I'm going to introduce our next speaker
while everybody is getting their coffee
and coming back to their seats.
Our next speaker is Gabriel Velez a PhD
student in Comparative Human
Development here at the University of
Chicago.
His research focuses on adolescent
development and the formation of ideas
about citizenship human rights and peace
amid conflict and post-conflict contexts.
He's interested in supporting
understandings of how diverse group of
youth process and respond to their
experiences as members of society as
they begin to think of themselves as
citizens and community members. He
developed his interest while teaching
high school for six years in Harlem
Tacna Peru
and Bogotá Colombia. He graduated
from Harvard University in 2007 with a
degree in history and literature, welcome Gabriel.
Alright good afternoon everyone
I want to thank you all for being here
for waiting out a longer day I see we
have at least 1 Cubs fan in the audience
I'm sure they're couple others so also
choosing the conference over the parade
was tough I know you have but with a
modern technology and you know access to
videos you can pretty much probably live
it later tonight in the comfort of your
home rather than with millions of people
out on the street so I think in the end
may be a good choice.
Alright so to begin I got a great
introduction there but i wanted to talk
a little bit more about myself now as
mentioned I was a teacher before I
entered my current ph.d program and I
taught in Harlem for a year and a half
and then I taught in Peru as a volunteer
for two years and then I was in Bogota
Colombia for three and after all this time as a
teacher I had some ideas that I really
wanted to kind of explore and develop
more. I as Heidi really think that you
youth are an incredible age group to work
with particularly adolescence I think
how they're coming to understand their
country their role in it themselves as
citizens human rights are fascinating
areas in areas that really have a huge
impact on what countries look like in
the future and so with that in mind they
came into my PhD program where I focus
on that. I focus on pretty much figuring
out what you thinking
and talking to them because often their
voice is left out even when people know
that they're important in these programs
and practices and ideas they don't
actually go and talk to youth and
understand what's kind of going on in
their heads. So it started I wanted to
also present some of the objectives and
I'm hoping to kind of give here today
you know you all come from classroom
settings that you know much better than
I do you all here to kind of gain some
resources and ideas. So first I wanted to
talk a little bit not about my own work
but about the Colombian context because
I think for a couple reasons it's a very
interesting context I'm hoping to kind
of explain a little bit about that.
Then I wanted to provide you with some
concrete examples of how peace in
particular but also human rights are
being taught in Colombia and that's kind
of the the intersection of my work and
then I wanted to kind of end with a
little bit of time to give you a chance
to talk amongst yourselves and also
maybe share and start thinking about
concrete ideas that you can maybe take
away or things that could be adapted to
your classrooms because again all of you
know those much better than we do and
we're here to provide the resources but
I wanted to give you some space before
you go home and relax and enjoy your
weekend to maybe come away with some
concrete takeaways.
So as I mentioned I wanted to start with
talking about Colombia and as a kind of
a disclaimer I am half Colombian my
father was born in Colombia but I grew
up here in the States. I was born here, I
speak Spanish still with an accent to
this day because my parents never spoke
to me, so it's always been a place that's
fascinated me and grabbed my attention
and interest. But it also I think is
fascinating for other reasons I mean
it's a country of 47 million people so
it's a little less than a sixth of the
population of the United States. It's at
the northern tip of South America there
so you know, it borders the Pacific, it also
borders the Caribbean it has a lot of
economic connections to the United States
but it also has this long history of
conflict. This goes back hundreds
of years it's something that is really
marked the society and marked its
history and the most recent conflict
began in the 1950s and 60s
and it really was set off by a
presidential candidate being murdered
which led to riots in the streets, led to
a period that was called the violence
and out of that
sort of emerged some revolutionary
groups that essentially took up arms and
took to the hills and fought the
government because they didn't feel that
there was space in the government to
really express their political ideas, a
lot of them were very young at the time
too and this has led to over five decades
of warfare.
Now that's kind of the beginning of it
but it is also emerged into really
complex web that involves drugs, it involves
gangs, it involves anti-communist
paramilitaries, illegal mining just an
incredible array of factors in and
complications and it's a real serious
issue that Colombian society has tried
to deal with. They've had three or four
peace processes to try and end these
conflicts and even today they are in the
middle of another one which was briefly
mentioned earlier and I'll get to in a
little second to provide some
more detail. But first to give you some
more idea of this kind of history over
these five decades of internal warfare
they've been 220,000 people killed and
this is out of a kind of an official
report that was done. There have been over
six million displaced so that's about 1-in-8
Colombians have been displaced from
where they lived or their land because
of the violence in some way and then
another 27,000 kidnapped and this
kidnapping is both urban and rural and
just about 15 years ago it was something
that really plagued the society deeply.
