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Report on the University of Nairobi Peace Forum

April 10, 2017
By 19670

Xena Cupido, a 2012 Sylff fellow from the University of the Western Cape, reports and reflects on the University of Nairobi Peace Forum held on December 8–9, 2016, which she was invited to attend.

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Socrates Majune

Violent extremism and the radicalization of youth are phenomena that have captured the attention of the world. To deliberate on issues relating to violent extremism and youth radicalization, a peace forum was initiated by Socrates Majune (2013–15 Sylff fellow) and conducted with the help of an organizing committee consisting of Dr. Jacinta Mwende (2004–06 Sylff fellow), Alexian Marucha, and Steve Muthusi. The committee received the support of the University of Nairobi’s Board of Postgraduate Studies, represented by Gachunga Joseph Kamau. The purpose of the forum was to provide high-level insights and solutions to violent extremism, drawing on the perspectives of various countries. The forum took place at the University of Nairobi on December 8 and 9, 2016. Sylff fellows from various countries in Africa were invited to participate in the peace forum. “If there is one thing I know for sure, it is that I know nothing for sure.” This article reflects on the learning that took place at the peace forum.

Background

It is clear that no country is immune from the effects of violent extremism and youth radicalization. The global phenomenon has no doubt affected a vast number of countries, Kenya being one of the countries most impacted by violent extremism in its recent past. At the start of the peace forum Professor Henry Mutoro, Deputy Vice Chancellor of the University of Nairobi, delivered an emotional tribute in honor of the 140 students who lost their lives at Garissa University.

Professor Henry Mutoro, Deputy Vice Chancellor, University of Nairobi

The opening address by Professor Mutoro detailed the University of Nairobi’s involvement in the post-extremism events at Garissa University. The story of the tragedy and the University of Nairobi’s gracious response in dealing with bereaved parents, visitors, sponsors, and bereaved students sketched a vivid picture of the destruction and mayhem that occurred. The deputy vice chancellor highlighted that many people do not treat seriously the issue of youth extremism. The University of Nairobi dealt with parents in an ethical and responsible manner and has since been recognized as a Center of Excellence.

It was the events at Garissa that partly contributed to the peace forum initiative—hosting a conference that would make a difference in the county. The organizers noted that East Africa has witnessed a surge of violent extremism, characterized by an increased incidence of acts of terrorism, organized crime, trans-border crime, illicit trade, and trafficking (USAID, 2012). At the center of extremist activities are youth who have been recruited to perpetrate these crimes. The objective of the peace forum was to discuss the causes of violent extremism among young people and to propose nonviolent measures to overcome this trend.

Push-and-Pull Factors in Youth Violence and Extremism

The young generation represents hope. However, young people are increasingly turning to violent extremism due to social and economic factors. It should be noted that the choice to support violent extremism is driven by multiple factors. To understand and explore the reasons behind the sense of disengagement and marginalization that makes young people vulnerable to recruitment, we need to view it from a country perspective. It has become clear that young people join violent extremist groups for a variety of reasons, making generalization problematic. The peace forum provided the opportunity for scholars from various countries to reflect on the importance of networking and harness their knowledge, skills, and competencies to bring about solutions to violent extremism. It also served as a platform to gain new insights.

Dr. Patrick Maluki, Institute of Diplomacy and International Studies, University Nairobi

Dr. Patrick Maluki of the Institute of Diplomacy and International Studies at the University Nairobi gave a presentation titled “Understanding the ‘push’ and ‘pull’ factors underlying violent extremism and radicalization among the youth in East Africa,” in which he reflected on the political and economic perspectives of radicalization. He started by focusing on who a radicalized person is, a controversial and emotional topic. Maluki suggested that “radicalized” indicates a kind of passivity, whereby the subjects are presented as victims. The driving forces are normally seen as external. The radicalized are often presented as being alienated from choice, tricked, swayed, lost, or stolen. They are objects of pity and fear, which shifts the focus of attention from the personal or political motivations of radical actors to the methods and processes of conversion or seduction through radicalization.

