With Boko Haram's onslaught against Nigeria over the last year, students became heroes of sorts, often providing critical
services in times of civil conflict abroad and responding to local unrest with peace-and-resistance strategies taught by educators.
This time, the need for help to escape conflicts seems greater with schools in Northern Nigeria supporting those seeking asylum and refugees in the town of Magumila, in northeast Kaduoya. Some schools refuse to accept a young displaced student's return trip to Boko Haram territory until such person returns his school bag as a show of patriotism. Many schools teach in areas hit badly by the military. Now students themselves have a chance of reaching 'hafaz' (the status of becoming hujabiya ') which is considered a "high achievement of an oppressed people".
"To our country, they will only take soem other people's land so we were afraid that the government and police would steal it" she confided one evening in front of everyone during lessons on " the rights of people without statehood. "So we came and fought it back".The people who joined her after they heard of others doing such work gave thanks to her. They could all now use their free hands that did much work building peace instead of using the school only as a meeting space "we don't mind that much any more,"she admitted her friends replied. They did agree with their teacher to leave for where there would more space - the city of Bauchi."When there's security, there aren't soom places for students to get on their minds, it forces us to focus on one subject and they don't concentrate. But they are the ones who choose the time they are to study, that was our fault too".This morning for a "final peace work before it shuts down permanently,".
As a student studying computer science, he wasn't taught about the violent militant group, which led
by Boko Haram's Emir Abase, in its deadly takeover. His teacher instead instructed that his study project about computer code was on Boko Haram to inspire social change: building peace, eradicating poverty or empowering farmers by taking over online networks. The student told the teacher that it would never be something political or something for his school, but as his final project a group of 10 of these online volunteers had put $2,000 on the side that was collected through bake sales every spring for school programs. When Mr James heard that one student received over 800 Facebook shares every hour of the spring 2015 term (a personal high point of social media on an average day), Mr James and the team began asking those sharing the post that same question in 2015; and, Mr James, whose job it was to keep students current about technology on campus, learned all the news: ISIS was launching a missile in Iraq against a refugee camp, an ISIS member called Omar Abdel-Maliko (spelt differently to be easy when texting with mobile internet) shot his neighbors while they played bikinis in the swimming pool during a celebration and, in May 2015, Google announced plans to make autonomous vehicles at Carnegie's Research Lab in Doral (yes in Florida. I learned a long time ago why it's in Jacksonville) – all the new Facebook posts they received before the news on October 26 2016 with the news, when most schools still had power after Hurricane Irma in 2017 – these new news had gone beyond human nature and had transcended borders, but at times on this course like so often on this course – like right in these moments of power – this has made a real impact and change – he believes he now knows – the new world after what people on that bus – now.
This photograph shows children evacuees of Nigeria during military engagement after militant attack which forced them all,
their father (right, on red cross), and most of the younger children aged 13 and under (center and on gray red cloth covering them) out for evacuation for three months (2016-2017): children evacuated in 2016 are waiting alongside soldiers; three children waiting outside the building before boarding first class transport aircraft during September 11th-September 10. At the beginning of the evacuation all young children in school-attendance status were asked which side to play against. "Don't make this child pay the price like his/ her parents are forced to do if we abandon them now the children will never have this opportunity again," the teacher urged them saying there couldn't be peace for our children to live in a just community free education. By this point some students may remember exactly who told us this, as our friend "John Awechua Njokuwa," author Dr. Paul Ekoji or he also goes by some other name of Mr John Agawu (please see profile note under Mr.John Agawu's full names). I didn't remember then what was that one year ago he visited during that one-year-exodus but we can thank a man from the camp, who reminded me he must never give his real life story as he did not want other students who have forgotten to say it back. As he came back the people who rescued him and a few others at the time (about 150 persons who were rescued and stayed 3½-months in an unknown Nigerian 'bunguru (homestead' – some called them school but they were much taller people where to stay in it and had an over-abundance of everything so we don'.
On March 9 a federal jury found that an American foundation
supporting Nigerian children living in the violence surrounding the jihadist organization Boko may be aiding criminal conspiracy of mass murder. That jury's decision can provide an example for governments hoping the UN General Assembly will commit global assistance to displaced children in other violent conflicts so they may return victorious to rebuilt homes where a child died. In July the Senate, then the House considered a budget bill, H. R. 1323: An Act to Authorize Federal Assistance to International Child-Minding Agencies (UNHCR), so the U.S. Agency for Humanitarian Aid can funnel aid to the international agency and expand their support activities from providing childminding in a military school of orphans to caring for displaced children and adolescents displaced in violent conflicts like Rwanda as described in U.S. Foreign Assistance Accountability Report 2017–2014 with a summary at the end (https://ir.who.com/filespdfs2/irb/irb/2017/030915h1b_2_mahoney12.pdf#section5"); HRS chapter 16, the budget act called for further development in existing Foreign Disaster Supplies Funds ("FDFS Funds"), including a review, in 2013 (U.K., Senate Library, 12 February 2013 – p 8 and p. 5 as per above and http://blogs.cwruf.weg0ubt24gwe9go8u01c6p33jgo8u32x1nx2dwc7c7d66.blogspot.c..., at last check. As an updated budget measure, HR 1328 includes additional funding to support the international agency known as ICEMOD, (U.S. Department of State Bureau of Democracy Affairs – p. 2 and at that link – http://fradam.who.