Now it's starting off with all that
pessimism in the past and in the history
there's a real moment of optimism that's
been going on in the last couple years
in Colombia and this has to do with this
peace treaty. So some of you may have
seen it come up in the last couple
months in the news especially in the New York Times often
I feel like there's
someone at the New York Times who
really values this and I appreciate that
because they run a number of articles on
it. But basically the government over the
last four years sat down with one of the
revolutionary groups, one of these
Marxist, kind of communist, groups that's
out there. An armed group that's in
the hills essentially fighting the
government and for 4 years they've worked
out peace accords and you know this has been
a difficult process. During these four
years people have been killed on both
sides, during these four years there has been a
lot of push back and forth, there have been a
lot of touchy issues but they finally
this past summer agreed to
some peace accords and they sat down and
they sign them and there were 297 pages
long so they are quite atone
and even though they were agreed to and
signed by both sides the President
decided that they would have to be a
referendum, and he really pushed this from
the beginning he decided the people
would vote on this, it would be up to the
people. Now it's kind of an interesting
side point there was talk about whether
this meant people above 18 or whether
this meant people above 14 and in the
end it ended up being people above 18
which I think was a very interesting
choice because unlike an election where
a president or congressman will cycle
through every 4 or 6 years
these are peace accords that essentially
are setting the map for the country
indefinitely into the future so a
fifteen-year-old will be you know 20, 30
when a lot of these things are finally
taking place and finally leading
hopefully leading to really positive
outcomes. But anyway so on a side here
is a photo of the President with the
head of this group which is called
the FARC which in English translates
the Armed Revolutionary Forces of
Colombia. Here is a picture of one of the
plazas in Bogota on the day that they
sign those accords. There's a lot of a
lot of smiles as you can see a lot of
positive feeling now as its kind of been
mentioned before in the end the
Colombian people voted no. In the map you
can see that it was it was sort of very
divided so the the orange part there are
the regions of the country where they
voted no and the green part are the
regions where they voted yes, sort of the
the majority of people did. That little
green sliver in the middle is where
Bogota is so that's where the capital
is. So that voted very differently than
the rest of the center but you can see
it was a very divisive kind of issue and
then I love this and I kept in Spanish
and pulled it right out of this new
source because on top you have the yes
vote on the bottom you have the no.
The no won with 50.21 per cent so it came down to
about 50,000 votes in an election where
about 13 million voted. So it
is an incredibly small difference now
the other thing you'll notice is how
small both of these bars are in total
about 13 per cent of the population
voted, sorry 13 percent
of the electorate. So 13 percent of
the people who could vote voted and this
is an issue, this is the pecae accord again
it's ending five decades of warfare it's
been all in the news and there many
reasons for that and I don't want to go
into that I could give you probably a
40-minute talk on that would be happy to
talk more about it after for anyone who is
curious. But it just gives you a sense
I think of the the context now that's
going on in Colombia. So during this I
was actually there this past summer and
my work that I was doing I was going out
interviewing youth in the capital and I
was asking them what they think about peace,
how they're learning about peace,
what human rights means to them and
trying to get a sense of how they were
processing what was going on, all of this,
for themselves as individuals. And so to
get into this I kind of want to take a
step back and explain two of the schools
that I was working in and give you a little
bit of sense of these two schools
because there has been a particular
focus on youth as part of this peace
process but there are a lot of really
interesting challenges that are both
very particular to Colombia but I think
also will what kind of make a lot of
connections to our own country here in
the United States. So to start this is
one of the schools it's called
Colegio Amendra and it's a school in the north of
Bogota, it's a private elite school.
Its students come from parents who are big
business owners, some of them work in
high levels of the government and these
students in many ways of a very
sheltered life. Because of the history of
violence in Colombia they'll often leave
home and they will go in a school bus to
school which is this beautiful gated
campus, then they will be taken in the
school bus to their private club there
they might be picked up by a car with a
personal driver which sometimes may even
be an armored car and then shuttled back home.
So they live lives that are
not they're not unaware of the conflict,
the school teaches about peace, it
teaches about Colombian history
some of them have relatives who have had
land that's been taken from them or have been
kidnapped but they do live in in kind of
this relative isolation and relative
protection from a lot of the conflict
that's going on and then also a lot of
the violence that happens in cities
that's tied to drugs and gangs.
