Education for All Children in the World!

In 2003 the Kenyan Government abolished school fees for all children.

The next month over one million additional children arrived at school!

“Kenya’s Model for Free Primary Education and

Ways that Education for All Children May Be Achieved”

Thursday, November 1, 7 – 9 PM

Fiesta A/B

Student Union Building (SUB)

University of New Mexico

Introduced Dr. Nancy Pauly, Associate Professor, Educational Specialities

Hosted by the Department of Educational Specialties, College of Education, UNM

Mary W. Njoroge will discuss primary school education in Kenya and opportunities for US citizens to support the Education for All Act introduced in the US Congress by Reps. Lowey (D-NY) and Bachus (R-AL) (H.R. 2092) and Sens. Clinton (D-NY) and Smith (R-OR) (S. 1259) on May 1, 2007. The EFA Act calls for $1 billion for bilateral global basic education investment for RY 2008, scaling up to $3 billion by 2012. The EFA Act requires the President to develop a comprehensive integrated strategy for the United States government to follow in working to reach the 2015 goal of universal access to education.

Ms. Njoroge received an M.A. in Child Development and Early Childhood Education from the University of London, a Bachelor of Education from the University of Nairobi, and a Certificate in Early Childhood Education from the University of Leeds. Ms. Njoroge began her career as a secondary school teacher and later worked as child psychologist.  In addition, Ms. Njoroge has obtained certificates in Applied Market and Social Research (2007), Education Management (2004), Best Practice in Public Service Delivery (2005), Procurement – World Bank (1997), and Interpersonal Skills for Senior Women Managers in Public Service (1993).

Mary W. Njoroge is sponsored by RESULTS Educational Fund, a 501(c)(3), a tax-exempt nonprofit organization committed to educating the public, the media, and leaders about issues related to poverty and hunger in the United States and abroad. For more information contact: http://www.results.org/website/article.asp?id=2017

Jesse Dompreh 242-4422, Ubank- State Farm Insurance –Ghana Kenyans??

Shunkuri, Admasu, 277-0788 , Shunkuri

Jean and Joe Harris

http://www.results.org/website/article.asp?id=2566

2007 Basics: Global Education for All Campaign

The Abolition of School Fees

Hi everyone, this is Kolleen Bouchane, RESULTS Global Education for All Campaign Manager. Our final global campaign issue is Education For All, and more specifically, the abolition of school fees. In much of Africa and around the world, there is no such thing as a free public primary education. School fees keep children out of school and disproportionately impact girls, orphans, and other poor and vulnerable children. However, in countries that have already boldly abolished fees for primary public school, such as Kenya, millions more children have come to school, practically overnight.

RESULTS’ work to achieve Education for All is linked to Millennium Development Goal #2, Universal Primary Education, and Millennium Development Goal #3, promoting gender equality and empowering women. Like all eight of the Millennium Development Goals (or MDGs), the target date for their achievement is 2015. We have 9 years left and still more than 90 million primary school-age children out of school.

Let’s talk a little bit about what school fees are so we can get to work and reach these goals and get all children everywhere, access to at least a basic education.

What Are School Fees?

Many poor nations instituted school fees in the 1980s and ’90s at the behest of the World Bank and International Monetary Fund as part of policies imposed to reduce debt and spending. This shortsighted policy, however, has forced nations to mortgage their future economic development and removed hope for a generation of children, especially those whose worlds are collapsing under the weight of HIV/AIDS.

Currently, there are over ninety million children between the ages of 6 and 11 who are not in school worldwide. Fifty percent of the world’s total number of children not attending school are in Africa. Primary school fees, which remain a significant barrier to school access, are still collected in more than 89 countries.[1]

The most important answer, however, to the question “What are school fees?” is: In countries where school fees are in place, they are the number one barrier for poor, orphaned and vulnerable children to getting an education and are often cited as the number one reason that families cannot adopt AIDS orphans; they simply cannot afford the out-of-pocket costs for these fees.

