This document summarizes reconciliation efforts in the Balkans after periods of conflict. It discusses the importance of reconciliation occurring at various levels, including politically, socially, and individually. Reconciliation requires acknowledging past wrongs through truth and justice processes, rebuilding trust between former enemies, and finding a shared understanding of history. The document examines challenges like denial of responsibility, struggles with guilt and trauma, and the presence of war criminals in politics. It analyzes mechanisms used in the Balkans, such as international tribunals, truth commissions, and national courts, and their ability to facilitate reconciliation after mass violence and human rights abuses.
Вибори як елемент демократії. Виборчі права громадян України та механізми їхн...Sumylib
Презентація до вебінару який був проведений 19 листопада для працівників обласної наукової бібліотеки, бібліотекарів та користувачів бібліотек міст Суми, Глухів, Лебедин, Путивль, Тростянець, Шостка.
Вибори депутатів місцевих рад та сільських, селищних, міських голівSumylib
Презентація до вебінару «Вибори депутатів місцевих рад та сільських, селищних, міських голів», який був проведений 12.11.2014 року для бібліотечних працівників обласної наукової бібліотеки, бібліотекарів міст Суми, Кролевець, Путивль, Тростянець, Ромни, Ямпіль, смт Липова Долина та користувачів області.
An Unresolved Struggle for Reparations, Redress & Restitution in South Africa Khulumani Support Group
This document summarizes perspectives on reparations and redress for racial injustices in South Africa. It discusses the views of thinkers like Bryan Stevenson, Ta-Nehisi Coates, and Hillary Beckles who argue that countries must address the lasting impacts of policies like slavery, segregation, and colonialism. It notes that resistance to reparations in South Africa reflects a failure to understand how these historical actions have harmed people and that reckoning with moral debts is needed for true peace and healing. The document advocates for a 10-point plan of reparatory justice, including apologies, cultural programs, and debt cancellation to address inequalities and move towards repairing damage from the past.
This document summarizes a talk given by Michael Keith on migration and transnationalism. It discusses several key topics:
1) It examines different frameworks for understanding migration like assimilation, multiculturalism, and integration. It also looks at how concepts of "home" and identity are changing in a globalized world.
2) It analyzes the economic, social, political and cultural dimensions and implications of transnationalism. This includes how transnational ties impact areas like remittances, trade, politics and rights.
3) It discusses several case studies of migrant settlements to illustrate the complex ways migrants make a home across borders and the policy challenges this poses around citizenship, belonging and scale.
The document
The document discusses genocide through three main topics: the Holocaust, Adolf Hitler's views on genocide, and why studying genocide is important. It provides details on how the Holocaust systematically destroyed millions of Jewish people and others in concentration camps through starvation, abuse, murder and gas chambers. Hitler is quoted justifying genocide as a means for gaining territory and dismissing criticism. The importance of learning from past genocides to prevent future atrocities is emphasized.
This document provides an overview of genocide and human rights. It begins with expectations and a pre-test on basic knowledge. It then discusses what rights are, where they come from, and whether they are universal. There is a history of rights outlined from early civilizations to modern declarations. Key documents on genocide and human rights like the UN Genocide Convention and Universal Declaration of Human Rights are summarized. Classroom activities include defining genocide, reviewing the legal definition, and analyzing the 8 stages of genocide.
Вибори як елемент демократії. Виборчі права громадян України та механізми їхн...Sumylib
Презентація до вебінару який був проведений 19 листопада для працівників обласної наукової бібліотеки, бібліотекарів та користувачів бібліотек міст Суми, Глухів, Лебедин, Путивль, Тростянець, Шостка.
Вибори депутатів місцевих рад та сільських, селищних, міських голівSumylib
Презентація до вебінару «Вибори депутатів місцевих рад та сільських, селищних, міських голів», який був проведений 12.11.2014 року для бібліотечних працівників обласної наукової бібліотеки, бібліотекарів міст Суми, Кролевець, Путивль, Тростянець, Ромни, Ямпіль, смт Липова Долина та користувачів області.
An Unresolved Struggle for Reparations, Redress & Restitution in South Africa Khulumani Support Group
This document summarizes perspectives on reparations and redress for racial injustices in South Africa. It discusses the views of thinkers like Bryan Stevenson, Ta-Nehisi Coates, and Hillary Beckles who argue that countries must address the lasting impacts of policies like slavery, segregation, and colonialism. It notes that resistance to reparations in South Africa reflects a failure to understand how these historical actions have harmed people and that reckoning with moral debts is needed for true peace and healing. The document advocates for a 10-point plan of reparatory justice, including apologies, cultural programs, and debt cancellation to address inequalities and move towards repairing damage from the past.
This document summarizes a talk given by Michael Keith on migration and transnationalism. It discusses several key topics:
1) It examines different frameworks for understanding migration like assimilation, multiculturalism, and integration. It also looks at how concepts of "home" and identity are changing in a globalized world.
2) It analyzes the economic, social, political and cultural dimensions and implications of transnationalism. This includes how transnational ties impact areas like remittances, trade, politics and rights.
3) It discusses several case studies of migrant settlements to illustrate the complex ways migrants make a home across borders and the policy challenges this poses around citizenship, belonging and scale.
The document
The document discusses genocide through three main topics: the Holocaust, Adolf Hitler's views on genocide, and why studying genocide is important. It provides details on how the Holocaust systematically destroyed millions of Jewish people and others in concentration camps through starvation, abuse, murder and gas chambers. Hitler is quoted justifying genocide as a means for gaining territory and dismissing criticism. The importance of learning from past genocides to prevent future atrocities is emphasized.
