Connect with us

New Social Compact

Intersectionality, the Leftist Plague Destroying Western Society -part1

Published

on

There is a new radical theory, which was produced and spread by the academia, a new leftist “golden god” which highly influence contemporary international politics. In fact, it is a new Orwell’s 1984 nightmare language. It is called now intersectionality. It is not a new kind of doubletalk but instead, a twisted and abhorrent talk, creating a pure anarchic situation and a socio-political chaos. Indeed, everything have been gotten crazy, insane, odd, and out of logical order. These days one cannot talk directly and define things openly. One cannot differentiate between right and wrong, truth and false. Soon the days are coming where it will be forbidden to say “the sun rises” or the “sun sets,” because what is, which is, how one refers to the “sun? What gender it is?” why it rises and not sets and vise-versa? Under this craze environment who dares to say Earth is not flat? In fact there is huge sections who insist that Earth is flat. Indeed, with intersectionality the world has deepen its upside down turnovers. Nothing is really what it is and everything is also the opposite. The social riots in the US with anarchic chaotic groups and organizations raging and tearing down everything that represent law and order are exactly what this research seek to expose.

The beginning was modest though revolutionary. It started as a sociological theory describing multiple threats of discrimination when identities overlap with number of minority classes, such as race, gender, age, ethnicity, and the like. This new god has been developed by Kimberle Crenshaw in her 1989 essay, and refined in 1991. In Stanford Law Review. Crenshaw asserts that the anti-discrimination laws, feminist theory, and anti-racist politics failed to address the experiences of black women because of how they each focus on a single factor. For her, these aspects of identity are not “unitary, mutually exclusive entities, but rather… reciprocally constructing phenomena.” Laws and policies usually only address one form of marginalized identity. The intersections of multiple oppressed identities therefore go overlooked and oppression is cyclically perpetuated. Any analysis that does not take intersectionality into account cannot sufficiently address the particular manner and harsh situation in which black women are subordinated.

Crenshaw has identified three aspects of intersectionality that affect the visibility of black women: structural intersectionality, political intersectionality, and representational intersectionality. The first deals with how black women experience domestic violence and rape in a manner qualitatively different from the ways that white women experience them. The second examines how feminist and anti-racist laws and policies have paradoxically decreased the visibility of violence against black women. The third, delves into how pop culture portrayals can obscure the actual life experiences of black women.

The term gained prominence by Patricia Hill Collins, arguing that cultural patterns of oppression are not only interrelated, but are bound together and influenced by the intersectional systems of society, such as race, gender, class, and ethnicity. She referred to this as “interlocking oppression”. She identified three main branches of study within intersectionality. The first, deals with the background, ideas, issues, conflicts, and debates within intersectionality. The second, seeks to apply intersectionality as an analytical strategy to various social institutions to examine how they might perpetuate social inequality. The third, formulates intersectionality as a critical praxis to determine how social justice initiatives can use intersectionality to bring about social change.

According to Oxford dictionary, intersectionality is the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage. According to Merriam-Webster dictionary, intersectionality is the complex cumulative manner in which the effects of different forms of discrimination combine, overlapped or intersect, especially in the experiences of marginalized peoples or groups.

Though intersectionality started out as a theory to explain black woman’s discrimination, humiliation and disadvantages in American society, today it is applied to all possible social and political categories. Moreover, under leftist obsession it has developed to a totalistic religion, yes a religion, an undermining destroying religion, by creating artificial coalitions between social and political groups that have nothing to do with each other except hatred to the other at large, i.e. Western culture and traditions and mainly white people. The “other” are those who are “privileged” being white, male, and heterosexual, and adhering to the national political and social values, including the family at the center. Being an artificial part of a false and unrelated academic research intersectionality maintains stupidities such as that multiple identities intersect to create a common whole that is different from the component identities.