Radicalization, never clearly defined according to Maluki, implies the violation of essentially passive individuals who are influenced by outside forces; it is an ordered, planned, and structured assault on those individuals. Underpinned by subjective and objective motivations, the phenomenon may be defined by exploring the common notions thereof. It is a process wherein people move away from dialogue and resort to confrontational tactics, such as violent acts of terror. Violence is often used to induce change, which is a fundamental belief of radical extremism.

Dr. Maluki presented a checklist for the radicalization of individuals. He identified five paths to radicalization, all of which are easy for radical groups to exploit: 1) young people from conservative societies and a closed, religious awakening, 2) feelings of marginalization and alienation, 3) grievances, 4) indignation, and 5) a sense of adventure.

Social contact and social networks play integral roles in extremist networks. Close friends and family have been known to be a powerful influencing factor. Radicalization, Dr. Maluki suggests, is an individual or collective social process by which people are brought to condone, legitimize, support, or carry out violence for political or religious objectives. Social bonds and group dynamics, as well as deeply held convictions or perceptions of unfair and unjust international systems, are recognized as strong drivers of radicalization.

Professor Kaimwa Maneno Bruno, Institut National du Bâtiment et des Travaux Publics

Professor Kaimwa Maneno Bruno of the Institut National du Bâtiment et des Travaux Publics reflected on the Democratic Republic of Congo’s experience of violence and radicalization. He highlighted the push-and-pull factors as follows:
• More perpetrators of crime and violence are implicated in armed groups. The complexity and context of the conflict offer opportunities of linkages to criminals and organizations, e.g., local armed groups and trans-border armed groups.
• Child soldier phenomenon (pull factor)
• Governance of natural resources, arms trafficking, and poverty (push factors)

The forum discussed ways to overcome the problem of children being used in armed forces. Children who are left destitute are “given ammunition and told this is your mother and father.” Participants of the forum agreed that these children need to be exposed to peace programs instead of violence programs. We need to build a sense of community and a supportive environment in which to care for children. The participants shared information about projects that they were involved in that target violent extremism: programs leading to the empowerment of youth through workshops and forums that allow for dialogue to take place. There are challenges, often related to stakeholder engagement, partnerships, and funding. Nonetheless, the passion and dedication helps to address some of these challenges.

Starting Meaningful Conversations in the Media

On day two a media representative, Debarl Inea, addressed the forum. According to Inea, who hosts a morning TV news show, there are no conversations happening about radicalization or violent extremism despite all the acts of violent extremism. The media remains reactive toward such events, and no continued conversation is occurring around these events. He reiterated that there were systemic failures in seeing to the needs of young people and urged the forum to start conversations that would guide individuals who work in the area of radicalization and youth extremism, which is one of his own objectives.

Forum participants

Inea shared the story of Mohammed Imwasi, a former IT student who came to be known as “Jihadi John.” Why did ISIL select him? Inea also shared stories of other young people who were radicalized, whose profiles suggested that they came from “well-to-do” families. This implies that the selection of young people stemmed from a strategic intent to recruit from the West, and it may further suggest that ISIL has the ability to infiltrate areas least expected using highly educated young people to spread radical ideologies over all kinds of media. Inea played a video in which Jihadi John spoke about his ideology and why they were taking the lives of the victims.

A discussion ensued around the meaning of jihad and the misconceptions around its meaning. The debate centered on the distortion of religion to serve a particular purpose. Religion is used to spread a particular narrative, but there are no counter-narratives to challenge the current narratives. Mainstream media is being used to spread the narratives as news. Hassan Kinyua Omar, a lecturer in Religious Studies at the University of Nairobi, stated that violent extremism remains a global threat. As long as there is low political participation, feelings of detachment and misrepresentation, and governments that continue to ignore diversity, this threat will persist. He further warned that unchecked corruption can be referred to as a radicalizer.