The second school is Colegio Gaitan and this
is all the way in the south of Bogota
and in this school these students they
come from often from other regions of
the country and their families have had
to move to bogota, they've had to
essentially create their homes for
themselves, they've created new areas of
the city and then slowly after a few
years the government will come in and
give them electricity and then slowly
after a few years ago put in running
water and then slowly after a few years
they will put in a paved road and this is a
few pictures of what that kind of looks
like that neighborhood in that area.
And then their parents often will really be
scraping by selling 15 cent meat
empanadas on the street or possibly
roving the streets at night going
through garbage and recycling for
valuable materials that they can then
resell. And as I mentioned before I think
in many ways this is reflective of
Colombia but also reflective of a lot of
issues in in the world at large.
So here the star in the bottom left is
Colegio Gaitan and on the upper right is
Colegio Almendra and these two schools are
in the same city, they are in the same
country, they're all Colombians but these
are really entirely different worlds.
You know we all live here in Chicago and I
often make these connections as well but
it but it is something that's very
particular to Colombia too. It has a very
strong history of being divided by class,
being divided by geography and I think
often when we talk about peace education
and human rights education especially in
context like this we're not as attentive
to the diversity than of these actual
students. So the challenge in Colombia is
if we're going to teach about peace
we're going to try and lay the
groundwork with these youth for a better
future
how are we going to connect with these
youth but also with these youth
and all of those who are in between and
have wildly different experiences also.
That is I think doubly important because
there are ideas that are out there in
society that youth draw from right so
when we don't teach about education
sorry peace and human rights
I think youth are like sponges
all of you who work with you know children
from very young ages to 18 they pick up
things that are there in society and in
Colombian society this is a history
that's marked by drugs
and violence and these youth are
very much aware of it. When you talk to
them whether or not they've ever met
someone whose from the United States
or from another country they'll say we
Colombians are known for Pablo Escobar
or we're known for being drug addicts
and that's something that they're marked
by and they feel that and they're
responding to that each in their own
kind of individual ways but I think it's
important that education provide a space
to help them respond to that and to
change that narrative. And one of the
fascinating things about Colombia is
that there's been a movement to start
doing that, there has been a real intentional
effort and so the government in 2015
signed into law a peace education law
and essentially what this did was it
mandated that in all schools and
universities in colombia they teach
about peace.
I think that's a great first step it's
something that the country really needs
and it has sparked a lot of conversation
and a lot of really interesting things
around
how do we teach about peace, how do we
teach about history, how do we teach
about human rights. Now to give you kind
of a general overview of the law
it involves 12 themes and each school is
supposed to select two and then be able
to show to the government somehow
how they're kind of hitting those two themes
in their curriculum. These themes include
justice and human rights, historic memory,
sustainable use of natural resources and
then kind of a list that goes on and on
and on and when you see the whole list
there and I'm not going to go through
everyone but you can see it's an
extensive list right I mean if I
handed you these 12 things and said
teach about these 12
I mean you could pick something you can
pick two things that are radically
different and you could be teaching
about them and you could be in one
school and then you could be in the other
and this kind of fulfillment of
the peace education law could look
nothing like each other and in fact this
has kind of been the case with
these sort of 12 themes and with this
law it's sort of led to both a lot of
challenges and a lot of opportunities in
the Colombian context. So here I kind
of lay out some of these and I think
they're really interesting. The first
challenge here is that clumsy
historically as a decentralized school
system
so unlike we have
here in the United States, Colombia will
put into education or sort of into
law certain things about education and
it will be entirely up to the schools
how they actually implement that. There Is
no sort of natural curriculum there's
some national test that they have to
take but there's very little kind of
direct involvement at a broader level
and what these schools are doing. So what
that allows for it does create the
opportunity though of there being real
space for teachers and educators in in
their schools to be creative and to
develop things that are locally relevant.
The second challenge is like I mentioned
there 12 themes there and they're very
expensive so it's really wide ranging
and that can leave you a little lost as an
educator it also allows for the
development of things that are really
transversal so you can be doing
something in a school that's touching on
mathematics that's involving something
in gym class that really goes kind of
across-the-board. Next this being a law
and being tied to the president
mentioned before it's very political too
and that does create some problems
because the issue of this peace process
is very divisive in colombian society
and so there's some ways that it creates
hurdles just because of who it's
attached to and who is pushing it in
the political sphere. On the other hand I
think that that's in some ways an
opportunity because then it's very much
tied to things that are important in
salient in the country right now.