This document provides an overview of genocide and human rights. It begins with expectations and a pre-test on basic knowledge. It then discusses what rights are, where they come from, and whether they are universal. There is a history of rights outlined from early civilizations to modern declarations. Key documents on genocide and human rights like the UN Genocide Convention and Universal Declaration of Human Rights are summarized. Classroom activities include defining genocide, reviewing the legal definition, and analyzing the 8 stages of genocide.
Module 4 Discussion Post and instructionsAfter the Charleston,.docxkendalfarrier
Module 4 Discussion Post and instructions
After the Charleston, South Carolina shooting in 2015, Mitch Landrieu, Mayor of New Orleans, proposed to the city council that Confederate statues be removed from the city. Following court rulings in favor of the council, Landrieu gave a speech challenging the city to move forward to remove the monuments and lead New Orleans forward in reconciliation.
For this discussion, you will not be arguing a position on this contemporary issue. Instead, you will be assuming the role of a change vision communication consultant. Using
Communicating the Change Vision as a guide, you will assess Landrieu’s 2017 speech for effectiveness. Make sure you respond to each prompt, give specific examples in your assessment of the seven elements, and use level one headings for each of the prompts.
· According to Kotter, "That shared sense of a desirable future can help motivate and coordinate the kinds of actions that create transformations." Is the Landrieu speech consistent or inconsistent with this premise? How or how not?
· Which of the "Key Elements in the Effective Communication of Vision" can you identify in the speech? Give examples. What is the impact of the presence of those elements in the speech? Be specific.
·
· Simplicity
· Metaphor, analogy, and example
· Multiple forums
· Repetition
· Leadership by example
· Explanation of inconsistencies
· Give-and-take
· Is the Landrieu speech effective in its purpose to cast vision for a different kind of future for New Orleans and beyond? From what you have learned, what would make the speech stronger?
DISCUSSION INSTRUCTIONS
The student will complete 4 Discussions in this course. The student will post one thread of at
least 400 words responding to each prompt and demonstrating course-related knowledge
with at least 2 scholarly citations from peer-reviewed journals, 1 citation from the text, and one biblical integration all in current APA format. Any sources cited must have been published within the last five years.
EXHIBIT 1: MITCHELL LANDRIEU, “TRUTH: REMARKS ON THE REMOVAL OF CONFEDERATE MONUMENTS IN NEW ORLEANS”
Thank you for coming.
The soul of our beloved City is deeply rooted in a history that has evolved over thousands of years; rooted in a diverse people who have been here together every step of the way—for both good and for ill. It is a history that holds in its heart the stories of Native Americans—the Choctaw, Houma Nation, the Chitimacha. Of Hernando De Soto, Robert Cavelier, Sieur de La Salle, the Acadians, the Islenos, the enslaved people from Senegambia, Free People of Colorix, the Haitians, the Germans, both the empires of France and Spain. The Italians, the Irish, the Cubans, the south and central Americans, the Vietnamese and so many more.
You see—New Orleans is truly a city of many nations, a melting pot, a bubbling caldron of many cultures. There is no other place quite like it in the world that so eloquently exempli.
This document outlines a pedagogical model called LIFE that focuses on learning about interculturality and religion. It includes exercises for students to explore concepts like "the other", stereotypes, prejudices, and religious diversity. Students participate in activities like brainstorming, role playing scenarios, analyzing poems and images, and discussing modern religious figures. The goal is for students to discover the world of others, their values and beliefs, in order to foster coexistence and dialogue between different groups.
November 22nd 2013, Presentation by Timothy Miller, Vice President of UPF-Europe during session 'The Human Rights of Immigrants and Refugees in Europe' European Leadership Conference London 2013
The document outlines the 8 stages of genocide according to Gregory Stanton: classification, symbolization, dehumanization, organization, polarization, preparation, extermination, and denial. It provides examples of each stage, noting that classification and symbolization are human but can lead to dehumanization and genocide if they promote hatred. The stages typically progress from establishing differences to organizing violence to attempting to cover up or justify mass killings. The document also summarizes genocide in Bosnia from 1992-1995, where Serbs targeted Muslims, rounding many into camps, killing over 200,000, and displacing millions through violence including the Srebrenica massacre.
The document outlines the 8 stages of genocide according to Gregory Stanton: classification, symbolization, dehumanization, organization, polarization, preparation, extermination, and denial. It provides examples of each stage, noting that classification and symbolization are human but can lead to dehumanization and genocide if they promote hatred. The stages typically progress from establishing differences to organizing violence to attempting to cover up or justify mass killings. The document also summarizes genocide in Bosnia from 1992-1995, where Serbs targeted Muslims, rounding many into camps, killing over 200,000, and displacing millions through violence and ethnic cleansing.
Civilization refers to advanced stages of social development characterized by large population centers, monumental architecture, written language, and complex divisions of labor. Early civilizations developed around river valleys in Mesopotamia, Egypt, India, China, and Central America where surplus food production supported larger, more complex societies. Common characteristics of civilizations include cities, unique art and culture, systems of administration, and social hierarchies. Civilizations have expanded through trade, war, and exploration but also declined due to internal conflicts or external disasters. Huntington argued civilizations will increasingly clash due to fundamental differences in history, language, religion, and culture intensified by global interactions and separation from local identities.
The Human Rights of Immigrants and Refugees in Europesillitoe
Presentation by Timothy Miller, Vice President of UPF-Europe during session 'The Human Rights of Immigrants and Refugees in Europe' European Leadership Conference London, House of Lords, November 22nd 2013.
Understanding the Refugee Crisis within the larger migration trends. Then learning how to engage with people on the issue and design local research solutions to explore the diaspora in your own community.