Final Reflections

The peace forum, organized by the University Nairobi chapter with the support of Sylff Leadership Initiatives, provided the perfect opportunity for a meaningful conversation on the push-and-pull factors underlying violent extremism and the radicalization of youth in East Africa. Forum participants agreed that violent extremism needs to be countered intellectually. Acts of violence and terrorism stem from historical injustices. The question remains: Is the world being taken captive because of a lack of intellectual capacity?

At the Global Youth Summit Against Violent Extremism held in 2015, it was suggested that military force is often the response to extremist violence. But this approach only seems to heighten tensions and trigger more support for violent ideologies; it fails to deal with the factors driving participation in violent extremism. This approach often adds to feelings of exclusion and fails to engage youth as key partners in building resilience against violent extremism.

To move beyond dealing with the symptoms of the problem, young people must be regarded as part of the solution. As young people around the world are working to build peace and prevent violent extremism, more than ever before, the response to violent extremism needs meaningful youth participation at all levels. Working collaboratively with young people to promote peace and to effectively address the drivers of violent extremism requires youth engagement as partners in the design and implementation of relevant programs and policies. Hopefully, by applying our intellectual capacity in this way, we can we start to deal with the challenge of violent extremism.

Group photo with all attendees

References

United States Agency for International Development. Conflict Assessment Framework, 2012, available at http://pdf.usaid.gov/pdf_docs/pnady739.pdf

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Supporting Two Families: Remittance-Sending and the Integration of Immigrants in the United States

March 14, 2017
By 19606

David D. Sussman, a 2003 Sylff fellow of the Fletcher School of Law and Diplomacy at Tufts University, reengages the findings from his master’s thesis, which analyzed how remittance-sending affected the integration (self-sufficiency) of immigrants in Boston, and interprets them given the current political environment in the United States. This article was written in early January 2017.

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Introduction

Boston

During the recent presidential election in the United States, the topic of immigration was once again brought to the forefront of political discussions. One candidate, Donald Trump—now president-elect—called for building an impregnable wall on the country’s southern border, limitations on refugee admissions, the deportation of millions of immigrants, and a registry of all Muslims. Putting aside debates over the sensibility (not to mention the legality) of these propositions, we might focus on the lives of refugees and immigrants who already reside in the United States and thereby test the critique that they are not integrating into society quickly enough.

Do we fully appreciate the difficult financial situation of immigrants in the United States? How might our perspectives shift if we better understand the double bind that some of them face, to improve their local situation while also caring for family members overseas? Despite ideological differences between liberals and conservatives on the positives and negatives of migration, each side can agree in hoping that new arrivals improve professionally and educationally. Notwithstanding the passage of time, the research presented here, from my Sylff-supported master’s degree, remains relevant. This article provides relevant background explanation, an overview of my approach, and a summary of findings and briefly reflects on the implications, given present-day political and economic circumstances.

An investigation of this topic was inspired by previous work as a resettlement case manager with the International Rescue Committee in Boston. During my time working with refugees from Africa and Latin America, I was moved by their ongoing struggles. Beyond needing to learn about a new city and culture, and often burdened by traumatic past experiences, US government protocol required them to quickly find any possible job, often at the minimum wage. They worked long hours in such positions as grocery baggers, hotel bellhops, or, if fortunate, as nursing assistants. Their expenses for rent, food, and other basic necessities stretched them to their limits, as Boston was and remains to this day one of the most expensive places to live in the United States. At the same time, nearly all of the refugees sent weekly or monthly remittances to loved ones they had left behind. Often, they received phone calls at all hours of the day and night, from friends and family pleading for further support. The financial challenges faced by these resilient and hard-working refugees was readily apparent, and I knew that, if given the chance one day, I wanted to further study and better understand their circumstances.

Background

For millions of persons who cross borders to seek a new and better life, the memories of and commitment to friends and family back home lead them to maintain connections with their place of origin. In many situations, remittances (financial resources that migrants wire back to their country) serve as the primary purpose of migration, while for those coming from conflict-affected countries, it is primarily safety and freedom that they seek, with remittances as a significant secondary objective. My research examined the potential impact of sending money on immigrants’ integration, as measured through financial and educational “self-sufficiency.”

