Motivational Interviewing Thereapy

Change talk to sustain talk. Sustain talk is like spotting a lighthouse in a storm or detecting a signal within noise. It is not necessary to eliminate the storm or the noise, just follow the signal,

War is never as far away as we believe it to be

[In peace, sons bury their fathers. In war, fathers bury their sons. - Herodotus] 
With billions of dollars in illicit arms traded each year from UN Permanent Security Council Members + Germany( and Canada too to conflict-affected countries .... "War is never as far away as we believe it to be. It is in our pockets, generating annual returns for our (Canada) pension funds (our pension fund is invested in arms trade)...This means that, individually and collectively, we have a far more direct influence over armed conflicts in the world than we might otherwise believe..." [from Dr Samantha Nutt's book Damned Nations Sam is ED of War Child Canada. Plan to have more conversations with her.

We carry the pain of violent conflict

We carry the pain of violent conflict. I saw the impact of violence in war-torn Afghanistan which then came to Peshawar, Quetta, Swat, Waziristan, where Taliban gunmen killed 134 children along with over 70,000 others. Along with friends, brought together Hamilton and area leaders  and organized a vigil for the victims of Paris, Beirut  and beyond and mourned together while provide hope (Read MORE).

  Ayaan Kahn of Hamilton lights a candle for victims of Paris and Beirut at a vigil at city hall on Thursday. (Samantha Craggs/CBC)

Peace Education in Conflict-Affected Countries (Dialogue -I)

Ps. Arif is an educator and school principal in Islamabad, Pakistan and Jahanzeb is peace practitioner who works on facilitating peace education in conflict affected countries while living in Canada)

How can we introduce education lessons in collaboration with Western educators to students of all ages in Pakistan to become responsible global citizens, to build critical and creative thinking, to respect diversity, accept otherness, and develop communication, leadership and conflict resolution skills?

The existing curriculum in Pakistan has dealt with the issue to some extent and in this regard any broader educational exchange, peace education and teaching skills and information sharing may further enhance the efforts.  We  make the following assumptions:

1. that  most academics in the West assume that conflict-affected countries and societies do not have any local narratives, stories, traditions or mechanisms. 

2. that  Western academics would provide training to teachers with their conceived education lessons to students in conflict zones. 

3. engaging with educators in conflict societies would help enhance their own and their students’ experiences and improve educational programming in the West while their broadening horizons and increase their knowledge level.

Peace skills education and academic dialogue on peace and conflict education is necessary. We believe that , it can be seen from existing local curriculum, syllabus and national education strategies lens. This will avoid duplication of work and direct conflict with the existing curriculum. Looking at peace education problem in Pakistan and especially in the conflict affected province of Khyber Pakhtunkhwa and FATA, the primary focus needs to be on teaching methods and processes. This is important because we can't expect improvement in the teaching of peace education with teachers who consciously or unconsciously support violence, entertain biases about conflicts or engage themselves in any pursuits which are the very denial of peace.

In case of Pakistan, teachers are mostly the biggest tool and conduit of inculcating hate, violence and even religious bigotry. In every undertaking of peace education we need safe classroom with an open, honest and respectful communication between teacher and students.   Such interventions also need to address another related but equally important issue of communication among children. Children better communicate with parents, siblings, cousins and other acquaintances. However, mostly they don’t communicate with teachers in schools or neighbourhood or village elders in mosques or Hujra (a common place in villages or towns where men come together in evenings; discuss village issues and relaxing).

According to Arif, a school principal in Islamabad, we need the desired cultural setting in the classroom and thus setting is the right kind of communication. Without communication, a classroom is an empty bottle without any fluid in it. He further adds that in culturally conducive communication within the classroom is what students are comfortable with. Communication actually help them understanding the meaning of text. Students are more comfortable when there is a cultural touch, a psychological appeal and an environmental context to help them understand meanings and equip them to apply the skills learnt. We have quite little research about the desired communication within classrooms in Pakistan. In this regard, any questions raised or solutions explored by experts would be more important. For example, what makes an actual local learning environment? We need to focus on communication, behaviours, emotions etc.” We need to dig deep to find something more creative that may make our work new even if we have little success in practical terms. We should not challenge local social norms but find something that makes sense, improves learning, which helps in behavioural change in practical terms. This needs to looked as a process of “worth testing and experimenting” and learning or “something that may arise academic curiosity and add value to the existing body of knowledge in education, syllabus and curriculum.

Whatever new intervention may be, we need to explore new domain of peace education intervention. Such knowledge, behaviour and skills may be hidden in indigenous history or cultural practices.

 Another issue that was raised in the discussion was classroom activities. Arif think that we need to avoid exposing students to many ideas and activities at the same time in one setting. For example, if we want to develop analytical skills among students while developing critical thinking skills we may use one colour portrait.  We make an assumption that teacher is trained and a desired comfortable communication exists. We may present a colour portrait on the wall and ask students stetting in a circle that what do they understand of this portrait? We may record their replies on the board. Then, we discuss these replies in the class and try to reach a deeper understanding of "analysis".

