Friday, September 21, 2012

SEXUAL ABUSE OF CHILDREN



According to the World Health Organisation, child sexual abuse means “involving a child in sexual activity that he or she does not fully comprehend, is unable to give informed consent to, or violates the laws or social taboos of society”.
Sexual abuse of children gained public interest after publication of the report by the Women and Child Development Department entitled ‘Study on Child Abuse India 2007’. The report estimated that “more than 53% of children in India have probably been sexually abused and many have never shared the fact of this abuse with anyone”. Also, recent child sexual abuse cases in India have pointed to the need for stringent legislation and action on this poignant issue.  
The report says, “One of the major problems in understanding the scope of the subject of 'child abuse' is that it is extremely difficult to get responses from children on such a sensitive subject because of their inability to fully understand the different dimensions of child abuse and to talk about their experiences. It is therefore difficult to gather data on abused children.”  Child rights activists, on the other hand, argue that the problem may be the lack of skills on the part of the questioners to create the environment and the trust needed for the child to share his/her experiences.
Sexual offences against children can and are committed in situations such as marriage, trafficking, employment, and many more. It is important to understand the circumstances that allow and may even be a reason for this abuse. In slums, for example, many families make their female children marry young as a protection against sexual abuse. For some parents, marriage this is the only way to ensure that the girl is ‘unavailable’.
Abuse may also be condoned because of financial considerations. Among the Naths of Bihar, prostitution is commonplace. When a family doesn’t have a daughter, girls are purchased from other parts of the state and pushed into sex work so that the family can live off their earnings. Also, children who work as domestic labour, or in hotels and restaurants, are susceptible to sexual abuse at the hands of employers and customers. In addition, children across caste and class lines are vulnerable to abuse from relatives and friends of the family.
Jenny Kitzinger (Defending Innocence: Ideologies of Childhood) says that “...the notion of children’s innate vulnerability... is an ideology of control which diverts attention away from the socially constructed oppression of children...”. She suggests that we replace notions of ‘vulnerability’ with ‘oppression’ and ‘protection’ with ‘empowerment’. She also denounces the practice of telling a child that s/he “can say ‘no’”. In her opinion, this gives the child a sense that s/he can resist a power that, in reality, s/he probably cannot.
Abusers know that children are less likely than adults to speak about the incident/s; that even if they do, few will believe them; that even if they are believed, community members will probably not do much about it, and that even if some action is taken there are loopholes in court processes that can be availed of.
The draft of the Prevention of Sexual Offences Against Children Bill 2011 delineates various kinds of sexual abuse and the prescribed response to each under the law. In the final section of the Bill, there is a detailed section that lists responsibilities of various duty-bearers to the child - police officers, child support services, medical officers and case workers. It also lists the protocol to be followed during court processes and by police and medical practitioners. It should be taken into account, however, that the bill might be difficult to implement in smaller towns and villages, where basic judicial processes are flawed.
Despite this concern as to making the Bill operative, almost all stakeholders accept that current legislation is insufficient to deal with all forms of sexual abuse on children. They also acknowledge that social workers, superintendents of residential homes, wardens, counsellors, teachers and family members all need training and becoming sensitized to the issue, and that a minimum set of actions must be put in place so people are able to help a child who is being sexually exploited. It is only by developing better ways of hearing children and giving them proper support, that effective mechanisms can be created to address their exploitation.
  
Source: infochangeindia

Monday, September 10, 2012

HEARTS OF GOLD




The end of the school year came around and so did the memory of many shared experiences with my 7th grade students: the cards sent to the children from Yashodhara, Asha-Kiran’s Shelter in India, Uttam and Hansa’s picture (the founders of Asha-Kiran) receiving the envelope containing the cards, the picture of Hansa and Asha-Kiran’s children published in the blog, Yashodhara children writing back on cards made by them with care, the excitement of my students before Uttam’s visit to our high school (which finally could not take place), the big surprise Uttam and his son Uilhas gave them by holding a videoconference, their conversations with me, their questions about my sponsored child Ravi, exams, nervousness. In my heart I felt a pang of pain for not being able to go on teaching my students from IES Celia Viñas.

Three days before the end of the course, my 7th grade students told me, “Ma’am, tomorrow we’ll have a surprise for you”, and I said: “And I will wear a sari” (I knew how excited they were about seeing me in one).