Why Is The Abolition of School Fees a Critical Poverty Reduction Strategy?

And how is the abolition of school fees linked to ending hunger and poverty? In terms of child and maternal mortality, economic growth and development, population control, fighting AIDS, increasing productivity and increasing access to basic health care, the education of girls and women is of paramount importance.

A mother’s level of education is the single most effective predictor of the health of her children, better even than the family’s socioeconomic status. For a mother who has only 5 years of primary education, her child is 40 percent more likely to live to the age of 5 than a mother with no education, in part because educated mothers are 50 percent more likely to immunize their children.

Moreover, free and compulsory education is an essential foundation for community security and development. In fact, in modern times, not a single country has achieved significant economic growth while requiring that people pay for basic primary education. Eliminating school fees will allow tens of millions more children to attend school and will also provide an economic stimulus, not unlike a tax break, freeing up family income to purchase other critical goods and services.

In newly developing societies, each additional year of schooling beyond grade three or four can lead to:

.        Up to 20% higher wages

0.        Up to 10% fewer births

0.        Up to 10% fewer child deaths

The abolition of school fees is also a catalyst for nationwide education sector reform. Abolishing school fees creates the demand for more teachers, more supplies, and more classrooms. In short, it spurs the mobilization of internal and external resources to serve millions of girls, orphans and other vulnerable children and it shifts the burden of paying for primary school from vulnerable children and poor families. The alternative — waiting for inadequate streams of funding, gradual scale-up and deepening of this regressive rationing system — is unacceptable. When Burundi abolished school fees they planned for an additional 250,000 children to come into the classroom, but more than half a million children came to school — and it is for these children — the quarter of a million children in one small country that are uncounted — that the abolition of school fees makes the most difference.

Reducing barriers to school and increasing the number of children who can enter and stay in school will help to eliminate a root cause of poverty and its ongoing cycle. Education, as we discussed, produces powerful and positive outcomes in economic productivity, health and social well-being, especially for girls, who represent the majority of the poor. One of the best ways to ensure a country’s future economic well-being is to raise the education level of its children.

It will be next to impossible to achieve Millennium Development Goal #2, to ensure that all boys and girls complete a full course of primary schooling, or Millennium Development Goal #3, to eliminate gender disparity in primary and secondary education, without removing school fees and other barriers so that all children have access to free public primary education.

What Are Some Examples of Success on School Fee Abolition?

Nations that have abolished school fees have seen dramatic increases in enrollment. As I mentioned before, Kenya has already abolished primary school fees. In January of 2003, when a plan for free primary education was adopted, over a million children came to school in Kenya and enrollment shot up from 5.9 to 7.2 million in one week. Not only that, gender disparities in primary education in Kenya practically disappeared. With families no longer forced to choose which children they can afford to educate, millions of girls now have access to an education in Kenya and other countries that have abolished fees.

The Kenyan ministry of education also reports that the elimination of school fees spurred increased investment from their own budget and other donors. Continued efforts to make education accessible to poor and vulnerable children has further increased primary school enrollment to 7.6 million children and is still rising. Other African nations have experienced similar leaps in enrollment since abolishing primary school fees:

.        Malawi’s enrollment grew from 1.9 million to 3 million.

0.        Tanzania’s enrollment doubled, from 1.4 million to 3 million.

Most significantly, the Kenyan Education Ministry has said that the “average household is living much better” because the money for fees can now be spent on other things such as food and that “awareness of HIV/AIDS and other issues is greater.” A study in Zambia found that HIV/AIDS spread twice as fast among uneducated girls as among educated girls. Education plays a key role in halting the AIDS pandemic and is often referred to as a “social vaccine” against HIV/AIDS.

What Has RESULTS Accomplished So Far on Education for All?

For the last several years, RESULTS has supported champions in Congress, in particular, the chair of the Foreign Operations Subcommittee of Appropriations, Nita Lowey (D-NY), to increase basic education funding from only $103 million in 2001 to more than $460 million in 2006.