The problem, the main issue is that though originally applied to the ways that sexism and racism combine and overlap, intersectionality has come to include all imagined forms of class, sexuality and abilities. The result, it has metastasized into almost every corner of the non-scientific academic world. Without trying to find out peaceful satisfactory solutions intersectionality has migrated from feminism into a deep revulsion and hatred against white, male and especially Jewish-Christian traditions, with the aim to destroy Western society.

The theory of intersectionality is dogmatic orthodoxy that has nothing to do with reality, rather it has all the negative hallmarks of fundamentalist religion. It is a brand new horrible and extreme version of political correctness. In a nutshell it means that everyone must oppose every form of oppression, whatever adherents of intersectionality call “oppression” and racism. That is, people should never be exposed to contrary point of views, which is one of the basics of scientific research, since it might upset someone else’s identity and/or sensibilities and/or personality’s ambitions. At the same time, by itself, it denies and reject other groups and movements and ideas that do not comfort with their biased politics. The marketplace of ideas used to be free and open has become under intersectionality totally restricted and even closed by those who do not even dare to listen to the other side. This is pure cowardice and evil that goes together with pathological violence and chaos. Now all kinds of order, mainly political order, are rejected and the new demanded regime is pure nihilism and chaos.

Nowhere has adoption of this paradigm been more pronounced than on the university campuses where, in the name of bizarre slogans like “identity politics,” “gender,” and “solidarity” it has changed the vocabulary and behavior of these groups to divert them into pure “anti” politics. The negative, the chaotic, the anarchist stand, take the lead. Anti, whatever anti is and means is good and must be accepted. If black people are being denied rights, prejudiced and evil-treated, it is a must of all good people to fight for their rights, by depressing the “oppressors,” by bringing them down. “Equality” and “justice” have now received a new form, as they are defined and represented by those groups who support intersectionality. The normal and regular routes to bring the tragic issue of racism and discrimination of blacks are totally denied, and instead a negative nihilistic rebellious approach is being taken. The aim is to motivate and encourage students, the future of political, social and scientific of the country and other social groups to divide everybody up by their race, gender and other categories.

Intersectionality believes that gender, race, social-class, ethnicity, nationality, religion, physical and mental disabilities, sexual orientation, and other forms of identity, can all intersect. However, it is not legitimate at the same time to decide arbitrarily to exclude groups or orientation without giving them the right to defend their position. If this is true, why it is applied to blacks and Muslims and not to Jews and/or whites? Only blacks and Muslims have sensibilities we should keep and follow while white Christians have not? Under these bizarre and twisted perceptions, why the so-called Palestinians are entitled to perform all kinds of horrible acts of violence and terrorism, but Israel is denied even to self-defense?

Intersectionality is also contradictory. Such a theory when applied by people with bias will inevitably be biased itself. All radical movements carry with them biases and justify violence though from different ideological standpoints. Violence is used as a means to an end. Moreover, it assigns these categories by moral merit in which privilege is bad and victimhood is good. All social problems get reduced to this simple framework and that means in fact anarchism, anti-sociability and chaos. This precludes the possibility of running and performing state organs, and in fact leads to the destruction of political order and the basic fabrics of society. This is hell not paradise. This is not justice and equality but chaos elimination.

Everything is scrutinized through this lens. There are so many simplistic slogans which sound good and attract people to reiterate: ‘Make love not war.’ ‘All humans are created equal.’ Even Marxism sounds good, though there has never been a Marxist society that any rational human being would like to live in it willingly. Amazingly even confusingly, there are still those who ideologically adhere by Communism. This is crazy. All they have to do is to look at Venezuela today, how a potentially rich country with huge abilities its people are starving. It is even recommended not to look at the Soviet Union and its satellites and what they have done to the basics of human life and dignity, but to look at the flourishing thriving technologically sophisticated South Korea as compare to the hell example of North Korea. The same people, the same culture exactly prove what the horrible ideologies of Marxism/communism/socialism do to their own peoples. We have ample examples how communism and socialism eradicate the abilities of the people and ruin the basic fabrics society. Marxism-Leninism is an incurable mental disease, a lunatic ideology, an infinite total disaster. Nazism and Islam are exactly of the same kind, and they follow the same directions and orientations.