Immigration remains part and parcel of the United States. As a nation founded by immigrants (at the expense of indigenous populations), new waves of arrivals to the United States over the past two centuries led to continual processes of adjustment and varied degrees of inclusion in the country’s social and economic fabric. As of 2010, more than one in eight persons in the country had been born abroad.¹ The foreign-born population remains quite diverse today (53.6% from Latin America, 28.2% from Asia, 12.1% from Europe, and 6.5% from elsewhere),² though among new entrants, Asians now outnumber Latin Americans.³ The historic role of Massachusetts and the Greater Boston region as host to immigrant populations continues to the present day. The state’s number of immigrants nearly doubled to 1,046,155 between 1990 and 2013,^4,5 such that it now has the eighth highest percentage of foreign-born residents, rising from 9.5% in 1990 to 15.6% in 2013.⁶ In the state’s urban areas, such as Boston (Suffolk County), 27.4% of persons were foreign born as of 2013.⁷

Globally, remittance amounts have risen dramatically over recent decades—from less than $2 billion in 1970 to $70 billion in 1995,⁸ and despite a brief slowdown during the global financial crisis, to more than $430 billion in 2015.⁹ Sending remittances is a high priority among the financial decisions that immigrants face. The 2003 National Survey of Latinos in the United States found that many respondents remitted before taking care of their bills, others paid for their household expenses first, and only a few did not consider sending funds to be important.¹⁰ According to one Mexican interviewed, “Before anything, I send them the money because they count on it. Then afterwards I pay my bills, my rent, but the first thing I do is send it.”¹¹

Economic self-sufficiency is often defined simply, as when immigrants’ wages attain levels similar to those of native populations.¹² In reality, it can also be measured in various other ways, particularly education and social achievement. For example, the Massachusetts Department of Housing and Community Development’s assessment form to determine self-sufficiency demonstrates the complexity of factors influencing the measure; areas of focus include employment, education, health, childcare, family development, housing, income management, transportation, resident participation, and nutrition.¹³

Methodology

Centro Presente

For my research I focused on studying Somali refugees and Salvadoran economic migrants (among a broader range of Latin Americans) living in Boston due to their significance as immigrant groups and, with preliminary evidence showing that they remitted at high levels, the potential for differential findings between them. To connect with potential respondents, I volunteered in English as a Second Language (ESL) classes at two community organizations supporting immigrants, Centro Presente and the Somali Development Center. In this way, it was possible to meet clients who felt comfortable agreeing to qualitative interviews (16 Somalis and 19 Central Americans, 6 of them Salvadoran). Notably, those who visited the agencies were probably both a) poorer and more in need of support than more wealthy families and yet b) better connected and more successful than other persons in that community who did not have knowledge of or the ability to attend a social service agency.

Somali Development Center

The thesis research was unique because it 1) conducted extensive one-on-one interviews, using qualitative as opposed to quantitative analysis, 2) focused on the economic and educational self-sufficiency of the immigrants, which was a narrower approach than the multiple factors that other authors had investigated, and 3) considered the impact of remittance sending by both refugees and economic migrants.

Findings

Overall, the study found that sending remittances could be correlated with a difference in the self-sufficiency of migrants. In short, sending money abroad reduced immigrants’ available resources for advancing their careers and pursuing education, thereby making them less likely to become self-sufficient. In a number of cases, interviewees directly noted that they saw how their lives were impacted by remitting, potentially reducing opportunities.

The interaction between individual household characteristics and remitting is depicted in the figure I created below, which I refer to as the “Remittance/Self-Sufficiency Cycle.” A combination of financial, educational, and social factors lead to the attainment of household self-sufficiency and influence the amount of money that immigrants have available to remit if they wish to do so (see no. 1 in the figure). The sending of money to friends and family overseas can affect the ability of a family to achieve self-sufficiency; the monies that would have otherwise been invested in such areas as education, housing, and job skills are instead remitted (see no. 2).

