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Lessons for Legalizing Love: A Case Study of the Naz Foundation\u27s Campaign to Decriminalize Homosexuality in India
Get PDFIn 1860, British colonizers codified Section 377 into the Indian Penal Code. 377 is an anti-sodomy law based on Victorian/Judeo-Christian values which criminalizes homosexuality through judicial interpretation and the manipulation of ambiguous language. On August 15th, 2017, India celebrated 70 years of independence from British control, yet 377 still exerts oppressive control over the safety and freedom of Indian LGBTQI communities. Defining queerness as perversion has caused LGBTQI individuals to become victims of false accusations, blackmail, harassment, housing and workplace discrimination, familial rejection, forced “conversion therapy”, assault, rape, torture, and even murder because of this power imbalance and ensuing legitimization of cultural violence against queer peoples. In 2001, the Naz Foundation filed a petition with the Delhi High Court (DHC) arguing 377 violated Articles 14, 15, 19, and 21 of the Indian Constitution. On July 2, 2009, the DHC decided in favor of Naz’s petition and read down 377 to exclude private, consensual acts among adults. Gender and sexual minorities throughout India finally received a very special freedom. Gays, lesbians, bisexuals, intersex, transgender, hijras, kothis, aravanis, and others who have been historically oppressed for their sexual orientation or gender identity were, for the first time in their lives, no longer criminals for simply expressing their most authentic self. Unfortunately, this freedom was short-lived. Four years later, the Supreme Court of India overturned the DHC’s ruling, reinstating the prior interpretation of Section 377. This resulted in a recriminalization of homosexuality and queerness in India and a continuation of Naz Foundation’s vigorous activism against 377. However, this capstone focuses on the initial campaign (2001-2009) which led to such an historical victory and outlines the advocacy of the Naz Foundation and its allies situated within the socio-political context of India. Their triumph in 2009 has been lauded for the campaign’s tenacity and effective utilization of issue framing, constituency building, and public education. The paper will analyze these strategies and resulting outcomes to identify relevant lessons for policy advocacy practice through conceptual frameworks covered in the Policy Analysis and Advocacy courses at SIT Graduate Institute.
Key Words: Policy Advocacy, Section 377, Naz Foundation, Voices Against 377, Delhi High Court, Issue Framing, Constituency Building, Public Educatio
Home-Grown Development: Reconceptualising Cannabis Policy in St. Vincent and the Grenadines
No full textIn St. Vincent and the Grenadines, history, geography, geology, and the international political economy have set the stage for the proliferation of inherently racist ideology through colonialism and neocolonialism. Within this milieu, cannabis has taken on a multiplicity of meanings for different social groupings. Perceptions of cannabis are still being shaped as it permeates racial and class boundaries, and prohibition has resulted negative societal, economic and environmental impacts. The Caribbean region has undergone various transitions from the production of one cash crop to another, beginning with chattel slavery to new development efforts (from modernisation to sustainable development). Illegal cannabis production has grown in ever more importance providing a source of livelihood for the rural peasant outside of the formal market structure, filling gaping deficiencies in the social safety net. This paper takes a postcolonial approach to examining the confluence of factors that have culminated in the country’s status as the largest producer of cannabis in the Eastern Caribbean; its denials of rights and livelihoods and possibilities for alternatives for the future that promote social justice and equity.
Keywords: Colonialism, Colonialisation, Development, Home-grown Neoliberal, Cannabis, St. Vincent and the Grenadines, Policy, Postcolonialis
Men Anpil Chay Pa Lou: Food Sovereignty and Alternative Paradigms to Confront Food Aid and Climate Crises in Haiti: A Case study of Movman Payzan 3eme Seksyon Kanperen, Les Cayes, Haiti
No full textThis research examines the food sovereignty movement in the Southern Peninsula of Haiti. The Southern Peninsula of Haiti was affected by one of the strongest hurricanes the region has seen: Hurricane Matthew. This paper explores the issue of how International Non-Governmental Organizations (INGO) flood into this region and how their presence impacts farmers throughout Haiti. This research investigates the strong tradition of autonomy and farming within Haiti using the lens of Movman Payzan 3eme Section Kanperen (MP3K); a farmer organization in this region that promotes food sovereignty and urges farmers to use agro-ecology methods to grow their food.