Lastly as I mentioned before there's this
diversity of experiences with conflict
so if you're going to teach about memory
you're gonna have to teach about it in
ways that are going to be very attentive
to who your students are. If your students
lost parents because the government in
some attack killed them
that's going to be something very
different than if you're teaching
students who have had no direct
experience or have never kind of had
family members touched by the conflict.
So lastly i think this kind of leads to
this grand challenge of how to implement it.
The government said here is a peace law
you got to do it here 12 themes go and
it's in some ways an opportunity because
what it's done is there's so many
educators the so many organizations
there's so many people in Colombia who
are working on peace education and human
rights education because it's almost
like kind of a laboratory where you have
thousands of schools who
need to do something and a lot of them
don't know what to do and so there is this
real great space and opportunity to
develop it.
So with that in mind I want to kind of
go through four, well there are really three examples
of a couple things that they're doing in
schools and again this is just to kind
of show you some of the ways that these
schools are handling this challenge and
some of them are resources you may be
able to draw from some of them are just
I think kind of interesting ways that this
is working out in Colombia. The first
comes from the Anne Frank House so this
is an international example and they're
drawing on it and really adapting it in
some of these schools in Colombia and
it's something called the
fair play game and in the resources that
are in your folder from my talk I have
listed there that the link and all the
information so you can get it if you
want later, and this game, this activity
really targets the kind of the theme
of prevention of school bullying and
diversity. Here's a snapshot from what it
looks like but it's an online game so
it's an interactive kind of online game
there that youth can go and they can log
onto and basically it's an educational
game where six young football players
are scouted for football academy and so
as players have to make these decisions
and have to kind of interact with these
different players they have to deal with
situations that are related to
discrimination, prejudices, group pressure.
From the the website, from the Anne Frank
House website they say fair play this
game confronts young people with
anti-semitism, homophobia and
discrimination. The players need to find
a way to deal with the discrimination by
others as well as to come to terms with
their own prejudices. They choose one of
three roles perpetrator, bystander or
helper and so the idea is they kind of
go through this process like you would
in any sort of almost sports video game
making your decisions who you gonna pick
who's going to be the captain and then
there's an element at the end that's
reflective and so they're asked to kind
of think about what role did you take?
What was the effect of your
contributions?
How would you handle it differently if
you could? I think this is a great
resource in some ways because first of
all soccer is one of those things in
South American and particularly in Colombia
really draws in kids like that
almost across the board you know
it's it's their favorite national sport
it's something that so many people play
and so they really connect with that
it's also online and you know through
technology that youth are really in
touch within and love using so anytime
they get to log in and play something
online you know they get excited about
as I am sure many of you have experienced
with the students and then lastly it
kind of models this fair play and
these sort of real-world situations so
without necessarily having to sit down
and talk about something that's directly
going on in the classroom yet you can
first approached it sort of indirectly
through something like this.
Now the second example that I want two
offers from the ministry of education so
even though the Ministry of Education
has this peace education on essentially
tells schools go do what you want to do
they have offered a few kind of lesson
plans here and there to provide schools
with some ideas of what they could do
and so some schools are drawing directly
from these ideas in these lessons.
The nice thing about these and I'm going to
show you one that's here from the ninth
grade a sample lesson plan is that they
offer kind of the the theoretical
background so the teachers are sort of
understanding why they're doing this
activity and then they lay out very
clearly the activity with the resources
like worksheets or whatever that you
would need to be able to do it. So here's
kind of a simple one and it starts with
this kind of like theoretical background
for the teacher and it gives you this
little kind of matrix here we're on the
bottom you have personal interest so how
much you're acting in kind of your
own interests of yourself and that along
this one which is kinda hard-to-read
its how much you're thinking about
relationships with others and the idea
is they've broken up into four quadrants
and these are ways that you could
respond to a situation of conflict or
tension with a classmate or with a
friend or someone in your family and so
if you're acting with kind of low
personal interest but also a low concern
for relationships they label that
evading. You're kind of evading the situation
in a conflict. If you're acting with low
personal interest and high concern for
the relationships that's like giving in.
In the upper right you're compromising so
that would be a high personal interest
but also high awareness of the needs and
wants
of the other person and then if you're
kind of just focused on your own
personal interests that would be
imposing. Now as you see this one little
caveat is I translated from Spanish so
if you have an issue too with some of the
words or your kind of questioning that
it's probably my kind of translation so
you know it's not it's obviously not
perfect and they're not many other ways
you could respond but this kind of lays
out a theoretical framework for the
activity to kind of think through it.