This document discusses the history and challenges of multiculturalism in Britain. It describes how multiculturalism was initially seen as a positive way to recognize cultural diversity, but then faced criticism for promoting segregation between cultural groups. Some argue multiculturalism is now in crisis due to societies becoming too diverse, while others call for more integration and community cohesion. Overall, the document examines the complex debate around multiculturalism in Britain over time.
The document discusses why using a mortgage broker is beneficial, noting that they can help navigate the complex mortgage process and obtain better interest rates than individuals might on their own. Mortgage brokers understand the market and have relationships with multiple lenders, allowing them to find the best options that meet a person's individual needs and financial situation. Their expertise makes the mortgage application process much simpler and more successful.
The advocates of Black Power reject the old slogans and meanin.docxmehek4
The advocates of Black Power reject the old slogans and meaningless rhetoric of previous years in the civil rights struggle.
The language of yesterday is indeed irrelevant: progress, non-violence, integration, fear of “white backlash,” coalition. . . .
One of the tragedies of the struggle against racism is that up to this point there has been no national organization
which could speak to the growing militancy of young black people in the urban ghettos and the black-belt South. There has
been only a “civil rights” movement, whose tone of voice was adapted to an audience of middle-class whites. It served as
a sort of buffer zone between that audience and angry young blacks. It claimed to speak for the needs of a community, but
it did not speak in the tone of that community. None of its so-called leaders could go into a rioting community and be lis-
tened to. In a sense, the blame must be shared-along with the mass media-by those leaders for what happened in Watts,
Harlem, Chicago, Cleveland, and other places. Each time the black people in those cities saw Dr. Martin Luther King get
slapped they became angry. When they saw little black girls bombed to death in a church and civil rights workers ambushed
and murdered, they were angrier; and when nothing happened, they were steaming mad. We had nothing to offer that they
could see, except to go out and be beaten again. We helped to build their frustration.
We had only the old language of love and suffering. And in most places-that is, from the liberals and middle
class-we got back the old language of patience and progress. . . .
Such language, along with admonitions to remain non-violent and fear the white backlash, convinced some that
that course was the only course to follow. It misled some into believing that a black minority could bow its head and get
whipped into a meaningful position of power. The very notion is absurd. . . .
There are many who still sincerely believe in that approach. From our viewpoint, rampaging white mobs and
white night-riders must be made to understand that their days of free head-whipping are over. Black people should and must
fight back. Nothing more quickly repels someone bent on destroying you than the unequivocal message: “O.K., fool, make
your move, and run the same risk I run-of dying.”
Next we deal with the term “integration.” According to its advocates, social justice will be accomplished by “inte-
grating the Negro into the mainstream institutions of the society from which he has been traditionally excluded.” This con-
cept is based on the assumption that there is nothing of value in the black community and that little of value could be
created among black people. The thing to do is to siphon off the “acceptable” black people into the surrounding middle-
class white community.
The goals of integrationists are middle-class goals, articulated primarily by a small group of Negroes with middle-
class aspirations or status. . . .
Secondly, while color ...
WK2 - Global Citizenship Section 710 b.pptxNabihahMazhar
This document provides an agenda and overview for an online course about global citizenship. It introduces the instructor and learning objectives, which include reflecting critically on one's role as a global citizen and analyzing social issues from different perspectives. Various topics are outlined, such as cosmopolitanism and its history, as well as three waves of globalization. The relationship between global citizenship and globalization is discussed, noting that while globalization interconnects the world, global citizenship requires moral commitment to fairness and justice.
This document discusses truth and reconciliation efforts in post-genocide Rwanda. It notes that nations that experience violence often establish Truth and Reconciliation Committees to promote healing. In Rwanda, establishing the truth is less important than in South Africa since the genocide was public. The document discusses challenges around justice and reconciliation for Hutus and Tutsis given their political and social dynamics. Suggestions include power sharing, citizenship reconciliation, and addressing the economic marginalization of Hutus to prevent future violence.
This document discusses the complex relationship between religion and violence throughout history. It notes that Christianity's early history involved using religious symbols and doctrines to identify insiders and outsiders, leading to exclusion and aggression. It examines how the scapegoat mechanism has been used to achieve political and religious unity through violence. The document then discusses the violent conquests of Christopher Columbus and the Spanish in the Americas, and the role Christianity played in legitimizing this violence and genocide against indigenous peoples. It also draws a parallel to the 4th century conquests of Constantine and how Christianity was spread through military domination and force. The overarching message is that religion has often been a tool for hostility and violence throughout history.
This document provides the text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington. The speech outlines King's vision of racial equality and justice in America, expressing the urgent need to make real the promises of democracy and end racial injustice. It describes the march as demonstrating for freedom and the unalienable rights promised in the Constitution. King stresses the importance of nonviolent protest and moving ahead towards justice without turning back.
Martin Luther King Jr. delivered his iconic "I Have a Dream" speech during the March on Washington for Jobs and Freedom in 1963. In the speech, King envisioned a future where Black and White children could join hands as brothers and sisters. He dreamed that one day the sons of former slaves and slave owners would be able to sit together at the table of brotherhood. King called for an end to racism and discrimination, and expressed his hope that one day justice and equality would prevail for all people regardless of skin color.
This document discusses various aspects of intercultural communication and understanding. It defines culture, explores the concepts of cross-cultural awareness and understanding, and identifies factors that contribute to effective intercultural interactions. Some key points include defining formal and informal culture, the importance of respect, participation, and empathy in cross-cultural awareness, and how achieving deep cultural understanding involves living within a culture from an insider's perspective.