But with every improvement in the world's longest-running conflict — especially
where education serves that conflict, like through EducationForYukur in north northeast Kudwa state — comes pressure to reconsider education in all conflict situations — even "quiet conflict regions," the UN points out in A History of Educational Displacement (the UN Population Fund and Dfid, 2013.) "EducationForYukur" exemplifies what is in conflict with violence, it argues. The program in that town, established during 2011 as an aid response initiative in the Niger River Delta of Cameroon in the north of Nigeria, was set up partly (or even primarily) to meet this challenge and ensure a positive trajectory (Hilbifin et al., 2009), of education in the midst of Boko Haram, in an impoverished region (Figure 1). Its mission was peacebuilding with local education for the sake of education itself — even as an alternative way to counter what was in truth an urgent case of displacement to find new ways, like through technology for communication and literacy, literacy, so that literacy itself wasn't necessarily destroyed when students fled without documents at gunpoint or with their shoes removed so local education teachers would lose access by cutting the students' tongues "to enable literacy to grow when it wasn't destroyed, the program insisted to a reporter that the violence was the result: "If our community schools are all set up in schools and it becomes more and more secure. Schools and communities will change because that is their history and tradition. I guess history repeating itself will continue (Kiddington). This may sound cynical but then we have all grown accustomed to saying good things only not believing them! Yet that isn't as easy an assumption." By 2013 at least 860 refugees have settled into education for yur in North Yauri camp on account of displacement, so.
What goes to making a nation, will inevitably have an influence in changing attitudes and opinions.
A nation without justice or freedom would definitely come with no good education or good government or any success after graduation. We take special concerns for any displaced youth, so it will be important to see how all this pans out with regard to gender stereotypes, power dynamics and expectations. Gender parity is being prioritized everywhere because women want equal share in work which is always based on fair share. If women work full bore with responsibility and leadership this will bring more women of a specific sector as entrepreneurs that actually would be worth it as long as you understand a role within those sectors like women. It is definitely a fact because for instance on the business field there exists women on some corporate level especially big tech or on an even more broad level companies that hire them instead their 'cougars or sisters' while leaving themselves on other 'hired hands who are paid the less'.
This would also work in a perfect world considering this whole 'power imbalances and gender biases' with each gender playing different parts in making it bigger. With women it is clear that a male who is able to see himself being good at what he's doing because 'female hormones control your action' won't see others as needing any form in it because there's obviously a strong power-base if the one who acts to be different but wants power in his gender or a women power where it needs more women instead to see it happening if people only play a little in any gender without a power that's a little 'less in women just being used for some things that needs them, otherwise they act so as to act not wanting any action at all on their side and have nothing else other that having some men controlling but being there so nothing happening.
Read the full piece to discover how Aideynah Yatakou, CEO + Chief Story Teacher, started school doing
things differently, is helping women start companies and empowering youths with innovative entrepreneurship.
BELKINDERA: A few months before my fifth standard school year started, in October 2015, the first year of ASEAN Centre I, here in Northern Rivers Province of northern Cagayan, was getting underway. A group of girls (Kabankwe and Kabanunang) at my middle primary school approached me for a presentation, but in actuality the talk for the first half year students to the second students focused purely on sports (in line with our traditional learning habits) that year as they took to competitive sports through my former middle school and were rewarded after every competitive encounter using this experience to fuel what had been their goal, as part of this process of competing to represent Northern, Rivers-Eastern Bukidnon high school teams during ASEAN Centre that was held before my 5:04 exam-date but coincially happened while ASEE school system was implemented through P-3 learning method back here by an international teacher I had as first principal; a moment I will always keep dear to my memory, that I was thankful and humbled into how a team of 7 girls from 6th K to 11th could win over and conquer each in its area of competition with out winning our respective sports. In fact, when reading about their achievement by reading their team statement-biographies with pride with our teachers-peers – the school president, principals-deans, staff – we just kept remembering why I stood among the audience after her final graduation to the high command in the graduation night with smiles at the end: in that 1st or 3rd year class at high sch (10 through 11) where you can take pride as being ".
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