The 1400 years of Islam clearly prove it is even worse than Communism and Nazism combined. In its pursuit of political religious ideals, Islam has committed the worst crimes against humanity, of genocide and ethnic cleansing, of huge slavery and destroying human nature to pure submission. Nevertheless not only surprisingly but totally amazingly, it is embraced with love and compassion by the intersectionality groups.

How simplistic and infantile is intersectionality is proven by the following axioms: typical of the orthodoxy of intersectionality is the following propositions:

a. All Colonialists and Imperialists were white males, and therefore all white males are evil. However, Islam is the uppermost of colonialism and imperialism, its history is an open card to these, but it is stripped of all these. Indeed, ignorance or evil kill.

b. Slavery was created and practiced by the white imperialist peoples as a means to oppress the colored peoples and to control and weaken their abilities. Therefore revolution against the “white system” is justified. However, they ignore the tragic reality that Muslims were and still are the prominent slave-traders in history; that Muslims captured, tortured, and marched 120 million blacks from Africa into slavery, 30 million for the local Islamic markets (males were castrated!) and 30 million were shipped to the Americas (60 million of the entire blacks were perished in the roads!); and that Islam is racist, anti-feminist and reject gender equality.

c. America is a white-male-dominated imperialist power, and therefore by definition it is evil and must be annihilated whatever the circumstances are. However, since Muslims are against the US ideologically and they fight its “oppression and occupation,” therefore, by definition Islamic operations are supported and justified and Muslims are embraced.

d. The US supports Israel, and Israel oppresses the Palestinians; therefore, without any investigating and without even trying to learn and understand the issues, Jews are by definition imperialists and racists and Israel must be destroyed. The Palestinians on the other hand, being the victims of Israeli oppression and racism, therefore, they are the good side and should be supported by all means.

You see, the world of intersectionality is so simple. One even does not wonder that these horrific destructive slogans spring in the empty-headed Western academia and played positively by the media that for long has neglected responsibility and honesty. This is suicidal, first and foremost in the academia, to the existence of sciences, knowledge, and to the progress of humanity. It means the annihilation of investigation, scientific research, criticism, and it directly leads to censorship and disappearance of human freedoms, let alone abiding by the scientific truth. It is much more than the nightmare of the Orwellian society. It means in fact bringing back fascism, communism, and promoting the Islamic oppressive rule over humanity and depressing its freedoms and civil rights. It means in fact the retreat of human progress to the dark days of Islamic primitive desert.

All the radical groups, such as Black Lives Matter and Antifa, advocate preaching intersectionality while feel comfortable and compassion with the ideology of Hezbollah, Hamas, the PLO, and all other Islamic fanatic anarchist groups. They deliberately advocate these groups being fundamentally racist, totalitarian, and their ideology leads to ethnic cleansing, genocide, and the annihilation of a nation and its religion. Moreover, by restoring Islam’s 7th century religious and cultural ideologies, they advocate setback of knowledge, sciences, and freedoms. The overall result is clear and symbolizes “the rise and fall of Western civilization.”

It was exactly Alan Dershowitz who has coined this situation concerning Israel so succinctly: “when the best are accused to be the worst, you have to look at the accusers.” It reflects now all those who follow the intersectionality monster. It goes even to much lethal directions as Islam is seen as a good moral and justified force, and all the evils and atrocities it has done through 1400 years of its history are forgotten just because it works today against Western values and traditions. Therefore, the amazing paradox of intersectionality is that it is right and justified to go hand by hand with Islam even in its very essence it is against the basics of intersectionality’s perceptions and notions such as discriminating women, killing gays, adhering male superiority, and even that Muslim slave-traders were the main cause of black slavery in the America.