In 2005, RESULTS grassroots were instrumental in the Assistance for Orphans and Other Vulnerable Children in Developing Countries Act getting signed into law. RESULTS groups and activists around the country educated their members of Congress and the media about the need for the Orphans Act, which has been heralded as the first comprehensive response to the orphans crisis — in part because it included the abolition of school fees as a key component of the strategy. In 2006, RESULTS staff worked with our allies and the U.S. government to develop recommendations on the legislation as the U.S. government developed its plan for implementation. In 2007, RESULTS looks forward to continuing to press for a coordinated, comprehensive orphans response as outlined in the legislation, as well as the necessary funding to support this plan.

Since 2004, Congress has appropriated $15 million annually for a school fees incentive fund intended to go directly to a country or countries that have abolished, or are willing to abolish school fees to support countries to scale up and allow millions more children access to an education. RESULTS has been key in getting this funding and continues to press that this money be used in the most leveraged and effective way to ensure education for the most number of children.

RESULTS has sought not just to increase overall funding for Basic Education but also to ensure that money is effectively invested to impact the most children. Although overall funding for basic education for 2007 was not increased due to Congress passing a continuing resolution — where essentially 2006 funding levels were simply continued through 2007 — Congress again targeted $65 million of total Basic Education funding to a few key countries with strong national educational plans, as RESULTS had requested. RESULTS and allies in Congress are working to make sure that this money is spent as intended, to get many more children in school and to help a country realize the goals of progressive education policies that do not discriminate against poor and vulnerable children.

Related to ensuring the best use of Basic Education resources, in 2004, RESULTS Educational Fund commissioned a study of our aid agency, the U.S. Agency for International Development (or USAID)’s Strategy for Basic Education. The conclusion was that although champions in Congress have continued to increase funding for Basic Education, “USAID has not been able to come up with a straightforward strategy on how, where and why the money will be spent” and moreover how this money will lead to reaching the goal of universal access to education.

In March of 2007, the Government Accountability Office will release a new study of the effectiveness of USAID’s Basic Education program and RESULTS will use the outcomes of this study to further inform our advocacy and to help leverage urgently needed improvements to Basic Education programming.

In 2006, as part of the reorganization of USAID, Ambassador Randall Tobias, the first director of U.S. Foreign Assistance, instructed USAID to begin measuring the outcomes of U.S. basic education spending. This is a step in the right direction. The two key indicators chosen are how many more kids are in school (enrollment) and how many more stay in school (retention). These indicators are due in part to grassroots efforts to educate members of Congress to make these outcomes higher priorities.

What’s Next for Education for All in 2007?

To help ensure that all children, especially girls, AIDS orphans and other marginalized children attend and complete primary school, RESULTS will be pressing Congress for $1 billion for global basic education. That is an easy number to remember — $1 billion — but you might have to listen a couple of times to commit to memory the key ways in which we want these funds targeted, and the guiding language we want Congress to include with the funding to make sure the funds are well spent:

Of the $1 billion for global basic education for all, RESULTS will seek that $200 million of overall amount to go directly to the Catalytic Fund of the Fast Track Initiative (FTI) — the FTI is an important multi-donor mechanism that funds countries that develop, and are implementing, strong national education plans to get all kids in school. RESULTS will also request that not less than $15 million, as in previous years, continue to be spent for direct school fee abolition.

Getting language in the appropriations bill to guide how money will be spent on global basic education will also be important, and we will work to see that language is included that:

.        requires USAID to design and track its basic education programs to achieve specific targets related to increasing school enrollment, retaining children in school, and basic measures of educational attainment, in order to maximize the impact of U.S. education resources.

0.        ensures that the president’s Millennium Challenge Corporation (which provides significant resources to “good performing countries” for “reducing poverty through growth”) prioritizes basic education as a key piece of their strategy, ideally using not less than 20 percent of the resources appropriated for the MCC for basic education efforts.

