bbb Source: Boix Mansilla & Jackson 2011 1 5/3/2012 Global - - PDF document
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,
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
Source: Boix Mansilla & Jackson 2011
General Education Outcomes
Global Competence
Globally competent students are able to do the following:
articulating perspectives thoughtfully and respectfully
bridging geographic, linguistic, ideological, and cultural barriers
players in the world and participating reflectively
Source: Boix Mansilla & Jackson, 2011
What is Exploring Humanitarian Law?
General Education Outcomes
What’s Inside EHL?
Key Concepts:
General Education Outcomes
What’s Inside EHL? What’s Inside EHL?
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
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)
“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
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)
Explorations 1A:What can bystanders do? 1B: Looking at humanitarian acts 1C: A bystander’s dilemma
1A: What can bystanders do?
There is always a moment when the moral choice is made. Often because of one story
person, we are able to make a different choice, a choice for humanity, for life.
A lack of protest can confirm the perpetrators’ faith in what they are doing.
Use of Quotes
1B: Humanitarian Acts 1B: Humanitarian acts
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
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:
longer take part in the hostilities
Other terms used for this body of law are the Law of Armed Conflict (LOAC)
Photo: ICRC (Iraq)
GC I: Wounded and sick on land GC II: Shipwrecked, wounded and sick at sea GC III: Prisoners
(POWs) GC IV: Civilians
The Geneva Conventions of 1949
The Geneva Conventions of 1949 have been adopted by all nations
At all times During armed conflict
IHL
Protection of:
HR
Freedom of:
Prohibition of:
treatment
life/person
Right to life
IHL and Human Rights Law
2B: Codes and Traditions
2C: Focus on Child Soldiers What should be the minimum age?
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
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)
“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
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?
3A: Identifying violations
IDS 101: Evil and the Human Condition
Over the next two weeks, we will examine moral evil through a case study that is commonly referred to as the My Lai Massacre. Several exercises will be completed to develop an understanding of the decisions made by the officers and the men of Charlie Company (AKA Company C) resulting in the destruction of the village and the death of 508 unarmed villagers. To complete the following exercises utilize:
the video transcript
http://video.pbs.org/video/1475790127
Moral Mystery of My Lai”
Psychology of Authority and Responsibility. Yale University Press. Exercise I: Record the following facts about the My Lai Massacre based on the EHL document, “Attack on My Lai – Background” and the assigned reading, “The My Lai Massacre: a Military Crime of Obedience.”
Exercise II. The transition from civilian to soldier is the objective of basic training. In U.S. military basic training, the civilian is desocialized so that his/her sense of self is significantly diminished and s/he is resocialized to be an effective and efficient solider. Make a list of the traits of an effective and efficient soldier who is placed in the context of war. Your list should take into consideration the research we have studied over the past month (Lewin, Milgram, Zimbardo, Hoffer, Katz, Asch, Fletcher and Royce). Utilize Dyer’s (1985) article, “Anybody’s Son Will Do” to make your list.
COMMUNITY COLLEGE, Merimac, Missouri Sociology/Global Studies Behavioral Science
Classroom Exercise: My Lai Chain of Consequences
IDS 101: Evil and the Human Condition
Moral evil, “purposeful destructiveness and cruelty toward other human beings” assumes free will which implies that humans are rational decision makers or at least have the potential to be (IDS 101 course syllabus, p. 1). Many decisions were made that led to massive death and destruction in the village of My Lai on March 16, 1968. For the two soldiers you have been assigned, walk through the Chain of Consequences recording the decisions each man made and how each decision led to another one. On the back page of this document is the “Immediate Chain of Command at My Lai” to assist your understanding of U.S. military command in 1968. Complete a sheet for each man. Your chains will be shared with the class in 15 minutes. Chain of Consequences - My Lai Massacre, March 16, 1968, Adapted from EHL Module 3
Evening of March 15, 1968: Captain Medina’s pep talk and instructions to the men of Charlie Company for the next day’s mission to destroy the village of My Lai
Dilemmas Dilemma Worksheet
Explorations 4A: Rationales and options for dealing with IHL violations 4B: Judicial options 4C: Non-judicial options
Why learn about international justice?
Importance of US role internationally Replace culture of impunity with one of
accountability
Consequences of violations Why does “justice” matter? “No peace without justice”
Benefits of EHL for Community Colleges
Community Colleges: Where Do International Justice Issues Fit?
destroy, in whole or in part, a national, ethnic, racial or religious group: killing members of the group; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; imposing measures intended to prevent births within the group, and forcibly transferring children of the group to another group" (United Nations, 1948).
Painting 1 and 2, Advanced Painting
Photo Imagining I
COMMUNITY COLLEGE, Merimac, Missouri Sociology/Global Studies Behavioral Science
4A: Dealing with violations Dilemma Worksheet
4B: Judicial Options
4C: Non-Judicial Options
Media page
Explorations 5A: Needs that arise from the devastation of war 5B: Planning a camp for people displaced by war 5C: Focus on protecting prisoners 5D: Focus on restoring family links 5E: Ethics of humanitarian action
Needs that arise from the devastation of war
lost or destroyed?
impacted by war or disaster?
5B Photo Collage
Cindy Epperson | IDS 201: Universal Human Rights (Capstone) Ph.D., Professor, Sociology, Global Studies Program Coordinator
Course
Ownership
IDS: 201 Universal Human Rights IDS: 201 Universal Human Rights
Rights Law, Genocide, etc.
practice
curriculum
persons (DPs)
international systems in place to work with displaced persons (IDPs and Refugees)
Second Life Second Life
Downloadable Free Extensive Modifiable Basic Collaborative
Second Life Second Life
with tools they enjoy
and outside of class
Why does IHL education matter?
mission
leaders
competitiveness
strong communities
9% 19% 46% 32% 27% 48% 17%
1% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Youth 12-17 Adults
Very familiar Somewhat familiar Just Know Name Never Heard of Them Not Sure/Don't Know
%&' '
55% 51% 29% 30% 20% 6% 59% 37% 30% 9% 56% 71%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Refusing to allow prisoners to be visited by a representative from a neutral organization to confirm that they are being treated well. Torturing captured enemy soldiers or fighters in order to get important military information. Killing enemy prisoners in retaliation if the enemy has been killing the prisoners that it captures Depriving civilians in combat areas of food, medicine, or water in order to weaken the enemy. Taking civilian hostages to be used in bargaining with the enemy. Deliberately attacking religious and historical monuments when there are no enemy combatants present
Adults Youth
%()* +',-
23% 48% 55% 24% 34% 23% 23%
Putting more restrictions on the trading of weapons around the world Strengthening the enforcement
what combatants can do in war Working on increasing the accuracy of weapons to reduce unintended civilian casualties Educating young people on the laws and rules of war before they are old enough to vote or enlist in the military
5 Completely Agree 4
What’s in the American Civil War Lessons?
Humanitarian Acts: What Can Bystanders Do? The Lieber Code: Limiting the Devastation of War Responding to the Consequences
Planning a Camp for Civil War Prisoners
Professional Development Want to Learn More?
newsletter
www. ehl.icrc.org For more information: EHL@redcross.org