Then the activity in some ways is very
basic it presents a little story that
you would share with your students.
So the story is Zoraida and Milton
have been going out for a few months.
Milton's family is very close and
because of this his parents organized a
party with all of his aunts, uncles and
cousins to celebrate his birthday. In the
middle of the party
Milton is excited and wants Zoraida to
dance with him. She doesn't want to
because she's embarrassed to do it in
front of all of his family. So the
situation of kind of tension or conflict
and one that could come up in
adolescents life. Then you kind of in
groups you have the students answer it
with a response that would be each one
of these four ways. So one would be
giving in that Zoraida somehow gives in
to the wants of Milton. One would be
evading, one would be compromising and
one would be imposing and so this really
works through skills of perspective
taking conflict resolution and as I
mentioned it's kind of a way that
teachers who might feel lost without
peace education law and all those themes
can kind of concretely develop a lesson
that they could use with their students.
The third one is really sort of a group
of a couple different activities and and
honestly this is on this is something
that they use a lot of the schools with
low resources where they don't even have
organizations that are as wonderful as
the one we just heard about and so
they're kind of developing artistic ways
of working with youth around peace and
human rights that are very kind of basic
but i think that they're also very
telling in and many of them actually I
was seeing the connection to the
presentation we just saw and some of the
great activities that artworks is doing
as well and so these kind of three
examples of these activities are first
one is developing a personal timeline. So
giving students a big sheet of
paper
and having them just map out their
own personal history.
I mean it's not very often that youth
are really asked what's your life, tell
me the story of your life, tell me who
you are, where you come from and so and
really have a chance to develop it and
think about it and then presented to
others that could be presentation at a
school level, that could be presentation
to a classroom, to just a classmate but
that's sort of one. Then a second one
is a body map you know another very
simple activity but big sheet of paper
you sketch out there their body or you
have them trace it and then they sort of
basically decorated with things that
talk about their own identity or things
they have experienced or things that
they're feeling and how that's connected
to their body and so it's really again
connecting them and giving them a sense
of agency and letting them talk about
who they are and who they are in
relation to some of these things, their
society, the conflict they may face.
As the last one and this was actually one of
the activities just in a different form
that artworks does is a community map
right and I think it's wonderful to do
it with the photography and and actually
you know I've seen it done that way
sometimes it is incredibly impressive
but you could also just do it by handing
them paper and some markers you don't
have them describe the areas of their
their country, their city,
their neighborhood and again this gives them a
real sense of power and agency I think.
You know often they're shown map so we
teach about geography and it's seen as
kind of this objective external a way of
framing it but this allows them to
create it, well no this part of my
neighborhood is important to me because
this is where I always go to play with
my friends or this is a park where I can't
go because it's really dangerous and
there are drugs and there are gangs and whatever
it is and they really can shape their
space and start to understand a
little bit more how they're interacting
with that space. So I think we will have
time it may be kind of a little short
and sort of five minutes but i wanted to
end with kind of a classic teacher
activity right of a think pair share
I know you've had a number of talks
today I know you've had informal spaces
over coffee, over the wonderful lunch to
talk about some of what you've seen but
I wanted to sort of give you five
minutes here you
table. First introduced yourselves if you
haven't and then secondly to think about
these two quick questions in relation
both to what I've just talked about this
last half an hour but also maybe what
you've seen throughout the course of the
day and the two questions are first to
sort of what connections can you draw to
your own classrooms and education here
in the United States or even here in
Chicago. So what are you thinking about
right now in terms of your own classroom
that you know better than anyone else
here or your own educational context if
you're not a teacher and then secondly
maybe more generally so what do you
think about? Like what is all this kind
of discussion today?
What sort of juices are flowing in your
mind? You know I think it's always
wonderful to share with other people and
I think it's also late in the afternoon
so it's a great opportunity to start
sort of processing that before we check
out for the weekend so like I said I'll
give you five minutes if you want to
take a second to sort of think about it
yourself but then please share in your
groups and I'll ask some people to share
with the whole group when we come back
together at will say like 2:05.
Alright so why don't we I know that was
very very brief but I'm kind of
excited to hear about what some of these
thoughts and ideas are. Honestly this is
the part of my talk I was looking
forward to most.
I miss being in the classroom, I miss
kind of the things that you think about
is a teacher now being a PhD student so
I'm very curious to hear some of what
you're thinking about.