Interestingly, there also appeared to be an important distinction in the approach to self-sufficiency. While Somali refugees hoped to get jobs and thought about the long-term, a significant number of the Central Americans wanted to remain in the United States long enough to earn money and then return to their country of origin. The Latin Americans pursued education to improve their job prospects but seemed less focused on aspects of permanent relocation. It is possible that differences in the economic situation of the two groups existed because, as refugees, Somalis qualified for a period of government assistance, whereas many Latinos (particularly those who entered illegally), as economic migrants, did not.

As such, the impact of remittances can be studied at two points: at “basic self-sufficiency” and at “long-term self-sufficiency.” The majority of the immigrants interviewed made sure that they addressed some but not all basic needs before sending remittances. Considering the elements of basic self-sufficiency, food and housing were priorities. Education and language abilities, however, often came second to sending monies overseas. Looking at long-term self-sufficiency, few immigrants were able to consider these needs. For most of them, if not all, the purchase of a house was beyond the realm of possibility, as was buying items like cars and computers. While a number improved their education level and advanced in their employment, they remained at relatively low wages. Nevertheless, when immigrants reflected on their life in the United States, they often made a comparison to their country of origin and so, despite their present difficulties, considered themselves fortunate to be in the United States.

Implications

We live in a mobile world, and the long-term prognosis is that migration pressures will continue. The significance of this study’s findings is that they show how, given economic obligation to family members, migrants are doubly responsible for both their relatives’ livelihood and their own well-being.

In light of the recent transfer of power from a Democratic to a Republican administration, this deeper understanding of immigrants and their self-sufficiency remains particularly important. On the one hand, liberals can look at the struggles of immigrants as evidence that more (e.g., legal protection and social services) is needed to support their successful adjustment to life in the United States. There are challenges, however, and with deepening inequality as a broader societal concern, one question is whether some immigrants, burdened by caring for families across borders, may become trapped as an underclass.

On the other hand, conservatives may point to difficulties in achieving self-sufficiency as evidence of the need to restrict certain types of immigration to the United States. They may believe that when many immigrants have a hard time attaining a middle-class lifestyle, it exemplifies their failure to work hard and succeed in the US economy. This misconception may lead to anti-migrant policies under the Trump administration, but even if there are limitations on immigrant entry, millions of foreign-born residents will still possess a legal right to remain in the United States.

Under these circumstances, what is in citizens’ control—regardless of government policy—is their support and welcoming attitudes toward newcomers, and a steady pressure placed on policymakers. In this way, their individual or collectively organized actions can make a positive difference in the lives of new arrivals, and society at large.

¹U.S. Census Bureau. 2012. “The Foreign-Born Population in the United States: 2010,” p. 4.
²Ibid.
³Pew Research Center. 2015. “Asians Projected to Become the Largest Immigrant Group, Surpassing Hispanics,” accessed at: http://www.pewhispanic.org/2015/09/28/modern-immigration-wave-brings-59-million-to-u-s-driving-population-growth-and-change-through-2065/ph_2015-09-28_immigration-through-2065-05/.
⁴Uriarte, http://www.pewhispanic.org/2015/09/28/modern-immigration-wave-brings-59-million-to-u-s-driving-population-growth-and-change-through-2065/ph_2015-09-28_immigration-through-2065-05/Miren et al. 2003. “Salvadorans, Guatemalans, Hondurans and Colombians: A Scan of Needs of Recent Latin American Immigrants to the Boston Area,” edited draft, May 12, 2003, final report of the 2003 Practicum in Applied Research of the PhD Program in Public Policy at the John W. McCormack School of Policy Studies at the University of Massachusetts Boston, p. 3.
⁵ American Immigration Council. 2015. “New Americans in Massachusetts: The Political and Economic Power of Immigrants, Latinos, and Asians in the Bay State,” accessed at: https://www.americanimmigrationcouncil.org/research/new-americans-massachusetts.
⁶ Index Mundi. N.D. “United States—Foreign-Born Population Percentage by State,” accessed at: http://www.indexmundi.com/facts/united-states/quick-facts/all-states/foreign-born-population-percent#chart. American Immigration Council. 2015.
⁷Index Mundi. N.D. “Massachusetts Foreign-Born Population Percentage by County,” accessed at: http://www.indexmundi.com/facts/united-states/quick-facts/massachusetts/foreign-born-population-percent#chart.
⁸Taylor, J. Edward. 2000. “Do Government Programs ‘Crowd In’ Remittances?” Inter-American Dialogue and Tomas Rivera Policy Institute.