Chapter 30 Kennedy Administration AP REVIEWMichael Martin
The document summarizes key events from John F. Kennedy's 1960 presidential campaign and presidency, including his televised debate with Nixon, focus on issues like the "missile gap" and religion, and close election results. It also outlines Kennedy's inaugural address and goals for his "New Frontier" agenda, like the Peace Corps. However, Kennedy struggled to pass much of his domestic legislation due to opposition from Republicans and Southern Democrats in Congress. The summary concludes with brief mentions of Kennedy's handling of foreign policy challenges like the Bay of Pigs invasion and Berlin Wall crisis.
The Origin of the Universal Declaration of Human Rights.pptProfMaseeraPatel
The document provides background information on the origins and creation of the Universal Declaration of Human Rights. It discusses how the atrocities committed by Nazi Germany against Jewish and other minority groups shocked the world. This led the newly formed United Nations to focus on establishing agreed upon human rights that all governments should protect. After lengthy negotiations, the Universal Declaration of Human Rights was published in 1948, enshrining fundamental civil, political, economic, social and cultural rights for all people.
Статус тимчасового переселенця — особливий статус, який отримали мешканці Криму та Донбасу. Якщо перші переїхали з республіки після окупації Росією, то другі виїхали із зони, де проводиться антитерористична операція. До цієї категорії осіб, відповідно до закону України № 4998-1, відносять також іноземців та осіб без громадянства, які на законній основі проживали в Криму, Донецькій та Луганській областях і вимушено покинули свої місця проживання.
Module 4 Discussion Post and instructionsAfter the Charleston,.docxkendalfarrier
Module 4 Discussion Post and instructions
After the Charleston, South Carolina shooting in 2015, Mitch Landrieu, Mayor of New Orleans, proposed to the city council that Confederate statues be removed from the city. Following court rulings in favor of the council, Landrieu gave a speech challenging the city to move forward to remove the monuments and lead New Orleans forward in reconciliation.
For this discussion, you will not be arguing a position on this contemporary issue. Instead, you will be assuming the role of a change vision communication consultant. Using
Communicating the Change Vision as a guide, you will assess Landrieu’s 2017 speech for effectiveness. Make sure you respond to each prompt, give specific examples in your assessment of the seven elements, and use level one headings for each of the prompts.
· According to Kotter, "That shared sense of a desirable future can help motivate and coordinate the kinds of actions that create transformations." Is the Landrieu speech consistent or inconsistent with this premise? How or how not?
· Which of the "Key Elements in the Effective Communication of Vision" can you identify in the speech? Give examples. What is the impact of the presence of those elements in the speech? Be specific.
·
· Simplicity
· Metaphor, analogy, and example
· Multiple forums
· Repetition
· Leadership by example
· Explanation of inconsistencies
· Give-and-take
· Is the Landrieu speech effective in its purpose to cast vision for a different kind of future for New Orleans and beyond? From what you have learned, what would make the speech stronger?
DISCUSSION INSTRUCTIONS
The student will complete 4 Discussions in this course. The student will post one thread of at
least 400 words responding to each prompt and demonstrating course-related knowledge
with at least 2 scholarly citations from peer-reviewed journals, 1 citation from the text, and one biblical integration all in current APA format. Any sources cited must have been published within the last five years.
EXHIBIT 1: MITCHELL LANDRIEU, “TRUTH: REMARKS ON THE REMOVAL OF CONFEDERATE MONUMENTS IN NEW ORLEANS”
Thank you for coming.
The soul of our beloved City is deeply rooted in a history that has evolved over thousands of years; rooted in a diverse people who have been here together every step of the way—for both good and for ill. It is a history that holds in its heart the stories of Native Americans—the Choctaw, Houma Nation, the Chitimacha. Of Hernando De Soto, Robert Cavelier, Sieur de La Salle, the Acadians, the Islenos, the enslaved people from Senegambia, Free People of Colorix, the Haitians, the Germans, both the empires of France and Spain. The Italians, the Irish, the Cubans, the south and central Americans, the Vietnamese and so many more.
You see—New Orleans is truly a city of many nations, a melting pot, a bubbling caldron of many cultures. There is no other place quite like it in the world that so eloquently exempli.
This document outlines a pedagogical model called LIFE that focuses on learning about interculturality and religion. It includes exercises for students to explore concepts like "the other", stereotypes, prejudices, and religious diversity. Students participate in activities like brainstorming, role playing scenarios, analyzing poems and images, and discussing modern religious figures. The goal is for students to discover the world of others, their values and beliefs, in order to foster coexistence and dialogue between different groups.
November 22nd 2013, Presentation by Timothy Miller, Vice President of UPF-Europe during session 'The Human Rights of Immigrants and Refugees in Europe' European Leadership Conference London 2013
The document outlines the 8 stages of genocide according to Gregory Stanton: classification, symbolization, dehumanization, organization, polarization, preparation, extermination, and denial. It provides examples of each stage, noting that classification and symbolization are human but can lead to dehumanization and genocide if they promote hatred. The stages typically progress from establishing differences to organizing violence to attempting to cover up or justify mass killings. The document also summarizes genocide in Bosnia from 1992-1995, where Serbs targeted Muslims, rounding many into camps, killing over 200,000, and displacing millions through violence including the Srebrenica massacre.
The document outlines the 8 stages of genocide according to Gregory Stanton: classification, symbolization, dehumanization, organization, polarization, preparation, extermination, and denial. It provides examples of each stage, noting that classification and symbolization are human but can lead to dehumanization and genocide if they promote hatred. The stages typically progress from establishing differences to organizing violence to attempting to cover up or justify mass killings. The document also summarizes genocide in Bosnia from 1992-1995, where Serbs targeted Muslims, rounding many into camps, killing over 200,000, and displacing millions through violence and ethnic cleansing.