He who subscribes to this pseudo-academic concept of intersectionality, which has become a code word for anti-American, anti-Western, anti-male, anti-whites, anti-Israel and anti-Semitic bigotry must do one thing: to think, to contemplate, to investigate, to ask questions, and to elaborate issues. One must reject this kind of poisonous exclusionary that intersectionality represents. It encourages fanaticism and accumulates all the radical groups to tear apart the basics of law and order of Western society. Instead of helping bring peace and understanding among cultures, of promoting more social equality and justice, and instead of enhancing a balanced politics, it simply forces the different sides to further apart the fabrics of society and leads to retrenchment, conflicts, violence and anarchism. For intersectionality, facts do not matter; reason does not hold, and all it needs is hatred to normality to the rational behavior and to law and order.

According to Jonathan Haidt, a social psychologist and Professor of ethical leadership, Intersectionality is ambiguous and open-ended term that lacks a clear-cut definition, but at the same time its specific parameters has enabled it to be drawn upon in nearly any context of inquiry. Difficulties arise due to the many complexities involved in making “multidimensional conceptualizations” that explain the way in which socially constructed categories of differentiation interact to create a social hierarchy. First, there is a strong focus on subjective personal narratives. It posits that an oppressed person is the best to judge his experience of oppression according to his own values and feelings. Moreover, intersectionality does not eliminate the hierarchy of identity but inverses it. This creates a paradox in that different groups suffering oppression and not eliminating oppression. Indeed, intersectionality is a totalizing perspective that reduces all social problems to a simple framework that is an oversimplification of reality.

Intersectional feminism primarily draws on far-left ideologies and ultimately ends up excluding women, people of color, and other marginalized people who do not share similar political views. It is in fact a minority ideological Marxist-Leninist view dominated by people from an economically privileged class who have had a university education in the social sciences and/or the necessary leisure time and education to study intersectionality, critical race theory, queer theory and critical analyses of ableism.

What about the delicate sensibilities of those of us who find censoring offensive? Where are the “safe spaces” for those who would ban banning? Is it not true that anyone should be able to criticize or question just about anyone? Should we not care or even know what minority group, if any, someone belongs to? Why it is racism? Why we should not call a sped, a sped? There are whites, and blacks, and yellow, and other color races, so what? There are different cultures in the world, so what? There are differences in development and upbringing education of peoples and sectors in society that should find common grounds and promotion. We should not use the terms “good” and “bad” to relate to them, but we can mention them without prejudice, why not? The question is not are there all this differences, but how do we accommodate with them and bring them to work together equally and without prejudices? To counter back, to wreck and havoc, and to tear up society is not the answer to cure social malaise and world differences. It leads to disaster. 

Moreover, if we use other artificial non-direct terms, does it mean we paint a different world? What about pluralism and differences of opinions? How can science proceed without thesis, antithesis and synthesis, or without arguing and debating? Where would our culture be without the freedom to questioning, the ability to criticize, of being creative or even fighting for ideas? Do we wish to restore the dark days of Galileo Galilei and his trial by the Inquisition in Rome? What about the sensibilities of those of us who find censorship offensive? Where are the “safe spaces” for those who would ban banning? What about those who support freedom of speech, the precious diamond of society?

What is the difference between the Inquisition, the horrible terrorist acts of the Islamic Caliphate State, and the cowardice self-censorship of the Orwellian language today promoted by the academia and the media? The staff of the satirical French magazine Charlie Hebdo slaughtered by ICS (Islamic Caliphate state) terrorists for mocking Muhammad, yet “two years ago we were all Charlie Hebdo. Now our willingness to defend freedom of expression has been crushed.” the magazine is now banned in some British universities, because some students might find it offensive. This is crazy. It means that we succumb to the evil and subjugate to the murderous and fanatics.  

There are horrific stories of censorship and restrictions on expression at universities in the US, the UK and Europe. The world indeed has turned upside down. Even the social media, like Twitter and Facebook ban and censor those who criticize Islam scientifically, even from its religious sources. Isn’t it an infantile approach and treatment the nature of political discourse in the academia has become? The student union of City University in London, renowned for its journalism school, now have voted for campus ban on the newspapers, Sun, Mail, and Express in an ‘opposing fascism’ motion. How is that the academia, the center of open-minded free thinking, bans Israel and calls for its destruction as a state and a nation in the name of Anti-Semite murderous slogans? This is crazy. This is totally anti-scientific, anti-logic and it is opposite to the basics of the academia’s values.