⁹World Bank. 2016. “Remittances to Developing Countries Edge Up Slightly in 2015,” accessed at: http://www.worldbank.org/en/news/press-release/2016/04/13/remittances-to-developing-countries-edge-up-slightly-in-2015.

¹⁰Suro, Roberto et al. 2002. “Billions in Motion: Latino Immigrants, Remittances, and Banking,” Pew Hispanic Center and Multilateral Investment Fund, p. 7.
¹¹Ibid.
¹²Borjas, George. 1999. “The Economic Analysis of Immigration,” accessed at: http://www.ppge.ufrgs.br/giacomo/arquivos/eco02268/borjas-1999.pdf, p. 22.
¹³Massachusetts Department of Housing and Community Development. “Massachusetts Family Self-Sufficiency Scales and Ladders Assessment Form.”

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Tackling Humanitarian Challenges—A Global Responsibility

February 10, 2017
By 19619

Dr. Gosia Pearson, who received a 2004 Sylff fellowship at Jagiellonian University to study at Oxford University, currently works in the European Commission’s department for humanitarian aid and civil protection (ECHO). She reports on the challenges of the humanitarian sector and outlines solutions to overcome them.

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Working for the leading humanitarian donor—the European Commission’s Directorate-General for European Civil Protection and Humanitarian Aid (ECHO)—is an exceptional privilege. Each year, ECHO provides over 1 billion euros to help around 120 million victims of natural and man-made disasters in over 80 countries worldwide; these include not only major crises that are high on the international agenda but also those that escape media attention. But the job also carries an enormous responsibility to exert all efforts possible to save lives and give hope to disaster-affected populations. This is particularly difficult in current times, which witness challenges not seen in recent history.

The Changing Humanitarian Reality

Haiti after Hurricane Matthew, ®EU/ECHO.

Current humanitarian catastrophes are more devastating than ever before due to political, socio-economic, and environmental factors. There are numerous endemic internal conflicts, many of which are ideologically highly charged, involving elements of conventional war and terrorism, and resulting in dramatic regional consequences. Last year alone, there were over 400 political conflicts, including tens of wars, which affected lives of 50 million people. These crises often last for years because of lengthy negotiations and lack of political solutions and happen more frequently in poor and fragile states, adding up to the vulnerabilities of the local populations.

Climate change, environmental degradation, urbanization, and population growth increase possible hazards and lead to a global rise in disasters. The number of climate-related events worldwide has doubled in the last 25 years. Every year natural disasters impact the lives of nearly 100 million people, and in the last 15 years they have led to direct economic losses of an estimated 2 trillion euros. There is a growing interdependence among these factors, making crises more complex and unpredictable.

These drivers have led to unprecedented human suffering and record-high humanitarian needs. In the last decade the UN humanitarian appeals grew by 640%. At the beginning of 2016, 87.6 million people in 37 countries around the world were in need of humanitarian assistance, and about 60 million people were displaced. These numbers represent nearly a doubling of people affected by humanitarian crises in the last decade. This year the UN requested over 20 billion US dollars to meet the needs of the affected populations, which is the highest appeal in history.