Civilization refers to advanced stages of social development characterized by large population centers, monumental architecture, written language, and complex divisions of labor. Early civilizations developed around river valleys in Mesopotamia, Egypt, India, China, and Central America where surplus food production supported larger, more complex societies. Common characteristics of civilizations include cities, unique art and culture, systems of administration, and social hierarchies. Civilizations have expanded through trade, war, and exploration but also declined due to internal conflicts or external disasters. Huntington argued civilizations will increasingly clash due to fundamental differences in history, language, religion, and culture intensified by global interactions and separation from local identities.
The Human Rights of Immigrants and Refugees in Europesillitoe
Presentation by Timothy Miller, Vice President of UPF-Europe during session 'The Human Rights of Immigrants and Refugees in Europe' European Leadership Conference London, House of Lords, November 22nd 2013.
Understanding the Refugee Crisis within the larger migration trends. Then learning how to engage with people on the issue and design local research solutions to explore the diaspora in your own community.
This document discusses the history and challenges of multiculturalism in Britain. It describes how multiculturalism was initially seen as a positive way to recognize cultural diversity, but then faced criticism for promoting segregation between cultural groups. Some argue multiculturalism is now in crisis due to societies becoming too diverse, while others call for more integration and community cohesion. Overall, the document examines the complex debate around multiculturalism in Britain over time.
The document discusses why using a mortgage broker is beneficial, noting that they can help navigate the complex mortgage process and obtain better interest rates than individuals might on their own. Mortgage brokers understand the market and have relationships with multiple lenders, allowing them to find the best options that meet a person's individual needs and financial situation. Their expertise makes the mortgage application process much simpler and more successful.
The advocates of Black Power reject the old slogans and meanin.docxmehek4
The advocates of Black Power reject the old slogans and meaningless rhetoric of previous years in the civil rights struggle.
The language of yesterday is indeed irrelevant: progress, non-violence, integration, fear of “white backlash,” coalition. . . .
One of the tragedies of the struggle against racism is that up to this point there has been no national organization
which could speak to the growing militancy of young black people in the urban ghettos and the black-belt South. There has
been only a “civil rights” movement, whose tone of voice was adapted to an audience of middle-class whites. It served as
a sort of buffer zone between that audience and angry young blacks. It claimed to speak for the needs of a community, but
it did not speak in the tone of that community. None of its so-called leaders could go into a rioting community and be lis-
tened to. In a sense, the blame must be shared-along with the mass media-by those leaders for what happened in Watts,
Harlem, Chicago, Cleveland, and other places. Each time the black people in those cities saw Dr. Martin Luther King get
slapped they became angry. When they saw little black girls bombed to death in a church and civil rights workers ambushed
and murdered, they were angrier; and when nothing happened, they were steaming mad. We had nothing to offer that they
could see, except to go out and be beaten again. We helped to build their frustration.
We had only the old language of love and suffering. And in most places-that is, from the liberals and middle
class-we got back the old language of patience and progress. . . .
Such language, along with admonitions to remain non-violent and fear the white backlash, convinced some that
that course was the only course to follow. It misled some into believing that a black minority could bow its head and get
whipped into a meaningful position of power. The very notion is absurd. . . .
There are many who still sincerely believe in that approach. From our viewpoint, rampaging white mobs and
white night-riders must be made to understand that their days of free head-whipping are over. Black people should and must
fight back. Nothing more quickly repels someone bent on destroying you than the unequivocal message: “O.K., fool, make
your move, and run the same risk I run-of dying.”
Next we deal with the term “integration.” According to its advocates, social justice will be accomplished by “inte-
grating the Negro into the mainstream institutions of the society from which he has been traditionally excluded.” This con-
cept is based on the assumption that there is nothing of value in the black community and that little of value could be
created among black people. The thing to do is to siphon off the “acceptable” black people into the surrounding middle-
class white community.
The goals of integrationists are middle-class goals, articulated primarily by a small group of Negroes with middle-
class aspirations or status. . . .
Secondly, while color ...
WK2 - Global Citizenship Section 710 b.pptxNabihahMazhar
This document provides an agenda and overview for an online course about global citizenship. It introduces the instructor and learning objectives, which include reflecting critically on one's role as a global citizen and analyzing social issues from different perspectives. Various topics are outlined, such as cosmopolitanism and its history, as well as three waves of globalization. The relationship between global citizenship and globalization is discussed, noting that while globalization interconnects the world, global citizenship requires moral commitment to fairness and justice.
This document discusses truth and reconciliation efforts in post-genocide Rwanda. It notes that nations that experience violence often establish Truth and Reconciliation Committees to promote healing. In Rwanda, establishing the truth is less important than in South Africa since the genocide was public. The document discusses challenges around justice and reconciliation for Hutus and Tutsis given their political and social dynamics. Suggestions include power sharing, citizenship reconciliation, and addressing the economic marginalization of Hutus to prevent future violence.
This document discusses the complex relationship between religion and violence throughout history. It notes that Christianity's early history involved using religious symbols and doctrines to identify insiders and outsiders, leading to exclusion and aggression. It examines how the scapegoat mechanism has been used to achieve political and religious unity through violence. The document then discusses the violent conquests of Christopher Columbus and the Spanish in the Americas, and the role Christianity played in legitimizing this violence and genocide against indigenous peoples. It also draws a parallel to the 4th century conquests of Constantine and how Christianity was spread through military domination and force. The overarching message is that religion has often been a tool for hostility and violence throughout history.
