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Dec 27, 2022 •318 likes •574 views

5/3/2012 Beyond Classroom Borders: Educating Globally Engaged Thinkers & Community Leaders Andres Reyes, Bunker Hill Community College Laurie Fisher, American Red Cross American Association of Community Colleges Convention Orlando,

  1. 5/3/2012 Beyond Classroom Borders: Educating Globally Engaged Thinkers & Community Leaders Andres Reyes, Bunker Hill Community College Laurie Fisher, American Red Cross American Association of Community Colleges Convention Orlando, Florida April 2012 A World of Conflict ��������������������������������������������� bbb Source: Boix Mansilla & Jackson 2011 1

  2. 5/3/2012 Global Competence General Education Outcomes Globally competent students are able to do the following: • Investigate the world beyond their immediate environment • Recognize perspectives, others’ and their own, articulating perspectives thoughtfully and respectfully • Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers •Take action to improve conditions, viewing themselves as players in the world and participating reflectively Source: Boix Mansilla & Jackson, 2011 What is Exploring Humanitarian Law? �������������������� ����������������������������� �������� ������������������ ������������������������������� ����������������� ��������������������������� �������������������������� ������������������������������������������������������� General Education Outcomes What’s Inside EHL? High quality primary source materials: • News accounts • Testimonials • Photos • Videos • Case Studies • Interactive projects 2

  3. 5/3/2012 General Education Outcomes What’s Inside EHL? Key Concepts: • Human dignity • Obstacles to humanitarian behavior • No easy answers • Dilemmas • Multiple perspectives • Chain of consequences What’s Inside EHL? �������������������������� ���������������������� ������������ Module 1: The Humanitarian Perspective Module 2: Limits in Armed Conflict Module 3: The Law In Action Module 4: Dealing With Violations Module 5: Responding to the Consequences of Armed Conflict �������������������� ������������������������� 3

  4. 5/3/2012 ���������������������� Student Voices on Human Dignity BUNKER HILL COMMUNITY COLLEGE, Massachusetts Urban Teaching Program ESL “The people are able to live freely and peacefully, and nobody disturb their peace at home and at work and they can sleep quietly in their house or apartment or shelter…if they are poor, they can still continue to live and not be hurt because powerful people may believe poor people don’t matter.” (student, Haiti) 4

  5. 5/3/2012 “Human dignity is human rights---people are human and they should respect by others. They live with others and are not afraid to walk around the streets, go to their church or mosque, speak to people and friends they love, follow their holidays, read their favorite books… they are comfortable.” (student, Morocco) “Human dignity includes right to education, right to learn, right to have clothes, right to freedom, right to food, right to practice your beliefs without hurting others, right to live the life that you---just like others around you---have been given because you were born…” (student, Vietnam) “I saw a video about Japan’s past and there were a lot of war crimes in WWII. I felt the reality about the place where I am in. These things are against human rights. We have to save our liberty to live…” (student, Japan) 5

  6. 5/3/2012 Explorations 1A: What can bystanders do? 1B: Looking at humanitarian acts 1C: A bystander’s dilemma 1A: What can bystanders do? Use of Quotes There is always a moment when the moral choice is made. A lack of protest can Often because of one story confirm the perpetrators’ or one book or one faith in what they are person, we are able to make doing. a different choice, a choice - Ervin Staub for humanity, for life. -Elie Wiesel 6

  7. 5/3/2012 1B: Humanitarian Acts 1B: Humanitarian acts Media Page 7

  8. 5/3/2012 AUSTIN COMMUNITY COLLEGE, Texas Psychology Peace & Conflict Studies Explorations 2A : Limiting the devastation of war 2B: Codes and traditions over time 2C: Focus on child soldiers 2D: Focus on weapons 2E: Widespread availability of weapons 2A – The Blindfolded Captive 8

  9. 5/3/2012 2A Photo Collage Basic Rules of IHL What is International Humanitarian Law (IHL)? International humanitarian law (IHL) is the written and unwritten rules and principles that apply in armed conflict to: • Protect those who do not or who no longer take part in the hostilities • Limit means and methods of warfare • Balance military needs with humanity Other terms used for this body of law are the Law of Armed Conflict (LOAC) or the Law of War (LoW) . Photo: ICRC (Iraq) 9

  10. 5/3/2012 The Geneva Conventions of 1949 GC I: Wounded and sick on land GC II: Shipwrecked, wounded and sick at sea GC III: Prisoners of war GC IV: Civilians (POWs) The Geneva Conventions of 1949 have been adopted by all nations IHL and Human Rights Law At During all times armed conflict HR IHL Right to life Prohibition of: Protection of: Freedom of: • Torture • Civilians • Education • Degrading • Combatants out • Religion treatment of combat • Speech • Violence to • Wounded & sick • Movement life/person • Prisoners • Hostage taking 2B: Codes and Traditions 10

  11. 5/3/2012 2C: Focus on Child Soldiers What should be the minimum age? 11

  12. 5/3/2012 Student Voices on Child Soldiers BUNKER HILL COMMUNITY COLLEGE, Massachusetts Urban Teaching Program ESL “Kids who’s been mistreated by their own government should have someone to spoke for them because they don’t really know what they’re doing. The U.S.A. should stop those crimes because they are children. The children are supposed to be in school, not in the street for people to abuse them. People who make them do child soldier work should be punished with life in prison.” (student, Russia) “….child soldiers are usually aptitude following a leader even though that is bad or good they can’t judge which side is better or worse. Child soldiers are usually easily to learn how to use gun faster than adult… Actually, when I saw some videos, I felt really depressing because nowadays most countries are democratic countries and government should take care of those children.” (student, Vietnam) 12

  13. 5/3/2012 “While I was watching the videos, I trembled and got angry about the scene. I feared to look at the screen that made me feeling uncomfortable. I thought I was so lucky living in peace. I don’t worry about food and hunger… Also I should save the resource and donate to the poorer countries that help the children rebuild homes…” (student, China) “I am wondering how their family felt when their kid got abducted and they couldn’t do a thing to stop it. It’s a sad world. It is good for the world to look at the poor countries and support them, instead of abandoning them or watching the country destroy itself. Children soldiers can be stopped if wealthy countries and UN are putting an effort to end this.” (student, Nepal) Explorations 3A: Identifying violations of IHL 3B: From the perspective of combatants 3C: Who is responsible for respecting IHL? 3D: A case study: My Lai - What went wrong? What went right? 13

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