So do we have anyone who wants to be
brave and share whatever they were just
discussing in their pair or in their table?
Alright we got a brave one in the back.
So because I lived in Miami for 15 years
I knew about
a lot of South American countries and so I was aware
I have Colombian friends so I was aware of the disparity
in educational opportunities for wealthy
Colombians vs poor Colombians and obviously as
FARC became more powerful that
determined a lot of people's educational
outcomes for decades and so I
can just say I have probably more knowledge
of this and more appreciation of the
situation there and how it has fortunately gotten
better in the last probably year.
Yeah i think it's interesting that you
connect the two education and what's
going on with peace in that way because
I have to say one of the things that came out
my interviews with youth who are from
kind of lower socioeconomic status more
than anything was that they were happy
to see the conflict end because that
money that was used for war
now go to education that was sort of
their hope and it meant better
opportunities for them. And also I had plenty
of Colombian friends some who came to the US
as far back as the 80s and established themselves in
Miami
and then there were other people
who fled. I knew people like who had
like cousins kidnapped by FARC so I used
to hear stories 10 years ago, 15 years ago
and I could understand on a more
intimate level than the average American
about what the situation there was like.
Its a fascinating situation.
Alright I have another hand over here. We were just talking about
I'm in a high school and
we have all used peace circles. I started using
it in a classroom this year and it has really established a tone and
-unintelligible-
It was a little awkward for me at first and the students but now that we have kind of established this as a space in class
so i'm not a guidance councilor so I was not comfortable at first
but they've taken it on themselves and actually look forward to it.
I was just thinking this week we haven't done it in a while so maybe I need to go back to it
to kind of bring us all back together. After all we are all in this together.
yeah and that was not something I
mentioned but that's a great practice
about peace circles and and I think there's
something really powerful about the word
peace. Right I mean even in Colombia even
with that vote that I showed you the
referendum people who voted no it's
still kind of say like well not against
peace but I'm against these accords
because you know peace is something that
unites and is very in some ways some
ways uniformly positive that could be
kind of used sometimes by political forces
but I think in this case for instance is
a great example having a peace circle to
build unity and giving it that that word
that label. Actually we don't use that word.
No. I actually didn't want to call it that because I didn't want there to be an assumption that there would be conflict.
Unintelligble
Yeah you know that that's also that's a
great point and that's I think one of
those great lessons of being aware of
your context in your situation too
and adapting it or using it that way.
Alright do we have one more, one more
group that wants to share? Alright keep
that thinking right. Keep those thoughts
coming. So to sort of end I want to leave
you with a couple of takeaways you know
this is my kind of sermonizing a little
bit some of these things I think you're
going to know what sort of the hope that
that I wanted to express today.
One is that peace and human rights
education is really wide ranging.
When the first time I saw those list of
12 themes i was like what is the
government thinking right offering 12
things that range from like the
environment to history to this to that
but i think it's good because it allows
for a lot of creativity and a lot of
things that cross across the lot of
issues. So it's really important
that they conceive of peace and human rights
education is being very inclusive and
wide-ranging. Secondly it's happening all
over the world right I mean there's
some great resources in great ways to
connect different places across the
world through peace education and
there's also some great opportunities to
learn and adapt practices that are going
on in other places to your own context
and you know this is the smallest little
kind of window into it i've offered
today but hopefully it all kind of make
you think in an open up exploring other
things that people are doing in other
places in countries particularly and
then lastly you know I feel silly kind
of saying this to teachers right because
this is something I think will resonate
but it's got to really be
student-centered when you're talking
about peace and human rights education
and one of the things that I find so
often in my work
that's interesting is when these
programs are created especially these
policies in places like Colombia they
talk about youth and they talk about the
children. But they don't go out and
actually asked them what are they
thinking? How are they processing this?
What's going on in their minds?
And that's kind of where my work is and
that's something I really want to push i
think is actually asking them and
talking to them what is peace mean to
you? What does human rights me to you?
You do an activity
with them, having them reflect on it,
having it really based in what's going
on in their heads to get to those kind
of outcomes you want to that that may be
larger as they become citizens, as they
become human rights activists and all of
that.
Lastly here a couple of resources I used
as i mentioned this is all on a
piece of paper that's in your folder but
it's wanted to highlight if you want to
take another look at any of them or see
some more you have it all their listed
with links and finally just say thank
you. Both too all of those who organized this
wonderful event today and for all of you
for your patience and time and again for
giving up the Cubs parade in order to be
here.
Thank you very much.
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