This document provides the text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington. The speech outlines King's vision of racial equality and justice in America, expressing the urgent need to make real the promises of democracy and end racial injustice. It describes the march as demonstrating for freedom and the unalienable rights promised in the Constitution. King stresses the importance of nonviolent protest and moving ahead towards justice without turning back.
Martin Luther King Jr. delivered his iconic "I Have a Dream" speech during the March on Washington for Jobs and Freedom in 1963. In the speech, King envisioned a future where Black and White children could join hands as brothers and sisters. He dreamed that one day the sons of former slaves and slave owners would be able to sit together at the table of brotherhood. King called for an end to racism and discrimination, and expressed his hope that one day justice and equality would prevail for all people regardless of skin color.
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Статус тимчасового переселенця — особливий статус, який отримали мешканці Криму та Донбасу. Якщо перші переїхали з республіки після окупації Росією, то другі виїхали із зони, де проводиться антитерористична операція. До цієї категорії осіб, відповідно до закону України № 4998-1, відносять також іноземців та осіб без громадянства, які на законній основі проживали в Криму, Донецькій та Луганській областях і вимушено покинули свої місця проживання.
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2. Content
• Reconcilation, Peacebuilding and Transitional
Justice - Clarification of terms.
• Demands of peacebuilding
• Peacebuilding at various levels
• Carriers of reconicilation
• Exempls from West Balkan and South Caucasus
2
3. 3
Intruduction
• It is said that a war has its past, its present and its
future
• A man can get out of a war, but the war never
comes out of man
• War continues his own life after they have taken
part in it is dead.
4. A war is a result of forgetting what happened in the
past. Srebrenica happened because we/Europe
forgot Holocaust.
4
5. When end a war
• During the siege of Sarajevo, in April 1992, an old man named Cedo,
armed to his teeth, is approaching the Serb positions. Serb soldiers
throw a question at him: ”What are you doing here, old man?” ”I came
to fight” – the old man replies. ”Go home old man, we’ll take care of
this!” – soldiers say dismissingly with a big grin on their face. ”Are
you nuts?!” I had waited for this for fifty years, and now you tell me to
og home!” – the old man protests.
• Why did Cedo wait? Was it possible to do something for him and
many others to make them leave the World War II behind them and
break the chain of continuous revenge instead of living in anticipation
of new conflicts?
5
6. Reconicilation
• It is a choice that parties to the conflict take
• An answer to society and individual's needs in
order to proceed the life
• This means that they can agree on common values,
as a basis for community and a new life together
6
7. Peacebuilding
• Peacebuilding is the process of creating self-
supporting structures that “remove causes of wars
and offer alternatives to war in situations where
wars might occur.” Conflict resolution
mechanisms “should be built into the structure and
be present there as a reservoir for the system itself
to draw upon, just as a healthy body has the ability
to generate its own antibodies. J.G.
• Peacebuilding requires values, goals,
commitment to human rights and needs.
7
8. Transitional Justice is
• a set of judicial and non-judicial measures that
have been implemented by different countries in
order to redress the legacies of massive human
rights abuses. These measures include criminal
prosecutions, truth commissions, reparations
programs, and various kinds of institutional
reforms.
ICTY.
8
9. Transitional Justice
• Transitional justice is not a ‘special’ kind of
justice, but an approach to achieving justice in
times of transition from conflict. Aim is to achieve
accountability and redressing victims, provide
recognition of the rights of victims, and promotes
civic trust and strengthens the rule of law.
9
10. Reconciliation
• To early?
• For wich period?
• Who formed the process?
• Wich way?
• Who are carrier of reconciliation?
• Who are opponents 10
11. Norway stil reconcilies.
•Arcitect story
•The Norwegian soldiers in SS were never
investigated for what they individually might have
done at the Eastern Front.
•Hamsun
11
12. Demands of reconicilation
1. Determination to reconcilation and accept of the
idea of necessity of co-existence
2. Balance between sides in conflict that enables
them to act as equal partners both in negotiations
and in reconciliation process itself
3. Agreement on the definition of reconciliation (a
stolen bike)
4. Mutual understanding of each other's needs
5. Structural changes, a new value system and
culture of peace
12
13. The future and the need of reconcilation
Movie ”The Defiant Ones” Starring Sidney Poitier.
Two prisoners, a white and a black man, have
escaped from prison. They are chained and
handcuffed to one another. While running away they
fall into a pit with smooth walls, just like the ones
we have. One prisoner manages to climb to the top
of the pit, but he cannot get out because the other is
laying at the bottom of a pit. The only way for them
to get out of the pit and survive is to climb together.
13
14. Demands of reconcilation
6. Changing the conflict ethos.
Individual people's beliefs contribute to the shaped
reality in conflict divided societies. Tese consist
of: perceptions, attitudes, motivations and
behavior of society members
Reconciliation requires the psychological changes
- the transition to the beliefs and attitudes that
support peace and demand establishiing of new
goals and new affiliations releted to these goals.
14
15. Demands of reconcilaton
7. Agreeing what truth is ... Concept
8. Truth, acknowledgment, awareness, acceptance,
justice
9. See the historical context of conflict and stood a
"common context
10. Positive cavity and new positive experiences
11. Deconstruction of collective
12. Re-humanisation of "the others".
13. Trust
14. A specific type of knowledge. 15
17. Reconcilation on the political plan
- Identifying sources for the conflict
- Give up the political project or part of it
- Legal proceedings
- Lustration
- Other
17
18. Reconcilation on social level
Transition from political system dictatorship/war/
•History
•Culture
•Education
•Language
•Sports
•Economy
18
19. Past
Regime of truth.
