More teaching Portals

Just found http://www.educationoasis.com/index.htm. Looks good.

La Paquete Habana and Humanitarian Crises v2009

Preparing an HR course for 2011.  La Paquete Habana is a lovely case to connect with current Humanitarian Law crises.  It works at the level of argument and principle.  ref – Sri Lankan encirclement of LTTE fighters and civilians raises questions of the treatment of civilians and their need to find food and to be safe from armed interference.  Sri Lanka is a great case study since both sides have argued their cases in the world media.  No we did not target civilians of hospitals, they did.  They are using civilians as a human shield as well as a target but we cannot tell who is an LTTE fighter and who is a civilian.  We are letting civilians go but we cannot let them in case fighters escape.  We have set up a safety zone, but we shelled it.  You can believe that we are fighting within the remit of the Geneva Conventions but we will not let you verify that or let in humanitarian organisations!  Same hugely contested arguments as Israel/Palestine in 2009, Sudan, Swat valley in Pakistan.  THAT’s WHY an HR course is so vital!!

Exploratree vs Rationale

While tussling with Rationale as an argument programme, Kate from TEACHIT recommended Exploratree.  Its brilliant…try it.

One click wonders…

Student sparknoting for an essay.  Me – why use that when the information is in a handout from earlier in the term?  He looked at me, pointed at the screen and one clicked to an answer.  However good/average the information it was much more accessible.  And this blog (which is a diary not an information resourse) won’t meet that challenge.  YIKES.  The stuff we produce for class better from now on better be online and retrievable at the click of a mouse…or building up into a printed study guide that is ‘essential’ reading!

Four days in the line…

In January 1917 Wilfred Owen described four days in the front line in a famous letter to his mother that is seen as the source for ‘Sentry’.   The letter is reproduced in the Digital Poetry Archive and is full of astonishing material –  http://www.oucs.ox.ac.uk/ww1lit/collections/document/5233/4732#  This is Australian EPF Lynch’s fourth day in the front line – similarly memorable,

‘…Somehow we got through the night and our fourth day breaks upon a poorly manned trench.  I decide to walk the length of the trench just to keep warm, but half way along I prop still, for there protruding from the trench wall is a very white hand palm upwards.  Someone, friend or foe, I do not know, is buried in the trench wall and a hand has had the earth broken away from it.  A little cardboard square hangs from the hand by a piece of string.  Upon the card is written ‘Gib it bacca, boss’.  And the poor upturned hand is half full of cigarette bumpers.  Suppose it is witty, but its not the brand of wit that appeals to me.  Probably we are becoming callous, but wouldn’t you be, living among the things we experience?  You get hardened to death the the dead when you see them around you all the time.

I look at the hand.  It is bleached white from exposure to the weather.  A delicate sensitive hand, long pointed fingers, straight and well shaped.  Maybe a musician, a Fritz as the trench had lately been captured.  Perhaps a little flaxen headed kid waits for its caress and there it lies protruding from its muddy grave, another trophy of the abominable war.  Poor beggar!

I wander on to B Co., where there are a few chaps I know.  I ask if they’ve seen the hand? 

‘Yes, that’s nothing.  The war must be getting on your nerves if you let little things like that upset you…’

A corporal joins the discussion.  He is an elderly man, educated and cultured, every word he says carrying the hallmark of a thinker.

‘Look here lad,’ he says, ‘You give up thinking too much, or this war will get you down.  It will beat you.  I’ve been in it since Gallipoli and I know.  The man who thinks is done.  He’ll never know a moment’s peace.  Don’t look too deep and above all don’t think too deeply.  Try to see the funny side of everything for you will see enough that hasn’t any funny side.  Take the narrow escapes we all have.  Lots of men worry afterwards over them.  What earthly good does it do?  None at all.  They become a misery to themselves and to everyone near them.  Take my tip, bring yourself to treat danger as a humorous episode and not as a narrowly averted tragedy and although I can’t say that you’ll live longer, you’ll certainly live happier…’ EPF Lynch, Somme Mud, p34

Owen Sheers’ breathtakingly good Mametz Wood (2000)

Mametz Wood

For years afterwards the farmers found them -

the wasted young, turning up under their plough blades

as they tended the land back into itself.

A chit of bone, the china plate of a shoulder blade,

the relic of a finger, the blown

and broken bird’s egg of a skull,

all mimicked now in flint, breaking blue in white

across this field where they were told to walk, not run,

towards the wood and its nesting machine guns.

And even now the earth stands sentinel,

reaching back into itself for reminders of what happened

like a wound working a foreign body to the surface of the skin.

