EMPATHY: Empowering & Moulding Peace Activists Through Humanitarian Youth
Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.
Marketplace: Who else is addressing the problem outlined here? How does the proposed project differ from these approaches?
Shannon
Mouillesseaux
I worked several years for the United Nations High Commissioner for Refugees (UNHCR, www.unhcr.org), but this is a personal idea
, NY, Spencer, Tioga County
, KAB, Nasaji Bagrami IDP Camp & Spencer-Van Etten Central School, Spencer, NY
Other.
Public (tuition-free)
Less than a year
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Still in idea phase, but looking to launch soon
EMPATHY stimulates cross-cultural exchange amongst kids, enhancing international relations, creating young leaders & cultivating peace.
It connects Afghan IDPs & rural U.S. kids & sends teens abroad to assist displaced communities, bridging gaps & fostering social justice
People within the UN and in the U.S. have responded favourably to this project idea. The goal of the project is to start off small but, ultimately, make this program available to students throughout the U.S. and various IDP Camps, connecting children of all ages in order to create greater cross-cultural understanding and to cultivate peace.
Children are the future. EMPATHY will begin re-shaping cultural mindsets, starting with children. By providing children with firsthand exposure to different cultures and people and providing them with the space to develop their own perspectives, they will begin to redefine how we – as cultures – view one another. Within the next 3 years, there will be a clear improvement in the knowledge children have on international relations, geography, and history, and children will demonstrate an interest in traveling and exploring the world.
Support for project is solicited from U.S. School, UN, Afghan Government, & Displaced Camp in Afghanistan. Project is initiated.
Motivate & unite: Meet teachers/administrators (U.S.) & camp leaders/teachers/students (A): identify challenges/opportunities.
Secure sufficient start-up funds for equipment & educators in U.S. & Afghanistan. (Write proposals, Kickstarter, UN, ICRC, etc.)
I will travel to each location to introduce both groups to each other online & to launch project.
Program is actively running with funding/voluntary efforts – classes, video conferencing, buddy program, fundraisers for IDPs.
Hire college professors/former humanitarian/development staff to teach after-school classes 3x/week.
Test children pre- and post-course for statistical measurement of course effectiveness.
Set up “buddy” program connecting kids locally (resettled refugees with kids who help them with language & adaptation.
I first envisioned this project following 9/11. The fear that arose, leaving many afraid to experience other countries & cultures, made me realize the importance of access to accurate information & cross-cultural understanding.
I resolved to implement this project when violently assaulted during a civil war. Suffering from PTSD, a side effect plaguing many involved in war, I gained insight into the effect of violence on the human psyche & the emotional scars it leaves. As I experienced, war triggers trauma & trauma triggers anger, hostility & violence, a vicious cycle.
I realized that we have the technological means to unite people from remote corners of the world but choose to remain largely isolated. It is up to us to use these means.
US: S-VE (administrators, teachers, students) is the first school to partake in project, offering constant feedback whilst planning, implementing & monitoring it.
Afghanistan: Support from governmental actors (Ministry of Education, Ministry of Refugees & Repatriations) & Displaced Camp [camp leaders, teachers], clear understanding of their views & transparency with them are essential.
International Community: UN agencies (UNHCR, Unicef) & NGOs (e.g. education sector) will provide insight from their experience, help refining curriculum, & funding ideas/opportunities.
From both countries: Teachers/Educators/School Administrators, former humanitarian/development staff (UN, Peace Corps, NGOs), former military, volunteers exhibiting a deep commitment to EMPATHY’s objectives and, of course, the students themselves will play a central role in developing a solid project, constantly evaluating its effectiveness & making relevant improvements.
Given the attention drawn to the “1%” & beliefs that they do not understand the realities faced by the world’s “99%”, it’s important to include the 1% (corporations & wealthy individuals, including celebrities & non-celebrities, as funders, idea-generators & volunteers in the above categories, & wealthy students as participants).