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giovedì 27 novembre 2025

NIGERIA EMERGENCY

Immagine che contiene vestiti, persona, Viso umano, sorriso

Il contenuto generato dall'IA potrebbe non essere corretto. 


Nigeria's "kidnapping factory"

 from jihadism to mafia crime


Attacks on Christian churches and schools

 and kidnapping of teachers and students

Hundreds of "missing" students

Schools closed to avoid risk

UMEC-WUCT stands with its Colleagues in Nigeria and wishes an end to All Violent Acts



The federal government has failed to respond first to Boko Haram's actions, the persecution of believers, and now to the gangs. And only yesterday did the president declare a "national emergency" due to kidnappings.

 

-         by GIULIO ALBANESE

-          The current Nigerian landscape is characterized by a highly complex and stratified geography of violence, a heterogeneous set of dynamics that defies reductive interpretations and sensationalist media narratives. Among the most significant manifestations of this complexity is the phenomenon of kidnapping, which has evolved over the past two decades into a form of parallel economy and, simultaneously, a symbolic and operational device of power. Analyzing the transformations underway in West Africa's largest country means recognizing the inadequacy of an interpretative approach limited to jihadism: kidnapping today constitutes a tool adopted by a variety of actors, situated within interconnected social, political, and cultural frameworks.

International media narratives often tend to associate kidnappings with the operations of extremist Islamist militias active in the northeast of the country, starting with the infamous Boko Haram and its offshoots. Undoubtedly, these armed groups use kidnappings as a weapon of terror, a source of funding, and a propaganda tool. Their incursions into villages in Borno, Yobe, and Adamawa , as well as attacks on schools, have left an indelible mark on collective memory, fueling a widespread climate of fear and distrust of institutions. The 2014 Chibok schoolgirl kidnapping —which brought an already deeply rooted tragedy to the global stage—is just one of the most emblematic cases. The targeting, and to some extent continuing to target (given the movement's smaller reach), Christian communities responds to a logic parallel to "traditional" persecution, but is no longer the primary objective of their actions.

An anti-Christian perspective

Limiting ourselves to this perspective of deplorable anti-Christian activity (much more limited in the last five years but no less serious, as demonstrated by the kidnappings of numerous priests and pastors), however, would be to ignore a substantial part of the picture. In many regions of Nigeria, kidnappings are now perpetrated also—and sometimes primarily—by armed gangs lacking a religious ideology, motivated instead by a combination of social marginalization, structural poverty, systemic corruption, and competition for control of resources. Active primarily in the northwest, in the states of Kaduna, Zamfara , Katsina, Sokoto, and Niger, these organizations pursue no theocratic ambitions: rather, they build a predatory economy fueled by the security vacuum and the fragility of territorial control. The terrain on which these dynamics thrive is a long-term socioeconomic crisis, marked by extremely high levels of youth unemployment, inefficient public administration, and the misuse of the nation's immense wealth—oil, gas, coal, zinc, fertile lands—concentrated in the hands of a select few. In this context, kidnapping becomes a veritable market: farmers, traders, travelers, and students become commodities, kidnapped for ransoms that fuel a vicious cycle of violence and impunity. Furthermore, the line between organized crime and armed militancy is often blurred: tactical alliances, temporary collaborations, and the exchange of weapons and information make the borders extremely porous.

Anthropological and historical dimension of conflicts

A particularly relevant aspect concerns the anthropological and historical dimension of conflicts in Nigeria. The country, populated by approximately 230 million people, is an ethnic and cultural archipelago where competition for land and agricultural resources overlaps with tensions between pastoral and agrarian communities—often simplified as a clash between "Fulani" and "non-Fulani," when the reality is actually much more complex. In many of these areas, the proliferation of small arms and the weakening of traditional mediation structures have favored the transformation of local conflicts into systemic violence. At the root of the kidnappings lies a multifaceted system of insecurity, involving multiple actors. The government's response—varying between military repression and attempts at negotiation—has proven ineffective. And only yesterday, after more than 350 kidnappings in ten days, the president declared a national "security" emergency regarding the phenomenon.