The culture of lies
- The terror by oblivion (forgetting)
- The terror by memory
- In the former Yugoslavia, you cannot talk about
yourself without touching the subject of History.
- Past is not over as long as we remmember.
19
20. Terror by memory
Terror by memory is also a war-time strategy, which erects
barriers and creates differences. We are different from THEM
(Serbs). OUR history, religion, tradition and language is
different from THEIRS. In a war-time version this structure,
which is seated deep in the Croatian public opinion, is used in
the following way: We are different from them (Serbs)
because we are better, which is proved by our history , WE
always build while THEY only destroy since the time
immemorial ; WE are the European Catholic culture while
THEY are nothing but illeterate Orthodox barbarians.
Following this transformation of truths into lies and lies into
truths, citizens will support those who are in majority.
20
21. Terror of oblivion
• The country in which they have lived for years suddenly is no longer
theirs. Citizens will have to forget about their past lives in order to
make room for a new life.They will adapt,conform, acquire some
things and renounce others in order to survive, and to provide for the
survival of their children – so that space is freed on some ”higher”
state level for the NEW ( this time, truly new) BRIGHT (this time,
truly bright!) FUTURE (this time, true future!)
• ”Terror by memory” has it’s parallel process in ”terror by oblivion”.
Both processes serve to build a new distorts, resketches and falsifies
historical authenticity. Thus, the most recent history textbooks for
elementary schools replace former heroization and fetishism of Tito
with fetishism of the Croatian President Franjo Tudjman who is
described as the ”architect of Croatian defense”, ”great Croatian
statesman” and ”Croatian man for all times”.
21
22. Reconciliation on the individual level
• Both abuser, the victim and society needs
reconciliation
• Who is your enimy
• Experiences of; Betrayal. Dehumanising. Loss.
(the story of two mothers). Guilt. Pointless.
Emptinens.
• Memories – What do we do with them?
• Reconciliation with oneself
• Reconciliation with the new reality and the new
identity.
22
23. Adisa, a refugee from Bosnia, once said to
me:
• ”How can one explain something that is inexplicable or irrational?
There are many things that one cannot explain or control, or do
anything with it. It’s beyond me. It’s a difficult question. It’s healthy
to cry… Over and over again. I have to talk about everything that ails
me. I have to get it out. It’s important to be able to cry. As I mature I
find it easier to cry. I couldn’t cry before regardless of how sad a
thing might have been. Now, one text or one song is enought to stir it.
It lays within and it can attack me whenever it wants!” Another
refugee from Bosnia said: If I start talking about ”it”, I will live
through it again. Even nowadays, a few years after, ”it” is sending
signals in the form of nightmares. It is a burden one has to carry in all
spheres of one’s life.”
23
24. Traume
• Many are ashamed because of what they were
exposed to. "I can not go back there and once
again live with them when I think about what they
did to me, for I am ashamed that," said an
acquaintance. People were made to the hard
hearted. The result is that victims must live on one
or the other way with the many traumas whole
life. These are perceived not only as life events,
but as something that defines life, which forms the
further life.
24
25. Reconciliation with oneself
• Significant relationships in existence changes -
relationships with oneself, one's body, to other
people, to life, to the future and to society.
To deal with this later and regain a belief that
something of this can be restored, involves an
extensive process that requires adjustment and
processing of the individual.
25
26. Reconciliation with the new reality
• You are not from here?
• She does not know the about my river!
• New names of cities and streets
Destruction of cultural memories
• Exclusion from the cultural community.
26
27. Life after:
Ardita, a 20 year old refugee from
Kosovo, said by her arrival in Norway in march
1999 the following:
• ”I will never trust Serbs and I will teach my
children to never trust them. That way it will
continue through generations”.
27
28. • Who are your enemy-ies?
• This reconciliation. If the means
that this being is human again,
if it gives us back our own
human dignity, then I accept it
• What do I get out of reconciliation?
28
29. Some storyes from the war.
- Indifference
- The traffic of war
- Nothing is like a pair of soldier boots
- Losing ones voice
- Next time we come
- An afternoon of ”ethnical cleansing”
- About my father
29
31. Guilt
• An unavoidable question
• Harmonization of guilt
• Relativization of guilt
• Denial.
• Who is here to blame?
• Individual/colectiv guilt
• Jasper’s perception of guilt
- Criminal guilt
- Political guilt
- Moral guilt
- Metaphysical guilt
- How can we draw a line between common
responsibility and common
31
32. De-nacification and de-collectivisation of
guilt
• National elites try to densificate guilt: But:
• Atrocities occurred to those who belong to
another ethnic group
• War crimes were done on behalf of their
own ethnic group
• Individuals are product of comunity
32
33. Denial
We’ve all read the same books, listened to the same
music, played the same games.
- Didn’t they see what I saw?
- Didn’t they care?
- Did they think it wasn’t wrong?
• Denial: Complete denial, discreditation (?) of
those who ask questions, change of meaning of
terms, relativisation, justifying.
• Accept?
33
34. Truth
- The culture of truth
- A developing culture which will explain history
- -------
1. Denial
2. Acknowledgement
3. Research
4. Awareness/Consciousness
5. Accepting ones guilt
34
35. Justice
• Delay of legal proceedings may delay or even prevent
restoration of trust.
• To abstain from justice in the name of reconciliation has
been proved to give no result. It leads to equalizing of
guilt.
• Without legal proceedings the perception of justice might
change.
• Facing the past creates space in the society where trust and
reconciliation is possible.
• Legal proceedings are not cases that only concern the
victim and the criminals, they are vital for the entire
society and will become a part of a common history.
• Reconciliation or justice?
• Diferent types of justce.