In the end, teacher tells the students what are they perceive or deduct deeper impressions from the portrait. This single activity may form the lesson content provided. This  is skill-fully connected to the theme and learning outcomes.

Arif is of the opinion that such living, colourful and more attractive solo activities are better. We need to explore such examples or activities in local context, in local environment such as diversity in local flowers, birds etc.

Conclusion:

We believe that such an education plan and lessons needs to put young children and young people at the centre. Enhancing teaching skills of teachers with innovative teaching methods based on indigenous cultural, religious and social norms, traditions and society hopefully can build a foundation where children and youth  become responsible citizens, build critical and creative thinking, respect diversity, accept otherness, and develop better communication, leadership and conflict transformation resolution skills.

We also believe that the established family institution play a crucial role in a child rearing and development. Therefore parents should also be included in the process of informal education by sharing pamphlets on peace skills, communication and support system around child’s development. A weekly radio or TV shows and internet based technology can also be helpful to inform and educate parents and families. This will build a holistic, peaceful community around children. This can re-generate hope and opportunity for positive and peaceful change by educating the peace-building leaders of tomorrow. 

We also believe that there is a need to  explore how the Western education system has enhanced teaching methods centred students of all ages and what can be learn from their experience.

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We encourage alternative views. 

My Reflections on I Am Malala: A Resource Guide for Educators

Reflections from a Pakistani Scholar

I am with authors and guest speakers at GWI at the George Washington University on Nov 13, 2014, 

I Am Malala: A Resource Guide for Educators is a unique endeavor to enlighten students and academics, providing a well-deserved space to the emerging struggle for life, peace, and education around the world. It is a privilege and honor to have worked with my brother in peace, Ziauddin Yousafzai, as well as the faculty of the Global Women's Institute at the George Washington University, to provide my input on a broad range of issues covered by the resource guide.

Education has the power to transform lives, communities, and societies. I once asked Malala why she had chosen education as her single-point agenda. Her clear and simple response was that education offers health and hope, options and opportunities.

Malala's journey of peace through education and nonviolent resistance is shaping a new discourse from the United Nations, through refugee camps in Jordan, on to villages in Kenya, and into schools in the Swat Valley, sharing the message of struggle and hope. This is happening because Malala chose peace and forgiveness over the violence that has brought prolonged suffering and misery to the lives of those in her own Pashtun community in Pakistan and Afghanistan and in many countries around the world.  

Before 9/11, the idyllic Swat Valley, the land of Malala, was calm. Fruit orchards and vegetable gardens were in abundance. People were renowned for their folk music and storytelling; schools were in almost every village and town; and people lived in peace, resolving their disputes nonviolently through Jirga and Sulha. Suddenly armed militancy appeared on the scene, destroying peace, prosperity, and Pashtunwali, the way of life of Pashtun people. Traditions faded quickly into the past, as the deadly conflict and trauma of war scarred a generation of children and of women. 

Swat has fresh water, green forests, precious gemstones, and small cottage industries with the potential to export hydropower, water, fresh and dried fruits, vegetables, and gems. Pashtuns are dreamers, innovative and creative. Women make fine crafts, and men produce stirring poetry and art. They have the capacity to resolve their disputes and conflicts creatively through the long-standing institutions of Jirga and Sulha. Once interference in their social, cultural, and political affairs has ended, Pashtuns will expel extremism from their land. 

Malala's struggle for peace and education against the worst form of violence in the Swat Valley almost cost Malala her own life. But instead she has become a torchbearer for peaceful and active resistance. Malala provides continuity for building stable societies, as embodied by those heroes of nonviolence Rumi, Bacha Khan, Gandhi, Mandela, King, and Mother Teresa. With this shining lineage we are inspired to contribute to a generation of young people—women and men—who are well-educated in many fields and grounded in the knowledge of processes that create a peaceful society.

This guide will set a foundation to explore the lives and struggle of Pashtun people and address the root causes of war in Malala's land. I am confident that students and academics will create forums, seminars, conferences, and research centers for dialogue to defeat extremism and bring peace to the people of Pakistan, Afghanistan, and our shared world. The Guide is available at Global Women's Institute at the George Washington University.

Fernanda Bianchi, Director of Programs and Development, The Global Women’s Institute (GWI), the George Washington University (GWU), University Official,  Mary Elsberg, Director of the GWI, the GWU, Jahan Zeb, Ziauddin Yousafzai, Chair of the Malala Fund,  Cathy Russell, US Ambassador-at-Large for Global Women's Issues ,  Ahmad Shah, Precedent of the Global Peace Council Pakistan, and Chelsea Ullman, Policy Associate,  of the GWI, the GWU,at the  I Am Malala Resource Guide for Educators Launch  

Jahab Zeb
Director of the Global Peace Council Canada
The Centre for Peace Advancement at Conrad Grebel University College, affiliated with the University of Waterloo, Canada

Daughters for Life fundraising gala - Toronto

Thanks to Fred Martin Director of Development at Conrad Grebel University College  (CGUC) at University of Weterloo  and a very fine friend took this photo  yesterday with  Prof. Lowell Ewert, Director of  Peace and Conflict Studies program of CGUC and Dr. Izzeldin Abuelaish founder of the Daughters for Life Canada and who is also Nobel Peace Prize nominee.