Widespread corruption erodes public trust and delegitimizes any institutional intervention. Local communities, largely left to their own devices, develop autonomous forms of self-defense, giving rise to civilian militias that, though born for protective purposes, risk adding further levels of violence to an already extremely complex landscape. Ordinary people pay the highest price: broken families, traumatized children, communities forced to flee their homes. A young, vibrant, and energetic country finds itself living with the fear of travel, school, and the daily routine that elsewhere is taken for granted. Yet, despite the severity of the phenomenon, Nigeria cannot be defined solely by its wounds. It is also a place of extraordinary resilience, animated by community networks, civil organizations, religious authorities, and traditional figures who promote dialogue, reconciliation, and the protection of the most vulnerable. Christians first and foremost, especially in the central and southern states where attacks on priests continue, almost exclusively for extortion. Authentically narrating the phenomenon of kidnappings in Nigeria therefore means rejecting binaries—jihadists on one side, defenseless populations on the other—and acknowledging the coexistence of multiple Nigerias: that of globalized and dynamic metropolises, that of marginalized rural areas, that of young people seeking a future, and that of those who, deprived of alternatives, are sucked into the market of violence. Only by recognizing this complexity is it possible to grasp the true drama of a country that demands to be heard and understood before being overwhelmed by judgments and reactions.

www.avvenire.it

 

lunedì 4 marzo 2019

BULLYING IN SCHOOLS OR THE BULLYING SCHOOL


Cătălina Tănăsescu, teacher
Mircea Ghițulescu Middle School,
Cuca, Argeș County, Romania

 At a European level, Romania ranks 3rd in 42 countries where the bullying phenomenon was investigated. One in four children was repeatedly humiliated at school in front of their classmates; one in six children was repeatedly beaten; one in five children repeatedly humiliated by another child at school. The sociological study "Child Bullying" by the Save the Children Organization, in 2016, highlighted the need to adopt measures to stop this alarming phenomenon.
The most recent report published at the end of October by the Bucharest School Inspectorate shows that the number of violent acts in pre-university education in the capital city was 2.3 times higher than last year as compared to the school year 2016-2017. Specifically, if 2 years ago the total number of bullying acts at school level was 139, in 2017-2018 their number reached more than double, i.e. 326. Of these, 218 were classified as attacks in person, 35 attacks on school security, 10 attacks on goods, and 63 were considered as other acts of violence in the school surroundings. For violence against students, four teachers were sanctioned in the school year 2017-2018. In fact, it is sure that the number of violent acts in school was higher. The "skipping out" of some cases, the gap between what students are saying and what they are reporting is the result of a difficult to define concept of violence. Defining violence in school is not an easy task. Not only does violence imply excessive and extraordinary events, but also the identification of daily violence, including the definition of microviolence.
The phenomenon has always existed in the pupils' group dynamics, but, since the beginning, administrative preoccupation has generally been ignored until its media discovery. School violence sells well. The way the phenomenon is presented in the media leads to the impression of an epidemic of brutal rage and a growing danger in school. On the other hand, misconceptions and beliefs about violence, bullying and victimization are common and widespread. These often affect the sensitive and neutral judgment of adults in bullying situations, preventing them from detecting the signs of bullying in time and from responding appropriately. Violence in school must be viewed critically and pragmatically, with a view to combining scientific knowledge and reflection on strategies to combat or prevent.
The problem of violence in school is, first and foremost, a daily, repetitive, proteomic oppression. School is a space for learning and social relationships together. It can only successfully work as a complete work: "School should be a safe and positive educational environment" (Olweus, 2010). The "ordinary" violence is present in every school, it is an everyday violence, common and not necessarily criminal. Teasing, exclusion, humiliation, harassment, brutality, improper handling, scandal, or indiscipline represent just as many ways in which one may be the victim of violence in school. The solution would be to conceive the fight against the phenomenon, not simplistic, in the short term, but in the long run, through daily prevention and dissuasion.
The concept of bullying is associated with a particular experience of violence. The already old concept was defined by Dan Olweus, who carried out the first research on this subject in Norwegian schools, on a sample of 140,000 young people. It defines the phenomenon as an aggressive and systematic abuse of power over the long term. According to the researchers who studied the phenomenon, bullying involves long-term, physical or psychological violence committed by one or more aggressors against a victim who is unable to defend themselves, the aggressor acting with the intention of harming the victim.
 Eric Debarbieux says that "violence is just a part of bullying and vice versa" (Debarbieux, 2010). Limiting school violence to school bullying means ignoring adult violence against pupils or other violence. Bullying is a concept that tends to individualize the issue and place responsibility exclusively on the aggressor or the victim, sometimes the family, minimizing the influence of the socio-economic context and the institution. In November 2017, the Organization Save the Children launched the Campaign "Stop Bullying or Abolish Break Time!" To trigger an alarm on the aggressions of the victims of bullying. In 10 minutes, a child can lose confidence in her or himself and others and the long-term consequences on emotional development and social integration are extremely serious. There are 10-minute breaks, in which one in four children in Romanian schools is repeatedly victim of bullying. The campaign highlighted the violence of the school environment.
Being a victim or an aggressor implies a cumulation of features and a context. The origin of violence must not be placed solely on the individual, but the much deeper levels of violence that are part of institutional frameworks must be sought and identified. Can there be a violent school? The school climate influences the definition of violence itself, violence "can often be reduced to the degradation of the school climate" (Debarbieux, 2010). The link between the school climate and violence has been established since 1986 by the Gottfredson spouses and has since been investigated by numerous research. Research has long hesitated to include organizational variables or school-related variables on the list of risk factors themselves. Without neglecting the immense share of socio-demographic and contextual variables, especially economic, researchers such as Debarbieux 1996, Soule 2003, Benbenisthy and Astor 2005, attempt to measure the role of the school climate in explaining the variations in victimization suffered by both students and teachers, and in the evolution of security sentiment, self-esteem or school failure.
The team's research led by Denise C. Gottfredson is particularly convincing: in a sample of 234 schools, the results of an intensive survey on victimization and the school climate show that factors that most often explain the rise in victimization include teacher instability, lack of clarity and injustice in the application of the rules. A certain use of the risk factor approach may prove insufficient and dangerous if this approach lists categories of risk prediction without incorporating them in a systematic and contextual approach. One of the pitfalls of research and action in the field of school violence is to only consider an element of the system: either in a metaphor of the besieged school, the external factors, or in an illusory belief in the self-sufficiency of the school, exclusively internal factors, or, in naive psychology, only the individual variables. The approach to risk factors is a common one in psychology. The school factors considered are school failure, truancy, school dropout, frequent disciplinary problems, frequent school changes, poor attachment to school, and poor involvement in school activities. One of the problems of the risk factor approach is that it has been insufficiently contextualized; the literature uses too often models that are not related to the school variables. Contextualizing school violence at the level of school variables is one of the most promising research directions. School-related factors are: the effects of school size, the effects of organizing teamwork and school management, and the effects of pedagogical practices.
 Perceiving violence in school exclusively as violence enforced in school is "common blindness"
(Debarbieux, 2010); a simplistic naivety that contributes to recommending dangerous solutions that emphasize the phenomenon they claim to fight. If we laid stress on the idea that school violence is being built amidst school premises, we must not allow ourselves to be tempted to say that this is "teacher's fault", and all violence is to be explained by their incompetence or sadism. The reductionist notion: violence in school, school violence implies a radical simplism to be combated. However, sometimes school adults may themselves be aggressors. It is painful that for a certain segment of the population some "violence" is normal, and it is part of a traditional right of correction. Obligation to stand, additional issues, offenses, ridiculing in public are violent crimes based on a very long history. This type of violence was an "educational tradition" that suppresses the overwhelming majority of students' rights. The fear that a change of mentality might render teachers "powerless" should be overcome. The normal education that a child should receive excludes any type of violence.
In a broad contextual approach, violence in school is the result of a complex causal system and regards education as a whole. Violence sets many traps; it is an adversary without a law that leads to fighting. Exceeding the major pitfalls of exaggeration, denial, simplicity and ignorance, the fight against bullying involves the challenge of recognizing, knowing and acting, because preventing bullying is an act of high moral significance.