It is the equivalent of the “newspeak” about which Orwell has warned us: “Ambiguous euphemistic language used chiefly in political propaganda.” If the newspapers are such bad publications, why not allow students to read them and make up their own minds? To suggest that university students cannot contend with a dissenting argument is debilitating and much more: it brings science back to the Middle-Ages, or to the communist fascist era, or worst, to the Islamic rule where there is no science but religious oppression. This is not a democracy; it is full-fledged totalitarianism, a full-scale censorship. This is not modernism but absolutely regression of science and to ignorance. This is evil and wickedness. 

Continue Reading
Comments

New Social Compact

Demand for Investigation of COVID-19 gained momentum

Published

on

Human history is full of natural disasters like Earthquakes, Floods, Fires, Vacanos, Drought, Famine, Pandemic, etc. Some of them were really huge and have been damaged a lot. The outbreak of diseases was also very common in the past, like Spanish Flu, Tuberculosis, Cholera, Ebola, SARS, Middle-East-Virus, etc. However, the most damaging in recent history is COVID-19.

According to Worldometer, the latest data reveal that Coronavirus Cases has reached :

193,422,021, and death toll touched: 4,151,655. However, these are the official data provided by each individual country to Worldometer. The actual data is much more, as some countries have limited resources and could not test their population on a bigger scale, whereas few countries hide the actual data to save face, like India. Prime Minister Modi has mishandled the Pandemic and politicized it. His extremist approach toward minorities and political opponents has worsened the situation. He is afraid, if the public comes to know the actual disasters, he may lose political popularity and have to leave the office. Unofficial sources on groud estimate the actual figures are almost ten times higher. He has taken strict measures to hide the actual data and control media on reporting facts.

Whatever the actual data, even the official data shows a big disaster. Almost all nations became the victim of it and suffered heavily. The loss of human lives and the economic loss have made the whole World think seriously.

It is time to investigate the origin of COVID-19. There are many theories, and some are part of the blame game and politics, without proper investigations and reliable evidence. The World is so much polarized that it is very difficult to believe any side of the views and blames. Under this scenario, it is the World Health Organization (WHO) responsibility to conduct a transparent investigation and reach the source of COVID-19. It is believed that the whole World may trust WHO.

Chinese Foreign Ministry spokesman Zhao Lijian demanded on Wednesday that the United States show transparency and conduct a thorough investigation into its Fort Detrick laboratory and other biological labs overseas over the origins of COVID-19 in response to appeals from people in China and around the World. By Wednesday afternoon, an open letter published on Saturday asking the World Health Organization to probe Fort Detrick had garnered nearly 5 million signatures from Chinese netizens.

“The soaring number reflects the Chinese people’s demands and anger at some people in the US who manipulate the origin-tracing issue for political reasons,” Zhao said at a regular news briefing in Beijing.

The US Centers for Disease Control and Prevention issued a “cease and desist order” in July 2019 to halt research at Fort Detrick that involved dangerous organisms like the Ebola virus. The same month, a “respiratory outbreak” of unknown cause saw more than 60 residents in a Northern Virginia retirement community become ill. Later that year, Maryland, where Fort Detrick is based, witnessed a doubling of the number of residents who developed a respiratory illness related to vaping.

But the CDC never released information about the shutdown of the lab’s deadly germ research operations, citing “national security reasons”. “An investigation into Fort Detrick is long-overdue, but the US has not done it yet, so the mystery remains unsolved,” Zhao said, adding that was a question the US must answer regarding the tracing of the origins of COVID-19.