Sample Laser Talk

That concludes the key points on the RESULTS Education for All Campaign. Now I’ll ask that you turn off the CD and create an EPIC laser talk about school fees, using the skills you learned in the laser talk basics. Before you do that though, I’ll read a sample laser talk for you to hear.

For E or Engage you might say something like:

“I was shocked to learn that more than 90 million children worldwide are out of school and that much of the poorest parts around the world, especially Africa there is no such thing as a free public primary school education.”

For the P or Problem you may say something like:

“The biggest barrier to education for many girls, orphans and other poor and vulnerable children is the continued charging of school fees, a policy originally instituted at the behest of the World Bank and IMF. Although these fees generate little revenue and add to the burden of poverty in already poor countries, they persist.”

For the I or Illustrate the solution you might say:

“Abolishing these school fees will eliminate a root cause of poverty. When Kenya eliminated school fees in 2003, over a million children came into school and gender disparities in primary school all but disappeared. In the long term, access to free education, especially for girls, produces powerful and positive outcomes. Each additional year of schooling is estimated to result in future reductions in child deaths of up to 10 percent. And in modern times, not a single country has achieved significant economic growth while requiring that people pay for basic education.”

For C or Call to action for your member of Congress you may say:

“Will you speak and write personally to the key decision makers on the subcommittee that oversees the foreign aid budget (the Foreign Operations Appropriations Subcommittee) to ask that they expand funding to $1 billion dollars for global basic education in 2007, with at least $200 million targeted to the Fast Track Initiative — so that these resources go directly to countries with strong national education plans to get all kids in school?”

OR

For a C or Call to action for a member of the media you may say:

“Would you consider writing an editorial about the need for more of a U.S. commitment to reaching Millennium Development Goal #2, Universal Primary Education and subsequently Millennium Development Goal #3 promoting gender equality and empowering women? I would be happy to provide you with more background information.”
 

More about RESULTS Global Education For All Campaign

________

[1] Out of 103 surveyed. 2007 EFA Global Monitoring Report

http://www.uis.unesco.org/TEMPLATE/pdf/EducGeneral/OOSC-FAQ.pdf)

2006 Basics: Global Education for All Campaign

Hi everyone, this is Kolleen Bouchane, global legislative associate for RESULTS. Our final global campaign issue is education for all and more specifically, the elimination of barriers to education for the poorest and most vulnerable children, especially school fees. In many countries and most of Africa there is no such thing as a free public primary education. School fees disproportionately impact girls, orphans and other poor and vulnerable children. However in countries that have already boldly eliminated fees for primary public school, such as Kenya, millions more of these children have come to school, practically overnight.

One of the best ways to predict and ensure a country’s future economic well-being is the education level of its children. Reducing barriers to school and increasing the number of children who can enter and stay in school will help to eliminate a root cause of poverty and its ongoing cycle. Education produces powerful and positive outcomes in economic productivity, health and social well-being, especially for girls, who represent the majority of the poor.

What Are School Fees?

Many poorer nations instituted school fees in the 1980s and 1990s at the behest of the World Bank and International Monetary Fund as part policies imposed when those countries were pushed to reduce debt and spending. This shortsighted policy, however, has forced nations to mortgage their future economic development and removed hope for a generation of children, especially those whose worlds are collapsing under the weight of AIDS.

Currently there are over a hundred million children between the ages of 6 and 11 who are not in school worldwide. Forty-one percent of those children, over 40 million, live in sub-Saharan Africa. In South Asia more than one-third of the girls never receive any education and India alone has over 40 million children out of school.

The most important answer however to the question “What are school fees?” is: In countries where school fees are in place, they are the number one barrier for poor, orphaned and vulnerable children to getting an education and are often cited as the number one reason that families can not adopt AIDS orphans, they simply can not afford the out-of-pocket costs for these fees.

Why Is The Elimination of School Fees a Critical Poverty Reduction Strategy?