Bibliography


Depino Catherine
Violența în școală, București, Editura Trei, 2013

Debarbieux Eric
Violența în școală: o provocare mondială?, Iași, Editura Institutul European, 2010

Netzelmann Tzvetina Arsova, Elfriede Steffan,
Angelova Marina

Strategii pentru o clasă fără bullying, eBook
Whitson Signe
Fenomenul bullying 8 strategii pentru a-i pune capăt, București, Editura Herald, 2017


lunedì 28 gennaio 2019

UK - WELSH EDUCATION: ‘Ambitious’ new curriculum unveiled

One of the biggest shake-ups of the school curriculum in decades will move a step closer on Monday. A consultation begins as Education Minister Kirsty Williams unveils a white paper setting out her vision for the future of education in Wales. The BBC reports.
The delayed proposals have already been criticised by education bosses as “poorly defined” and “weak”.
But Ms Williams said they are “ambitious and far-reaching”.
Her plan is based on an independent review conducted by Prof Graham Donaldson in 2015 which recommended a new curriculum focusing on literacy, numeracy and digital skills.
The Welsh Government said it is being designed by teachers, will be based on six broad areas of learning and will ditch Welsh as a second language in English-medium schools.
Ms Williams said: “I am absolutely clear that to raise standards and extend opportunities, we need to empower schools and teachers by moving away from a narrow, inflexible and crowded curriculum.”
As part of the plans, English and Welsh will remain statutory, as will religious studies and relationships and sexuality education.
In addition, literacy, numeracy and digital competence will be statutory up to the age of 16.