This morning, twenty men buried in one long grave,

a broken mosaic of bone linked arm in arm,

their skeletons paused mid dance-macabre

in boots that outlasted them,

their socketed heads tilted back at an angle

and their jaws, those that have them, dropped open.

As if the notes they had sung

have only now, with this unearthing,

slipped from their absent tongues.

…from Skirrid Hill (2005) (Seren)

Listen to the recording at : http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=6005

JoHR – Ron Dudai – The Long View – HR activism past and present Vol7:3 July-Sept 2008

This is a fantastic article – no wading through legal treacle here.  HR courses start like this – ‘recitation of UDHR and ICCPR’ followed by sleep, or looking at ‘Paine, Burke, Mill and Bentham and a bit of Dworkin’ which is ‘too abstract’, or they start like Dudai’s course – 3 stories to bring ‘the human to human rights’:  Which type of course would you prefer?

Thomas Clarkson – writing and protesting about the slave trade (picked up later by Wilberforce – combining the outsider and insider activist models).

Henri Dunant – Solferino memoir leading to ICRC (fight wars more humanely – moral observer, speak for all as witness rather than political activist/advocate) – www.icrc.org

Peter Benenson – 1961 argues for an amnesty for Portuguese students – sets up Amnesty (now a pejorative word – see TRC defence of amnesties)

Reviews (inter alia) – Hochschild’s Bury the Chains – Clarkson’s story which Dudai enjoys.

Journal of Human Rights articles – Novel and HRs

Interdisciplinary stuff: JoHR 7: 388-96, 2008 – The Novel and Human Rights – Kerry Bystrom – Article looks at the link between fiction and non-fiction narrative and Human Rights…

Power of individual testimony – the ‘life narrative’ – Henri Dunant – A memory of Solferino (1862) – led to ICRC creation. – ‘…The protection of the ability to tell such stories lies at the heart of international human rights law…’

Fiction? – ‘…It can create bonds of empathy and connection, draw national and international attention to HR abuses and denounce the exclusion of certain individuals and groups from protection of HR law…’ – refs to Ariel Dorfman’s Death and the Maiden by Archbishop Tutu in his foreword to the 1998 Final Report of the SA TRC to help justify the TRC amnesty procedure.  (www.doj.gov.sa/trc) (or za).

Bystrom also reviews – Joseph Slaughter’s book – Human Rights Inc – The World Novel, Narrative form and International Law – NY Fordham Uni Press 2007 – key quote – particularly like the ‘reading acts’…and the subclauses – hold tight…

‘….The implication of our reading practices in the imagination of an international order based on HRs means acknowledging the ways we collude to naturalise the generic forms in which human variation is felt to be socially acceptable.  Recognising the sociohistorical alliance between the bildungsroman and Human Rights as mutually enabling fictions that institutionalise and naturalise the terms of incorporation in (and exclusion from an imagined community of readers and rights holders means also recognising that our reading acts have implications not only for the imagination but the legislation of an International Human Rights community; they partly determine the discursive parameters within which , and imaginative patterns with which, a human rights international might be realised…’ p328

 

James Dawes’ book ‘That the world may know’ divides into four chapters – 1 – Genocide, focussing on ICTRwanda and considering Boubacar Boris Diop’s Murambi – the book of bones, Courtemanche’s ‘Sunday at the Pool in Kigali’, Romeo Dallaire’s ‘Shake Hands with the Devil’, and Cleo Koff’s ‘The Bone Woman’.  Sounds like a perfect reading list for a transdisciplinary subject!  

Chapter 4 – deals with storytelling with lots of problematic questions about the role of outsiders (HR activists, writers and storytellers) – ‘…Narratives both promote and undermine the project of fully integrating HRs…’  Don’t really understand this point other than to say that HR activism can hurt as well as help.  Dawes refs to Antje Krogs – Country of my Skull, Slovo’s Red Dust, Coetzee’s Waiting for the Barbarians, Ondaatje’s Anil’s Ghost.

SA IB advice

30/4/09  Good meeting with SA ‘Talking about the CORE’:

Ext Essays – avoid descriptive essays – tightly focussed qus make this less likely.  Follow the criteria carefully. Do it over the summer – easier for Autumn term – check assignments calendar.

TOK – See Knower diagram.  Use TOK moments in other subjects.  Aim to realise that other people may be right – don’t just tolerate them.  (ref ES’s socratic seminars).

CAS – huge opportunities out there – and a key opportunity for reflection.

IDEAS (from it) – Map project – x-ref to Common Ground’s Parish Map project, Word of Mouth’s- Portsmouth’s dialect map, SA’s history of maps TOK link with seeing the world.

Other schools doing IB

Villiers School – runs a conference that qualifies for CAS. 

Westminster Academy – new IB school