And how is the elimination of school fees linked to ending hunger and poverty? In terms of child and maternal mortality, economic growth and development, population control, fighting AIDS, increasing productivity and increasing access to basic health care, the education of girls and women is of paramount importance.

A mother’s level of education is the single most effective predictor of the health of her children, better even than the family’s socioeconomic status. For a mother who has just 5 years of primary education, her child is 40 percent more likely to make it to the age of 5 than a mother with no education, and educated mothers are 50 percent more likely to immunize their children.

Moreover, free and compulsory education is an essential foundation for community security and development. In fact, in modern times, not a single country has achieved significant economic growth while requiring that people pay for basic primary education. Eliminating school fees will allow tens of millions more children to attend school and will also provide an economic stimulus, not unlike a tax break, freeing up family income to purchase other critical goods and services.

In newly developing societies, each additional year of schooling beyond grade three or four can lead to:

.        Up to 20% higher wages

0.        Up to 10% fewer births

0.        Up to 10% fewer child deaths

The elimination of school fees is also a catalyst for nationwide education sector reform. Eliminating school fees creates the demand for more teachers, more supplies, and more classrooms. In short, it spurs the mobilization of internal and external resources to serve millions of girls, orphans and other vulnerable children and shift the burden of paying for primary school from vulnerable children and poor families. The alternative — waiting for inadequate streams of funding, gradual scale-up and the deepening of this regressive rationing system — is unacceptable.

It will be next to impossible to achieve Millennium Development Goals #2, to ensure that all boys and girls complete a full course of primary schooling or Millennium Development Goal #3 to eliminate gender disparity in primary and secondary education, without removing school fees and other barriers so that all children have access to free public primary education.

Examples of Success

Nations that have eliminated school fees have seen dramatic increases in enrollment. As I mentioned before, Kenya has already eliminated primary school fees. In January of 2003 when a plan for free primary education was adopted, over a million children came to school in Kenya and enrollment shot up from 5.9 to 7.2 million in one week. Not only that, gender disparities in primary education in Kenya practically disappeared. With families no longer forced to choose which children they can afford to educate, millions of girls now have access to an education in Kenya and other countries that have eliminated fees.

The Kenyan ministry of education also reports that the elimination of school fees spurred increased investment from their own budget and other donors. Continued efforts to make education accessible to poor and vulnerable children has further increased primary school enrollment to 7.6 million and is still rising. Other African nations have experienced similar leaps in enrollment since abolishing primary school fees:

.        Malawi’s enrollment grew from 1.9 million to 3 million.

0.        Tanzania’s enrollment doubled, from 1.4 million to 3 million.

Mostly significantly, the Kenyan Education Ministry has said that the “average household is living much better” because the money for fees can now be spent on other things such as food and that “awareness of HIV/AIDS and other issues is greater.” A study in Zambia found that HIV/AIDS spread twice as fast among uneducated girls as among educated girls. Education can play a key role in halting the AIDS pandemic.

What Have We Accomplished and What’s Next?

In 2004 RESULTS was very involved in developing and pushing the Assistance for Orphans and Other Vulnerable Children in Developing Countries Act. In 2005 RESULTS and key allies in the Global Action for Children Coalition continued to push for enactment of the Orphans Act and at the end of 2005 this legislation was passed by Congress and signed in law by the president! One of the reasons that this legislation has been heralded as the first comprehensive response to the orphans crisis, is that it includes the elimination of school fees as a key component of the strategy. As of January of 2006, RESULTS is working closely with these same allies and others to develop civil society recommendations on the legislation as the U.S. government develops its plan for implementation.

In addition, in 2005 as in 2004, Congress appropriated $15 million for a school fees incentive fund intended to go directly to a country or countries that have are or willing to eliminate school fees to help them scale up and allow millions more children access to an education. In addition, overall basic education funding was increased by $65 million to $465 million and this additional money is also being targeted to a few key countries to help achieve education for all children. RESULTS and allies in Congress are working to make sure that this money is spent as intended, to get many more children in school and to help a country realize the goals of progressive education policies that do not discriminate against poor and vulnerable children.