Link:  https://schoolsimprovement.net/welsh-education-ambitious-new-curriculum-unveiled/


domenica 13 gennaio 2019

MALTA - Zero tolerance on aggressive behaviour in schools – Educators enduring aggression do not feel supported


The MUT launching two new services and will not hesitate to issue directives to protect its members
During the past weeks the Malta Union of Teachers has seen a rise in the number of reports from members experiencing aggressive behaviour in schools. This led the Union to run a survey to understand better the situation and to take the necessary measures. Whilst results do not constitute scientific data, the outcome of the survey, whilst not surprising, is very shocking and portrays the experiences of a considerable number of educators.
When questioned whether they experienced aggression at their respective schools in the past two years, 87% of respondents confirmed that they experienced it. 23% of respondents claimed that they experienced aggressive behaviour on a daily basis whilst another 23% claimed a weekly frequency of aggressive behaviour being experienced. When questioned who the perpetrator in the aggressive situations was, 75% of respondents mentioned students, 29% parents, 12% colleagues whist 9% mentioned superiors. 60% of respondents claimed that they reported the aggression, meaning that the rest did not report. Respondents were also asked to describe their experience, and situations experienced ranged from aggression on school premises, outside school and through online communication. Experiences can be categorised as verbal or physical aggression and include threats, foul language, biting, scratching, hitting and throwing objects.
During a press conference, MUT President Marco Bonnici stated that “the information received is of great concern and should be a wake-up call to educational authorities and employers. One common factor shared by most respondents is helplessness, while the general feeling seems to be that educators in our schools do not feel supported, with many even claiming that some schools try to minimise and hide their concerns and incidents. Another recurring situation of aggression involves students with tantrums, which might shed light not only on situations that involve educators but also on parenting in general. In fact, verbal abuse from parents is also rampant, and sometimes students behave in a similar way to their parents with learnt behaviour from the home environment.”
In view of this, the MUT is sending a clear message to educational authorities that it will not tolerate that educators continue to endure aggressive behaviour. No justification whatsoever shall be acceptable in all aggressive situations and the Union shall be issuing directives to members who suffer such situations to protect the educator and other students in class. The Union is also launching two new services for members who experience such situations. The first is an SMS emergency line to report aggressive behaviour and receive the appropriate assistance. The second is the provision of a psycho-social service from qualified personnel. Details about these will be communicated directly to the members of the Union.
The MUT concluded with reiterating its appeal for proper security measures in schools to protect educators at their workplace, including the continued presence of a security officer in schools and the strengthening of Police presence at the beginning and end of the school day when students are going in and out of the school. This will not solve all present issues, but it would be a good start. Meanwhile the results of the study conducted by the Ministry on security measures in schools are  still being ignored.

https://mut.org.mt/



venerdì 7 settembre 2018

POPE TO PARENTS: WORK TOGETHER WITH SCHOOLS


 EN - FR - D - IT
Pope Francis in the Paul VI hall on Friday greets members of the Italian Parents Association which is celebrating its 50th anniversary this year.
The Italian Parents Association works to support parents in their commitment to family and education according to the principles of Christian ethics.
Parents and education
Praising the Association’s work with reference to the education of children at school, Pope Francis noted the alliance between families and the school system. But he also highlighted that at times this partnership is talked about as being under threat, such as, the family not appreciating the work of teachers, and schools feeling the invasive influence of parents.
To change this situation, the Pope said, “someone must take the first step”, so that trust can be nurtured.
He stressed that without schools and teachers, parents ran the risk of being alone in their “educational activity and being less able to face the new educational challenges that come from contemporary culture, from society, from mass media, from new technologies.”
Communication and collaboration
Referring to his Apostolic Exhortation Amoris Laetitia, the Pope pointed out, "school is not a substitute for parents but is complementary to them.” Therefore, he continued, in school education, collaboration between the various components of the educational community must never be lacking. Without frequent communication and without mutual trust, a community is not built and without a community it is not possible to educate.”
Reinforcing the aspect of collaboration between parents and educators, Pope Francis, recounted a story from his childhood, telling those present that after talking back to his teacher, his mother was called and arrived at the school. Then in front of the teacher his mother told him to apologize, which he did. Pope Francis said, he thought the episode was finished and done with, but his mother had other ideas when he got home.
Pope Francis also commented that it was the task of the Church to help eliminate the educational isolation that families can feel, adding that the Church community was a place where parents could come to receive trust and support.
Concluding his words, Pope Francis told the parents gathered that children “are the most precious gift you have received,” noting that it was their commitment and generosity that would help their children grow in faith and character.





                                      GENITORI E INSEGNANTI, DIALOGO E RECIPROCO AIUTO

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