There are 630,000 of its citizens lost to the Pandemic. The US should take concrete measures to investigate the origins of the virus at home thoroughly, discover the reason for its inadequate response to the Pandemic, and punish those who should be held accountable. Especially in the initial days, the mishandling of the Pandemic by then-President Trump was a significant cause of the rapidly spreading of the virus, which must be addressed adequately. Washington remains silent whenever Fort Detrick is mentioned. It seeks to stigmatize and demonize China under the pretext of origin-tracing.

It appealed that the WHO may come forward and conduct through research and investigation in a professional, scientific, and transparent manner to satisfy the whole World.

Continue Reading

New Social Compact

How to eliminate Learning Poverty

Published

on

Children learn more and are more likely to stay in school if they are first taught in a language that they speak and understand. Yet, an estimated 37 percent of students in low- and middle-income countries are required to learn in a different language, putting them at a significant disadvantage throughout their school life and limiting their learning potential. According to a new World Bank report Loud and Clear: Effective Language of Instruction Policies for Learning, effective language of instruction (LoI) policies are central to reducing Learning Poverty and improving other learning outcomes, equity, and inclusion.

Instruction unfolds through language – written and spoken – and children learning to read and write is foundational to learning all other academic subjects.  The Loud and Clear report puts it simply: too many children are taught in a language they don’t understand, which is one of the most important reasons why many countries have very low learning levels.

Children most impacted by such policies and choices are often disadvantaged in other ways – they are in the bottom 40 percent of the socioeconomic scale and live in more remote areas.  They also lack the family resources to address the effects of ineffective language policies on their learning. This contributes to higher dropout rates, repetition rates, higher Learning Poverty, and lower learning overall.

“The devastating impacts of COVID-19 on learning is placing an entire generation at risk,” says Mamta Murthi, World Bank Vice President for Human Development. “Even before the pandemic, many education systems put their students at a disadvantage by requiring children to learn in languages they do not know well – and, in far too many cases, in languages they do not know at all. Teaching children in a language they understand is essential to recover and accelerate learning, improve human capital outcomes, and build back more effective and equitable education systems.”

The new LoI report notes that when children are first taught in a language that they speak and understand, they learn more, are better placed to learn other languages, are able to learn other subjects such as math and science, are more likely to stay in school, and enjoy a school experience appropriate to their culture and local circumstances. Moreover, this lays the strongest foundation for learning in a second language later on in school. As effective LoI policies improve learning and school progression, they reduce country costs per student and, thus, enables more efficient use of public funds to enhance more access and quality of education for all children.

“The language diversity in Sub-Saharan Africa is one of its main features – while the region has 5 official languages, there are 940 minority languages spoken in Western and Central Africa and more than 1,500 in Sub-Saharan Africa, which makes education challenges even more pronounced,” says Ousmane Diagana, World Bank Regional Vice President for Western and Central Africa. “By adopting better language-of-instruction policies, countries will enable children to have a much better start in school and get on the right path to build the human capital they need to sustain long-term productivity and growth of their economies.” 

The report explains that while pre-COVID-19, the world had made tremendous progress in getting children to school, the near-universal enrollment in primary education did not lead to near-universal learning. In fact, before the outbreak of the pandemic, 53 percent of children in low- and middle-income countries were living in Learning Poverty, that is, were unable to read and understand an age-appropriate text by age 10. In Sub-Saharan Africa, the figure was closer to 90 percent. Today, the unprecedented twin shocks of extended school closures and deep economic recession associated with the pandemic are threatening to make the crisis even more dire, with early estimates suggesting that Learning Poverty could rise to a record 63 percent. These poor learning outcomes are, in many cases, a reflection of inadequate language of instruction policies.

“The message is loud and clear.  Children learn best when taught in a language they understand, and this offers the best foundation for learning in a second language,” stressed Jaime Saavedra, World Bank Global Director for Education. “This deep and unjust learning crisis requires action. Investments in education systems around the world will not yield significant learning improvements if students do not understand the language in which they are taught. Substantial improvements in Learning Poverty are possible by teaching children in the language they speak at home.”

The new World Bank policy approach to language of instruction is guided by 5 principles:

1. Teach children in their first language starting with Early Childhood Education and Care services through at least the first six years of primary schooling.