At the end of 2004, RESULTS commissioned of study of our aid agency, the U.S. Agency for International Development (or USAID)’s Strategy for Basic Education funding. The conclusion was that although champions in Congress such as Congresswoman Nita Lowey (D-NY), Ranking Member of the House Foreign Operations Subcommittee of Appropriations have continued to increase funding for Basic Education, “USAID has not been able to come up with a straight-forward strategy on how, where and why the money will be spent” and moreover how this money will lead to getting the over a hundred million children who are currently out school a place in the classroom.

At the end of 2005, the House subcommittee that oversees the annual foreign aid budget commissioned a Government Accountability Office study of the effectiveness of USAID’s Basic Education program. We will work to inform this study and use it to help leverage urgently needed improvements in this program.

Eliminating School Fees for a Global Education Revolution

Sample Laser Talk

Now I’ll ask that you turn off the tape and create an EPIC laser talk about school fees, using the skills you learned in the laser talk basics. Before you do that though, I’ll read a sample laser talk for you to hear.

For E or Engage you might say something like:

“I was shocked to learn that over a hundred million children worldwide are out of school and that in many countries and most of Africa there is no such thing as a free public primary school education.” In sub-Saharan Africa alone there are over 40 million children not in school.”

For the P or Problem you may say something like:

“The biggest barrier to education for many girls, orphans and other poor and vulnerable children is the charging of school fees, a policy originally instituted at the behest of the World Bank and IMF. Although these fees generate little revenue and add to the burden of poverty in already poor countries, they persist.

For the I or Illustrate the solution you might say:

Eliminating these school fees will eliminate a root cause of poverty. When Kenya eliminated school fees in 2003, over a million children came into school and gender disparities in primary school all but disappeared. In the long term, access to free education, especially for girls, produces powerful and positive outcomes. Each additional year of schooling is estimated to result in earning up to 20 percent higher wages, and future reductions in child death rates and birth rates of up to 10 percent. In fact, in modern times, not a single country has achieved significant economic growth while requiring that people pay for basic education.”

For C or Call to action you may say:

“Would you speak and write personally to the key decision-makers on the subcommittee that oversees the foreign aid budget (the Foreign Operations Subcommittee) to ask that they expand funding for governments to eliminate school fees?”

OR

“Would you consider writing an editorial about the need for the U.S. to increase funding to help poor countries to eliminate school fees? I can provide you with all the necessary background information.”

Abolishing School Fees for Gender Equality

In developing countries, each additional year of education for girls beyond grade three or four results in up to 20 percent higher wages, up to 10 percent fewer child deaths, and up to a 10 percent reduction in birth rates. Where school fees exist, instead of reaping these tremendous benefits, families without the money to send all of their children to school typically choose boys over girls. School fees also lead to the exploitation of many women and young girls, who are forced into prostitution in order to raise the cash needed to pay school fees for their own school fees or those of their children or siblings.

Millennium Development Goal #3, to promote gender equality and empower women, seeks to “eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015.” The world is woefully behind in meeting these goals. Following the abolition of school fees, however, there is a dramatic improvement in gender parity. When Kenya abolished public primary school fees in 2003, gender disparities in primary education disappeared. With families no longer forced to choose which children they can afford to educate, millions of girls now have access to an education in Kenya and other countries that have abolished fees. The Millennium Development Goals of gender quality in education can not be met without the abolition of school fees.

RESULTS Educational Fund’s work to abolish school fees is not only a recognition that these fees disproportionately affect girls, orphans and other poor and vulnerable children, it is also a recognition that all children have a right to a free, public primary education.

What Happened to Gender Equality in Kenya When School Fees Were Abolished?

Kenya Before, During and After School Fees

.        Chart represents school enrollment in Kenya before, during, and after the institution of school fees.