Their surprise made ​​me cry, I got the best thank-you and end-of-school year gift they could have given me: two envelopes with letters and money for the children of Asha-Kiran. They had agreed to bring their own pocket money and, after counting it, it added up to 46€. Four students came with me to the bank to transfer the money to Fundación Asha-Kiran. They had also made bookmarks ​​on the occasion of Peace Day (with messages in Hindi, Marathi, Moroccan, Spanish, English and French), and a group photo with their signatures for the children of Yashodhara.

In their letters, their love for Asha-Kiran and the children was evident - messages from their sincere, loving, noble, caring hearts; "hearts of gold" for me too (IT WAS IMPOSSIBLE NOT TO CRY).
I thanked them for their surprise present and for their moving words. I truly felt that in the past nine months they had grasped and learned more than the English I had taught them. I was surprised because when they chose the “perfect gift” for me, they showed a deep knowledge of my heart and feelings, which is not so easy to do nowadays. And, wearing my sari, I told them that since I had been in India, I felt my heart was torn up between Spain and India. They had undoubtedly sensed something of the sort.


The next day, I reciprocated with a small tasting of flavors from India. I brought papadums (Indian pancakes) with mango chutney and raita sauce. I taught them how to make lassi (an Indian drink made with yoghurt), and we tried to learn Bollywood steps. Our last day of school and course farewell party was undoubtedly devoted to INDIA.

The day school marks were handed out, each student received a DVD that I had made with photos of all the above events and the audio version of the videoconference with Uttam and Uilhas.
 
Thanks to my dear Hearts of Gold for remembering the hearts at YASHODHARA.

I also wish to thank my colleagues for their work and enthusiasm for my dear A-K, for their contribution, for brainstorming future possible fundraising activities, for purchasing Indian items at our bazaar, not only for themselves, but as gifts for Xmas and other occasions. Thank you for being available and for your generosity. Many grains of sand can make up a sizeable hill.
A new school year is about to begin. I would love to write a lot of articles like this one - articles featuring actions of solidarity from students and teachers.

I also wish to encourage many teachers who, upon reading this article, may carry out awareness-raising activities in their schools and commit to working for an NGO like Asha-Kiran. As a teacher, I can say that all of the activities undertaken in the past years at different schools (such as HUELÍN HIGH SCHOOL in MÁLAGA, “the pioneering one”, the Solidarity Bazaar at ULYSSEA HIGH SCHOOL in UGIJAR-GRANADA, and the activities of the students at CELIA VIÑAS HIGH SCHOOL in ALMERÍA) have been unforgettable experiences for my students and myself.
All of these activities have been invaluable, such as the one my dear students from 7th grade (or “Hearts of Gold”, as I call them) played the leading role in, because the donation and the activity was done of their own accord. As a teacher and collaborator at Asha-Kiran, I appreciate all the support the Foundation gave to my initiatives, i.e., the videoconference with Uttam, who managed to set some time aside in his schedule to be with my students, and the readiness of Hansa and the whole team to make it possible for values of solidarity to reach young people.

Thanks to ASHA-KIRAN because its work awakens and invites us to LIVE FROM ESSENCE.
 

Mª Ángeles Arráez - Collaborator at Asha-Kiran 

Tuesday, September 4, 2012

OPENING OUR YOUNGSTERS' EYES




Uttam Módenes: a practical lesson via videoconference about NGO’s, sustainability and economic systems with 11th grade students from Celia Viñas High School

The week after a similar videoconference with seventh graders, the teacher of ‘Science for the Contemporary World’ (CMC), Encarnación Segura López, and 11th grade students had a practical class in which some of them asked questions to the founder of Asha-Kiran concerning India's economy, sustainability, and other issues relevant to the subject of CMC, which had been previously taught. At the end of the videoconference, Uttam encouraged young people to work, to live in justice and solidarity, and to protect the environment. In short, he encouraged every one of us to do his/her bit, from our daily activities, to make our world better.

ADA, one of the students, wrote:

"It was the first time I was in a videoconference and I must say I was surprised by how a high school class can now talk to the founder of an NGO in India to which a teacher in our high school belongs, who was also present.

It seems an admirable endeavor in every way, which I’d love to do at some point in my life. I think of all the people who have been, are being and will be benefited by this man’s will and desire to help them; it is touching and amazing.

Hopefully there will still be other people like this to change the world; we will help them by doing our part."


Mª  Ángeles Arráez - Contributor at Asha-Kiran