This paper explores the MP3k approach amidst neoliberal policies that have been implemented by the Food Aid Organization (FAO) and how this organization has overcome adversity. The analysis of this research includes a literature review where three nodes are identified: Climate Change Adaptation, Environmental Disaster, and Empowerment. We examine how all of which apply to the farming community during Hurricane Matthew. This research uses a critical discourse analysis to deconstruct frequently used terms implemented by the international development community. The purpose is to uncover the implications of these “buzzwords” within the community of MP3K as well as the international development community and to demonstrate how those two groups have conflicting perspectives and interpretations for each buzzword.
My analysis of this research results provides an understanding of how the MP3k food sovereignty movement works in solidarity to defend and improve their food sovereignty as an alternative to the environmental issues impacting Haiti. Although Haitian farmers have experienced situations beyond their control such as hurricanes, this community finds solace in approaches such as agro-ecology. Konbit and Madan Sara, two community-based approaches that MP3K utilizes to adapt to climate change, empower women in their community to be sustainable on their own. This paper argues that Haitian leaders should embrace the food sovereignty movement and give farmers that practice such strategies an agency. In doing so, Haitian farmers will be able to dismantle their structural dependence on foreign aid efforts grounded in neoliberalism, with hopes of establishing an alternative to food aid in Haiti
Identity-Oriented Program
Get PDFThis paper demonstrates why identity-oriented community college study abroad programs are more accessible for the diverse student populations that attend these institutions. It does this with a case study, a demographic analysis, and the theoretical support of The Experiential Learning Cycle (ELC) and Universal Design for Learning (UDL). First it proves the lack of diversity within United States study abroad participants. Following this, the paper shows that community colleges house more underserved populations than four-year universities. Additionally, it illustrates the benefits of studying abroad and demographics specific to The Washington State Community College Consortium for Study Abroad (WCCCSA), and public baccalaureate institutions in Washington State. ELC and UDL are then introduced and applied to the Identity-Oriented Program (IOP) goals and objectives, curriculum, and every other aspect of the program. The budget makes clear that the implementation of an IOP does not have to incur additional costs for participants. The paper concludes that the most direct approach to increasing the enrollment of underserved populations within United States study abroad is through universally accessible community college programs that are identity-oriented
How Anti-Racist Participatory Policy Advocacy Can Change Delaware’s Education System
Get PDFNon-profit organizations fighting for change in the education system are more likely to realize their mission by engaging members of the public, particularly parents and students. However, engaging the public in a meaningful way requires an understanding of barriers to participation in the education system (racism), a shift away from colorblind, liberal ideology typically used to drive non-profit activity, and the undertaking of an anti-racist agenda when working within communities. Here, I offer a set of guidelines which the Rodel Foundation of Delaware can follow to implement anti-racist, participatory policy advocacy. Starting with a review of racism in Delaware’s education system, I offer Rodel a means of adopting an anti-racist agenda internally. Then, I offer a framework by which Rodel can engage parents and students in advocacy that is community-driven and community-owned. Without an explicit focus on dismantling racism in the education system through participatory policy advocacy, education reform efforts will remain incremental and non-transformative
LOOKING WITHIN WHILE WORKING ABROAD: EXPERIENCES FROM AN IHP TRUSTEES FELLOW IN THE FIELD
Get PDFInternational travel has the potential to be a life-changing and transformative experience. Those who travel, work, or study abroad are likely to learn about themselves and their place within the greater global community. Studying abroad, in particular, can foster this by introducing new experiences, creating opportunities for meaningful self-reflection, and encouraging the application of new ideas, whereby students develop a sense of agency and capacity for change. Study abroad practitioners have the responsibility to aid in this process of discovery, by supporting students’ emotional and physical well-being while encouraging them to embrace discomfort and disruptive experiences. For educators committed to experiential learning, we must engage in the process, as well – applying theories to our