0.        Primary school gross enrollment can be more than 100 percent. For example, if there are one million kindergarten age children, and all are enrolled in kindergarten, the gross enrollment ratio is 100 percent.The figure becomes more than 100 percent when children who are older or younger than kindergarten age attend this grade. Generally this is due to late enrollment because of obstacles such as school fees. This can be true for any and all grades.

0.        Chart courtesy of the Kenyan Minister of Education

Learn more about the Kenyan Ministry of Education

For more information about RESULTS Education for All campaign contact Kolleen Bouchane kbouchane@results.org.

Updated October 27, 2006

WESTERN SOCIETY FOR FRENCH HISTORY

Thirty-fifth Annual Meeting

7 – 10 NOVEMBER 2007

SPONSORED BY

UNIVERSITY OF NEW MEXICO, ALBUQUERQUE, NM

Local Arrangements Committee

Charlie Steen, University of New Mexico

Eliza Ferguson, University of New Mexico

Plenary Speakers

Roderick Kedward, University of Sussex

Steven Englund, American University of Paris

Program Committee

Martha Hanna, University of Colorado, Boulder (Chair)

Daniel L. Smail, Harvard University

Program Committee Administrative Assistant:  Elizabeth Hanna

Officers

Martha Hanna, University of Colorado, Boulder, President

David Troyansky, Brooklyn College and the Graduate Center, CUNY, Vice-President and President Elect

Joelle Neulander, The Citadel, Secretary

Charlie Steen, University of New Mexico, Treasurer

Carol Harrison, University of South Carolina, Co-Editor of the Proceedings

Kathryn Edwards, University of South Carolina, Co-Editor of the Proceedings

Jeffrey Merrick, University of Wisconsin-Milwaukee, Immediate Past President

Bryan Skib, University of Michigan, Website Coordinator

Rene S. Marion, Bard High School Early College, Hotel Coordinator

Governing Council Members

Barry Bergen, Gallaudet University

Hilary Bernstein, University of California, Santa Barbara

Rafe Blaufarb, Florida State University

Carl Bouchard, Université de Montréal

Sara Chapman, Oakland University

Helen Chenut, University of California at Irvine

Paul Cohen, University of Toronto

Elizabeth Colwill, San Diego State University

David Del Testa, Bucknell University

Michel de Waele, Université Laval

Annette Finley-Croswhite, Old Dominion University

Jennifer Heuer, University of Massachusetts – Amherst

Jennifer Jones, Rutgers University

Richard Keller, University of Wisconsin – Madison

Nina Kushner, Clark University

Janine Lanza, Wayne State University

Linda Lierheimer, Hawai’I Pacific University

Bryant Ragan, Colorado College

Michelle Rhoades, Wabash College

Daniel Smail, Harvard University

Richard D. Sonn, University of Arkansas

Kathleen Wellman, Southern Methodist University

Gary Wilder, Pomona College

Michael Wilson, University of Texas – Dallas

Elected to Honorary Council Membership

Georgia Robison Beale, Independent Scholar (1980)

Jacques Beauroy, Centre National des Recherches Scientifiques (1977)

Brison Gooch, Texas A & M University (1990)

Andrew Lossky, University of California, Los Angeles (1983)

Elizabeth Wirt Marvick, Independent Scholar (1986)

Edgar Newman, New Mexico State University (2000)

David Pinkney, University of Washington (1982)

Orest Ranum, Johns Hopkins University (1999)

William Roosen, Northern Arizona University (1991)

Barry Rothaus, University of Northern Colorado (2005)

Boyd Shafer, University of Arizona (1976)

Albert Soboul, Université de Paris – Sorbonne (1976)

ACKNOWLEDGMENTS

The Western Society for French History gratefully thanks the following individuals, organizations, and units at the University of New Mexico for their support:  History Department, Patricia Risso, Chair;  European Studies, Christine Sauer and Melissa Bokovoy; and the College of Arts and Sciences, Brenda J. Claiborne, Dean.