Jeanette and Lowell 

Dr. Abuelaish's three daughters, Bessan, 21, Mayar, 15, and Aya, 13 were killed by Israrel's tanks on January 15, 2009 in their home.   "That heartbreaking tragedy came minutes before Dr. Abuelaish spoke live on an Israeli TV program. His anguished cries for help captured hearts and headlines in Israel and around the world. It was Abuelaish’s response to the loss of his daughters that won him humanitarian awards around the world. Instead of seeking revenge or sinking into despair and hatred, Dr. Abuelaish has called for the people of the Middle East to stop the bloodshed and start talking to each other. The Daughters for Life Foundation was established in memory of Bessan, Mayar and Aya and seeks to honour their love of life and learning and their hopes and dreams for an educated future.

 Dalala at the right (photo by the star -Toronto)

Dr. Abuelaish founded the Daughters for Life Foundation for empowering girls and young women through education to develop strong voices for the betterment of life throughout the Middle East. Last night (May 28, 2914), the Foundation raised a handsome money for girls education by selling over 400 tickets @$300 each along with many sponsorships and auctions. There were fine reflections from Dr. Abuelaish, Shatha and  Dalala the two daughters of   Dr. Abuelaish.  

Dr. Abuelaish told me  that he wants to keep his education and scholarship program for the girls and women of Middle East. He also keeps it apolitical. Dr. Abuelaish also told me that his daughters  Dalal and Shatha are highly impressed with the work and resilience of Malala and they both love Malala.

Here are  remarks by the Governor General of Canada, His Excellency the Right Honourable David Johnston, Governor General on while receiving his Honorary Doctorate of Civil Law from the University of King’s College Halifax, Nova Scotia, Thursday, May 15, 2014.

[There is power in education, and one of my fellow honorary recipients today gives us perhaps one of the most affected interpretations of this. I speak, of course, of Malala Yousafzai. I hope the other recipients on the stage will forgive me for focusing on Malala, but her story is unique and reflects how important education is for all societies.

By now, we all know something of her story. This young woman selflessly risked her life to speak out about the importance of education, specifically for girls. For those of us here, it is difficult to imagine what it would be like to have our freedom of education taken away. But for Malala, this was a fact of life, and she was determined to change it. She has reminded us that education is an inalienable right, one worth every risk.

At her address to the United Nations last year, Malala said: “…Let us pick up our books and pens. They are our most powerful weapons. One child, one teacher, one pen and one book can change the world. Education is the only solution.”

There is a lot we can learn from this young woman. And incidentally, the reason she is not physically here with us today is because she did not want to disturb her studies. I think that speaks volumes about her dedication to learning.

I am also delighted that King’s College will be launching the Malala Yousafzai Canada Scholarship. To give young women in developing nations an opportunity they would not normally receive, that is the essence of Malala’s message—and Canada’s message as well. (http://www.gg.ca/document.aspx?id=15622)]

I hope there will be opportunity that Dalala, Shahta and Malala meet for the shared cause when Malala comes to Canada  for receiving her honourary Canadian Citizenship in Fall 2014. 

Malala has become  the sixth international figure to receive honorary Canadian citizenship. The honour  was previously bestowed on Nelson Mandela, Raoul Wallenberg, the Dalai Lama, Aung San Suu Kyi and the Aga Khan.

Ziauddin Yousafzai Keynote Speech at Pegasus Conference Toronto

Ziauddin Yousafzai Keynote Speech at Pegasus Conference   - May 3, 2014

I had the honour to introduce  Ziauddin Yousafzai at Pegasus Conference - an international  on Peace, Global Health and Sustainability in Toronto, Canada to the audience. The conference was aimed at to find the way forward on issues such as: peace through health, eco-health, advocacy and turning marginalized communities into healthy ones. The conference was attended by physicians, doctors, medical students, academics, policy makers  and peace- builders.

Ziauddin was keynote speaker at the conference. He spoke on wide ranging issues such as: militancy, geo-political interventions, systemic atrocities, social issues, poverty, and our peoples resilience, contributions to peace, longing for education, society reform and building healthy society along side vulnerabilities. 

Ziauddin received a standing ovation and prolonged applause. Zaiuddin finished his speech with Faiz's poem " ...Raj Karay Gee KhalQ -e - Khuda" and people will be the owner of their destiny.

Many people commented that Ziauddin educated them about AfPak and Pashtuns in a simple and clear way

Video will be shared in few days.

Ziauddin with Janet Hatcher Roberts -Co Director WHO Collaborating Centre
Knowledge Translation, Technology Assessment for Health Equity
Centre for Global Health, University of Ottawa