2. Use a student’s first language for instruction in academic subjects beyond reading and writing.

3.  If students are to learn a second language in primary school, introduce it as a foreign language with an initial focus on oral language skills.

4. Continue first language instruction even after a second language becomes the principal language of instruction.

5. Continuously plan, develop, adapt, and improve the implementation of language of instruction policies, in line with country contexts and educational goals.

Of course, these language of instruction policies need to be well integrated within a larger package of policies to ensure alignment with the political commitment and the instructional coherence of the system.

This approach will guide the World Bank’s financing and advisory support for countries to provide high-quality early childhood and basic education to all their students. The World Bank is the largest source of external financing for education in developing countries – in fiscal year 2021, it broke another record and committed $5.5 billion of IBRD and IDA resources in new operations and, in addition, committed $0.8 billion of new grants with GPE financing, across a total of 60 new education projects in 45 countries.

Continue Reading

New Social Compact

World leaders must fully fund education in emergencies and protracted crises

Published

on

Many schools in Afghanistan have suffered the effects of long-term conflict. ©UNICEF/Marko Kokic

During June’s UN Security Council High-Level Open Debate on Children and Armed Conflict, leaders from across the world stood up to call for expanded support for education in emergencies to protect vulnerable children and youth enduring armed conflicts, climate change-related disasters, forced displacement and protracted crises.

In our collective race to leave no child behind and to achieve the Sustainable Development Goals in just nine short years, now is the time to translate these universal values and human rights into action.

The will is there. Nations across the globe, UN leaders and other key stakeholders stood up to address the horrific attacks on education happening on a daily basis and called for increased funding for organizations working to ensure crisis-affected children have access to safe, quality education.

Irish President Michael Higgins focused on education, protection and accountability in his address.

“I am sure that we can all agree that it is morally reprehensible that 1 in every 3 children living in countries affected by conflict or disaster is out of school. Schools should be protected, be a safe shelter and space for learning and development,” said Higgins. “Ireland prioritizes access to education in emergencies. We have committed to spend €250 million on global education by 2024. That is why we are launching the Girls Fund to support grassroots groups led by girls, advancing gender equality in their own communities.”

Nicolas de Rivière, Permanent Representative of France to the United Nations, highlighted support from France to Education Cannot Wait, as well as the importance of protection for children caught in emergencies.

“The socio-economic consequences of the pandemic and school closures put children at greater risk: inequalities are increasing in all regions of the world. Acts of domestic violence, rape and other forms of sexual violence, and school dropout have increased,” said de Rivière. “School closures increase recruitment by armed groups as well as child labor. Here, as everywhere, girls also have specific vulnerabilities. I am thinking in particular of the risk of early and forced marriage. For its part, France will continue to play an active role and promote the universal endorsement of the Paris Principles and Commitments. In the field, we support projects that guarantee access to education in emergency situations, notably the Education Cannot Wait Fund.”

Children under attack

The number of grave violations against children rose to 19,000 in 2020 according to the UN Secretary-General’s Report on Children in Armed Conflict, released in May 2021. To put this number in context, that’s over 50 girls and boys every day that are killed or maimed, recruited and used as soldiers, abducted, sexually violated, attacked in a school or hospitals, or denied their humanitarian access to things like food and water. 

The numbers are staggering. Last year, more than 8,400 children and youth were killed or maimed in ongoing wars in Afghanistan, Somalia, Syria and Yemen. Another 7,000 were recruited and used as fighters, mainly in the Democratic Republic of the Congo, Myanmar, Somalia and Syria. With COVID-19 straining budgets and humanitarian support for child protection, abductions rose by 90 per cent last year, while rape and other forms of sexual violence shot up 70 per cent.

UN Secretary-General António Guterres underscored the need to support the Safe Schools Declaration and the Children in Armed Conflict mandate in his address to the UN Security Council.