WEDNESDAY, NOVEMBER 7^TH

Registration at the Doubletree 4:00-7:00 PM.

GOVERNING COUNCIL MEETING: 7:30- 10 pm.   Doubletree Hotel

The Department of Foreign Languages and Literatures and the Program in Comparative Literature and Cultural Studies

Present

FRANCE 1957

RESPONSES TO A LEGACY OF TORTURE

By

PROFESSOR PHILIP WATTS Bio

(Columbia University)

Thursday, November 8 from 2 to 3pm

(The Reading Room, Ortega Hall 335) UNM MAP

Co-sponsored by the Faculty Development Speaker Fund, the Program in International Studies, and the Department of History.        

Fifty years ago, Henri Alleg published his famous book La Question, an account of his imprisonment and torture at the hands of the French military during the Algerian war.  Alleg’s book was a landmark event in its attempt to stop one nation’s abuse of men and women in a foreign land.  Alleg was not alone however.  The denunciation of torture can be found in a number of different places in France in the late 1950s, from popular film (such as Jules Dassin’s Rififi) to philosophical essays (such as Emmanuel Levinas’s Totalité et infini).  Rereading these works written in France fifty years ago can be a lesson for the present.

This event is free and open to the public.

For more information: e-mail (isi@unm.edu) or call (505-277-3833).

Personal Stories of Genocide. A National Speaking Tour Featuring Darfuri Refugees is Visiting UNM Campus

On Oct. 20, 2:30 pm

In Anthropology 163

Sponsored by: UNM Law School and UNM Peace Studies

Co-sponsors:  Student Bar Association, Black Law Students Association, International Law Students Association, Phi Alpha Delta Fraternity, Student Special Events, the Departments of History, Linguistics, Political Science, Public Health and Sociology, Religious Studies, Women's Studies, Feminist Research Institute, International Studies Institute

Description: Daoud Hari fled his village in the Darfur region of western Sudan after months of bombings by his own government. He is one of 2.5 million people who have been forced from their homes by the genocide in Darfur. Daoud's brother was one of as many as 400,000 people killed. When Daoud reached a refugee camp in neighboring Chad, he offered his English translation skills to The New York Times, BBC and National Geographic, among others. He risked his life again and again to bring reporters into Darfur and record the devastation in his homeland. Last summer, Daoud was arrested in Sudan on espionage charges while translating for Chicago Tribune reporter Paul Salopek. A month later, New Mexico governor Bill Richardson negotiated their release. Soon after, the United States government granted Daoud refugee status.

On October 20, Daoud will come to UNM to share his personal story and the stories of other Darfuris as part of the Save Darfur Coalition's Voices from Darfur tour.  Voices from Darfur will feature Daoud and other Darfuri survivors as well as a short documentary film.  Attendees will leave the event empowered to take action to stop the genocide.  The Save Darfur Coalition raises public awareness about the ongoing genocide in Darfur and mobilizes unified responses to the atrocities that threaten the lives of people throughout the Darfur region. It is an alliance of more than 180 faith-based, advocacy and humanitarian organizations. (Coalition contact: laura@savedarfur.org)

Directions: Take University Blvd. to Martin Luther King, Jr. Ave.  Go

east into UNM main campus on MLK, and make an immediate left going

north on Redondo Rd. The Anthropology Department is in the second

building on the right, with available parking just past it in C-Lot. From

the north entrance, Room 163 is on the ground floor to your left.

For A CAMPUS MAP see http://www.unm.edu/~ovpsa/Map.pdf

LINKS & CONTACT:

For more information about UNM's October 20 Voices from Darfur event in Anthropology 163, please contact Claire Conrad at conrad@law.unm.edu, or Jennifer Moore at moore@law.unm.edu. 

For more information about Voices from Darfur see http://voicesfromdarfur.org/page/content/voicesfromdarfur

For more information about Save Darfur see http://www.savedarfur.org/section/about/

For a listing of related courses being offered Fall 2005, click here.