the people at society’s edges were not as different from the rest of us as is often supposed. Dr. Soetoro was also critical of the pernicious notion that the roots of poverty lie with the poor themselves and that cultural differences are responsible for the gap between less-developed countries and the industrialized West.

Indeed, Dr. Soetoro found that the villagers she studied in Central Java had many of the same economic needs, beliefs and aspirations as the most capitalist of Westerners. Village craftsmen were “keenly interested in profits,” she wrote, and entrepreneurship was “in plentiful supply in rural Indonesia,” having been “part of the traditional culture” there for a millennium.

Based on these observations, Dr. Soetoro concluded that underdevelopment in these communities resulted from a scarcity of capital, the allocation of which was a matter of politics, not culture. Antipoverty programs that ignored this reality had the potential, perversely, of exacerbating inequality because they would only reinforce the power of elites. As she wrote in her dissertation, “many government programs inadvertently foster stratification by channeling resources through village officials,” who then used the money to further strengthen their own status.

These same observations also led her to start working with institutions like the Ford Foundation and the United States Agency for International Development to devise alternate pathways for reaching and working with the poor. She helped to pioneer microcredit programs that made small amounts of capital available to weavers, blacksmiths and other low-income groups — people who would otherwise have had no access to credit.

It’s worth pointing out that though microenterprise is fairly well-known today — and Indonesia now has one of the world’s largest microcredit programs — it was pretty radical stuff when Ann Soetoro was doing her work. But then, she had a habit of swimming against the current. While many American academics tried to avoid antagonizing the repressive Suharto government, Ann Soetoro called attention to those the regime had failed to benefit: the village craftsmen, the plantation workers and urban scavengers, the underpaid workers in the shoe and clothing factories.

There is a final lesson from her work that is worth remembering: No nation — even if it is our bitterest enemy — is incomprehensible. Anthropology shows that people who seem very different from us behave according to systems of logic, and that these systems can be grasped if we approach them with the sort of patience and respect that Dr. Soetoro practiced in her work.

The anthropologist Clifford Geertz wrote that “the aim of anthropology is the enlargement of the universe of human discourse.” This was clearly a central goal of Dr. Soetoro’s work and life. From an admittedly great distance, I can see those same values in her son.