35
36. • If only it were that simple! If only there were evil
people somewhere insidiously committing evil
deeds and it were necessary to separate them from
the rest of us and destroy them. But the line
dividing good and evil cuts through the heart of
every human being. And who is willing to destroy
a piece of his own heart?
Alexander Solsjenitsyn
36
37. The international criminal tribunal for the
former Yugoslavia in Hague
Advantages
- Reveal the actual truth
- Qualifies crimes
- Results can found basis for common
understanding of what has happened.
Disadvantages
- Covers mainly the juridical part
- Limited number of cases
- Understod as political and unjust
- Far from those who were involved in the conflict
37
38. National Court
• Lack support
• Lack co-operation between states. (Extradition
problems - Bosnia-Croatia-Serbia)
• Lack of trust
• Lack of resources
• But yet there is progress
38
39. The international legal proceedings weaken
Authorities in different countries on Balkan use:
• USA and ICC
- Law about court
- Bilateral agreements
• International alliance in war in Iraq an Afganistan
• Use of torture in war against terror
39
40. War criminals
• Lustration
• They still rule in the political life.
• Idealized as heroes
• They and their families receive economical
support
• Reside in wealthy countries
40
41. Special half day tour- Radovan
Karadjic
Departure from Belgrade city center – Nikola Pasic Square. Arrival at
New Belgrade, where last Radovan Karadzic residence was – Block 45
and Jurija Gagarina St. First, we will follow Karadzic morning and go
to the bakery shop for a breakfast - home made potato pie, which
was his favorite morning meal, since he was well known by eating
mostly ascetic food. Of course, morning is a right time to check daily
news and after crossing a street from bakery shop, we will say good
morning to the local kiosk and buy some newspaper. By walking
through the park, we will visit grocery shop where Karadzic was
favorite customer. After a short break in a park, checking newspaper
and chat with his neighbors, maybe with one cold beer on foot, we
will end up on front of the building where he used to live as well as
bus station of 73 city bus line and take some photos for a memory.
Luda kuca local pub is waiting for us as a best part of a tour. So, in
this rustic ambient, we will try to enjoy like he used to, maybe
catching some memories and moments of his stormful life,with glass
of wine– (Bear’s blood), snack and sounds of Serbian national
stringed instrument called – gusle. Before ending this fabulous tour,
we need to check famous pancakes in Pinocchio pancake shop,
located in old town of Zemun. Of course, specialty that waits for us is
Karadzic pancake.On our return to the city center, we will have
panorama sightseeing of Special Court, where, after he was captured,
Karadzic stays before going to Hag. 41
42. Truth Comisions: Goals
Cast light on historical, political, social, ethical, economical
and other environments which took place pre and during
the conflict
• Contributes to facts being confirmed and for the truth
coming out.
• Decolection of guilt
• Being part of building a minimal of common
understanding of what has happened so that this will be the
foundation for common history.
• A part of restoring the value of justice
• Both victims and offenders get seen and heard
• Shows us how a society works in connection with assaults
42
44. Immigrans
• Think with their legs
• With one leg in two boats at the same time
• No mans land/ Neither here nor there.
The new ”place” is often in contrast with his nature. The
architecture isn’t “hes”
Is an indefatigable collector of the dust of his memories
• Works with refugee tourism
• Does not consider oneself equal to others (because of the
history he carries) It might attack him anytime
• It’s very lonely in exile
• Never goes back to what he once left
• This is an identity 44
45. Losses in connection with the escape
• Majority - Minority
• Network
• Psychological mirrors (All those who were around and
used to speak the same emotional language ) which gave
the right response to what they said and did- a new group
of people arrive and they think and act differently
• Often have resurces wich er no needed
• Role Identity:
In his home country Ali was a father, a brother, a uncle, a
cousin, a nephew….In Norway he’s an immigrant, a
person who applied for political asylum, a Pakistani and a
minority.
45
46. • Status
• Education
• Language
• Work ”refugee professions”
• One feels one is a ”reduced” person
• Social competence
• History – No one is familiar with your history
• Authority
When Immigrants become aware of all of these losses they
begin to long back home. Then one can start talking
negatively about Norway instead of finding a solution to
the problem. 46
47. Arriving to Norway
• Refugee, for the first time in ones life
• Are you a Muslim?
• Immigrants have become Muslims
• Tabula rasa
• You have skills which Norway has no need for.
• You are reduced to being a refugee and immigrant
• They write about you, positively?
47
48. Western Balkan - Two long term programs
1. Peace schools for Youth in Former Yugoslavia: 1999-2014.
•350 schools.
•12 000 participans.
2. Build Bridges, Not Walls – Intercultural Understanding and Human
Rights at Universities in Bosnia and Hercegovina, Serbia and Kosova
-14 semesters held at 5 partner universities.
-Corner of Human rights and Peacebuilding
-5 conferences on Role of universities in peacebuilding
-book with recommendations of Role of Universities..Sarajevo
Declaration…
•http://www.nhc.no/no/vart_arbeid/prosjekter/The+role+of+universities+in+peacebuilding.b7C_wlfS3a
•
http://nhc.no/no/nyheter/Strengthening+the+role+of+universities+in+peacebuilding+in+the+Western+B
48
49. • There’s a strange situation on the Balkan
between the ethnic groups. They like each
other and hate each other, but are unable to
reach each other. (Merlin)
49
50. South Caucasus
• Project: Coalition for trust
The “Coalition for Trust”, a three-year regional project funded by the
European Commission and co-funded by the Norwegian Ministry of
Foreign Affairs, started in late 2012 and it operates in all the entities of
the South Caucasus. It aims to restore trust and build people-to-people
contacts by opening up new perspectives on conflict transformation.
50