“We are also seeing schools and hospitals constantly attacked, looted, destroyed, or used for military purposes, with girls’ education and health facilities targeted disproportionately. As we mark the 25th anniversary of the creation of the Children in Armed Conflict mandate, its continued relevance is sadly clear and it remains a proven tool for protecting the world’s children,” said Guterres. 

This is a vast human tragedy playing out across the globe. And despite efforts to support the Safe Schools Declaration, to re-imagine education during the COVID-19 pandemic and to align forces to achieve the Sustainable Development Goals, we seem to be backsliding on our commitments.

Just imagine being a mother and learning that your daughter will not be coming home from school today. That she was abducted, along with 150 other students at their school in Nigeria. Imagine seeing your son, Sabir, lose his leg after being shot by armed gunmen in South Sudan. Imagine being a Rohingya girl like Janet Ara, who hid in forests, forged rivers and is now seeking a better life and opportunity through an education in the refugee camps of Bangladesh.

Imagine the trauma and terror … now imagine the opportunity.

A wake-up call

If we can come together to give every girl and boy on the planet access to a quality education, we can build a more peaceful, secure, humane and prosperous world.

Before COVID-19 hit, we calculated that at least 75 million children and youth caught in crisis and emergencies were being denied their right to an education. But with schools closed and many children at risk of never returning to the classroom, that number has jumped to around 128 million. That’s more than the total population of the United Kingdom. That’s more than the total populations of Canada, Denmark and Norway combined.

Denying these children their right to a quality education perpetuates cycles of poverty, violence, displacement and chaos.

As the United Nations global fund for education in emergencies and protracted crises, Education Cannot Wait (ECW) offers a new approach to break these negative cycles for good.

This means embracing a New Way of Working that brings in actors from across all sectors – national governments, donors, development, humanitarian response and education actors, national and local civil society, the private sector and more – to break down silos and work together to deliver whole-of-child solutions for whole-of-society problems.

In doing so we are bridging the humanitarian-development-peace nexus. Through ground-breaking collective action with partners across the globe, ECW has already launched multi-year resilience programmes and first emergency responses across more than 30 countries and crisis contexts and is on track to do more.

By doing so we can replace the cycle of poverty, violence, displacement and chaos with a cycle of education, empowerment, economic development, peace and new opportunities for future generations.

Delivering on our promise for universal, equitable education

The ECW model has proven to work. 

In just a few short years of operation, ECW has already provided 4.6 million crisis-affected girls and boys with access to a quality education. We’ve worked with national governments, donors, UN agencies and NGOs to reach 29.2 million girls and boys with our education in emergency response to the COVID-19 pandemic.

In Bangladesh, girls like Janet Ara are returning to school, children with disabilities like Yasmina are accessing the support they need to learn, grow and thrive, and organizations like BRAC are receiving the support they need to build back better from the fires.

In Afghanistan, girls like Bibi Nahida are attending school for the first time, remote learning is helping children to continue their education during the pandemic, and female teachers are being recruited to teach biology, science and empower an entire generation of girls.

In Colombia and Ecuador, refugee children fleeing violence, hunger and poverty in Venezuela are being brought into schools, provided with laptops and cellular plans, and the psychosocial support they need to recover from the anxiety and stress of displacement.

Our call to action

An investment in education is an investment in the present and the future.

Recent analysis indicates that the likelihood of violence and conflict drops by 37% when girls and boys have equal access to education. Incomes go up by as much as 10% for each year of additional learning, while an estimated $15 to $30 trillion could be generated if every girl everywhere were able to complete 12 years of education.

We are making important headway with partners across the globe. The amount of humanitarian funding for education increased five times between 2015 and 2019 – and accounted for 5.1% of humanitarian funding in 2019.

Nevertheless, just 43.5% of humanitarian appeals for education were mobilized that same year.

That means girls like Bibi and Janet Ara may be pushed out of school, boys like Sabir might be recruited into armed groups. And children with disabilities like Yasmina will be pushed to the sidelines.

We have the will. Now it’s time to turn that will into action.

Continue Reading

Publications

Latest

Trending