This week, President Donald Trump announced several measures to limit immigration to the United States. His administration shared plans to build a wall on the Mexican border and to more aggressively deport undocumented immigrants. He also announced an order barring Syrians and other refugees from entering the country and suspended immigration from seven primarily Muslim nations.
Right around the time the Syrian refugee crisis was at the height of its media coverage in the US, I noticed a familiar kind of backlash on my newsfeed. Amidst the photos showing desperate throngs of people escaping with only their lives, between the articles imploring me to donate or explaining how I could help Syrian refugees, I saw another kind of plea: "Don't let them in."
An immigrant from West Africa, Alhassan Susso came from a long lineage of storytellers known as griots. He recently published his first memoir, The Light of Darkness - The Story of the Griots' Son, which traces his journey to America as a nearly blind teenager and the balance of becoming American while maintaining his deep African roots. On Facing Today, he shares how his own cultural perceptions - and the perceptions others had of him - helped him create a classroom of compassion, understanding, and tolerance as an American History Teacher.
Audrey Reyes and David Gómez are busy taking on the world before they even enter college. The two Facing History students were part of a select group of youth scholars from around the world nominated to participate in the Global Citizens Youth Summit (GCYS), hosted by the Global Citizens Initiative (GCI), a nonprofit social enterprise based in Connecticut. They joined 26 other students from 19 different countries in Cambridge, Massachusetts to learn from each other and explore what it means to be a global citizen.
As a teacher, I talk to my students about expectations a lot. My expectations for them and their expectations for themselves. I tell them it is my professional responsibility and mission to raise their expectations. I want them to think deeper and more creatively. I want them to understand and not memorize. I want them to realize the human impact of history and their role in our collective tomorrow.
Michael is a Senior Programme Coordinator for Facing History and Ourselves in London, UK.
A white rose was today placed on a vacant seat in the House of Commons. Members of Parliament (MPs) had returned to pay tribute to Jo Cox, murdered last Thursday in her constituency of Batley and Spen, West Yorkshire. The white rose, a symbol of Yorkshire, was soon joined by a red rose, a symbol of the Labour Party she represented.
What is our responsibility to refugees fleeing from war and genocide?
On September 3, the BBC's Inside Europe Blog published images of police officers in the Czech Republic writing on the hands of detained migrants as a way to identify them. In the post, reporter Rob Cameron observed that the images “are an uncomfortable reminder of a different event and a different era. But the Czech authorities appeared totally unaware of the unfortunate visual connotations with the Holocaust, when prisoners at Auschwitz were systematically tattooed with serial numbers.”
The killing of Cecil the Lion on July 1st attracted both heavy news coverage and a flurry of responses on social media. An interesting thread emerged from these responses: questions about how people can become so outraged over the death of a lion on the other side of the world, when there are larger scale, or more local, stories of individuals and groups of people suffering unspeakable violence and injustice. The underlying theme that unites many of these confrontations is “Which story about tragedy or injustice is more worthy of our attention?”
Bullying—repeated aggressive behavior with an intent to hurt another person physically, socially, or mentally—is characterized by an imbalance of power between an instigator and a victim. As classroom educators, we know that bullying takes place in many places, from classrooms to online settings.
Topics: Antisemitism, Choosing to Participate, Safe Schools, Facing History and Ourselves, Video, Social Media, Stereotype, Universe of Obligation, School Culture, Cyberbullying, Bullying, Facing Technology