practice, reflecting on the outcome, and making necessary adaptations. The purpose of this capstone is to reflect on my journey as a study abroad practitioner, deepening my practice in experiential learning and social justice pedagogy. I offer personal reflections, training designs, strategies for facilitation, and lessons from the field during my time as a Trustees Fellow for The International Honors Program (IHP). My previous experiences in training, travel, and education will also be discussed, as they have shaped my philosophical approach to social justice pedagogy. Situating these experiences within theoretical foundations from coursework at SIT Graduate Institute will illustrate the interplay between theory and practice. This project aims to make a contribution to other practitioners implementing social justice frameworks within the field of study abroad education
Project-Based Learning in Distance Learning High School Courses
Get PDFProject-Based Learning in a Distance-Learning High School Courses
Project-based learning (PBL) is a teaching methodology that focuses on student-led inquiry that answers a larger question or project completion. Curricula are scaffolded in such a way that a general theory or practice is introduced by the instructor, who demonstrates the necessary skills and presents relevant information for students to experience the topic first hand in a professional context. Students formulate their own questions related to the topic, or design a project that explores the topic in a manner of their choosing. Students then complete their project or solve the larger problem with support, guidance, and feedback from the instructor. PBL often incorporates peer collaboration, and assessment usually involves peer review and presentation of the final project or artifact to a larger community audience.
To examine how PBL courses would be most effective in a distance-learning environment, like the one which Oak Meadow School uses for its accredited high school program, I used phenomenology to explore students\u27 learning preferences, focusing on a central question: How do Oak Meadow high school students view PBL?
The method of inquiry employed a combination of an anonymous survey and email interviews. Of the 40 students invited to take the survey, twelve responded. These survey responses were then combined with Kolb\u27s learning cycle, in order to determine how best to proceed in designing PBL courses for Oak Meadow\u27s distance-learning high school, in all subject areas. While there are challenges in executing PBL in an asynchronous global setting, OM students are amenable to peer collaboration, answering larger questions or solving real-world problems, and believe that meaningful education involves learning new skills and exploring new perspectives and ideas that can apply to future experiences
Establishing Cross-Cultural Trust: Exploring the Process of Building Facilitated Connections
No full textBuilding trust is the foundation for a healthy relationship. This Coursed Linked Capstone (CLC) in Training, dissect my learnings, practice in the field, self-investigated theories, and reflection in regards to exploring the process of building facilitated connections necessary in establishing cross-cultural trust. The paper starts with an insight into my process as a practitioner finding trust in my competencies. Through the process of my experience and research, I have found it fitting to illustrate my journey in a Cookbook which I title: What do you Bring to the Table? I utilize the Cookbook as a tool to communicate the process of developing cross-cultural trust to volunteer staff at my current practicum site LEAP for Education. What do you Bring to the Table? Compares the concept of preparing food to the components necessary for being a successful volunteering at the LEAP for Education’s Teen Center
Mindfulness for Teachers: A Plan for Intrapersonal and Interpersonal Growth
Get PDFStress is a malady pervasive in today’s culture, which schools are not immune. Teachers are under pressure to raise standardized test scores while students spend more of each day sitting in their seats trying to learn increasingly more abstract concepts at younger ages. All of this leads to a stressful environment. However, there are tools and skills that can be learned to minimize the stress an individual encounters and provide a means to live with more engagement, creativity, and happiness. The author uses his twenty years of meditation and yoga experience to create materials that teachers can implement in their personal lives and in the classroom. This project begins with an introduction to mindfulness and a review of the exciting research demonstrating the benefits of regular mindfulness meditation practice. Next, the author reflects on his experiences working with classes and what he gleaned that can be applicable to teachers wanting to implement mindfulness in their classrooms. Finally, there are a multitude of mindfulness practices for teachers to use in their lives to create more balance and harmony within