The ongoing pressure on humanitarians to provide assistance that goes far beyond saving lives and alleviating suffering makes humanitarian work ever more challenging. The financial and operational capacities are stretched to the limits, hindering adequate response. Last year, donors provided over 10 billion US dollars to help victims of conflict and disaster. This was the highest contribution in history; still, it covered only half of the estimated needed help. Funds are most constrained in protracted crises, which absorb nearly 80% of humanitarian funding. In addition, the operating environment has become increasingly complex, politicized, and insecure. The humanitarian principles of humanity, neutrality, impartiality, and independence are often challenged, and international humanitarian law is bluntly violated, resulting in arbitrary denial of access and lack of protection. Civilians are directly attacked, sexual based violence is used as a weapon of war, and children are recruited as child soldiers. Humanitarian personnel are also victims of direct attacks and kidnappings.

Partnerships as a Basis for Principled and Effective Humanitarian Action

EU delegation to the World Humanitarian Summit Global Consultation, ®EU/ECHO.

The response to these challenges should be based, first and foremost, on genuine partnerships between the various actors engaged in humanitarian action. No single actor has the capacity and resources to face these challenges alone. It is only through linked and coordinated action that the global community can respond to the escalating and multifaceted crises and disasters that demand humanitarian assistance. Such partnerships should be fostered for two purposes in particular. The first is to reaffirm the very basic humanitarian values: the values of dignity, integrity, and solidarity; humanitarian principles; the respect of obligations under international law; and the commitment to keep humanitarian work distinct from political agendas. This will help ensure access to assistance, protection, and security. The second objective is to improve the effectiveness of humanitarian action. This should include risk-informed response based on needs; closer cooperation with local actors, where possible; efficient and sufficient funding; and closer cooperation with the development community.

To build a more inclusive and diverse humanitarian system committed to humanitarian principles, UN Secretary-General Ban Ki-moon called for the convening of a World Humanitarian Summit, which took place for the first time in May 2016 in Istanbul. This multi-stakeholder event aimed to set a forward-looking and collective agenda for humanitarian action. At the event, 50 world leaders and 9,000 humanitarian, development, and political stakeholders from around the world made altogether 3,000 commitments to support a new shared Agenda for Humanity and take action to prevent and reduce human suffering.

EU solutions to humanitarian challenges, ®EU/ECHO.

My most recent task was to prepare and coordinate the EU’s position for the Summit, where the EU pledged over

100 commitments on its own policies, programs, and funds. Some examples of its commitments include adopting new guidelines on protection of civilians, signing the Grand Bargain on Humanitarian Financing, funding for the Education Cannot Wait initiative, adopting a new policy on forced displacement, signing up to the Charter on Persons with Disabilities in Humanitarian Action, and signing the Urban Crises Charter. The EU also signed the Political Communique, which was supported by over 70 countries. Like the EU, other countries and organizations made commitments for a better functioning humanitarian system.

What Next?

While the World Humanitarian Summit was an important milestone, the work toward a new global partnership linking political action to prevent crises, development assistance, and more effective and principled humanitarian aid has only just begun. The challenges we are facing are complex, and there is no simple solution. The European Union confirmed that it would play its full part in reshaping aid to better serve people in need and called on all world leaders to do the same.

Session with UN Secretary-General Ban Ki-Moon at the World Humanitarian Summit.

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[Report] Leadership and Character Building for Youth in Rwanda

January 30, 2017
By null

Chika Ezeanya-Esiobu, who received a Sylff fellowship at Howard University in 2010, organized an SLI workshop on youth leadership empowerment in May 2016. Attending the workshop in Kigali, Rwanda, as observers from the Tokyo Foundation were Mari Suzuki, director for leadership development, and two program officers: Keita Sugai and Aya Oyamada.

* * *

Ms. Chika Ezeanya, the organizer.

Twenty years after the genocide in which as many as 1 million people are thought to have lost their lives, Rwanda today is making great strides in its social and economic development. What is necessary for further development?

The answer, for Sylff fellow Chika Ezeanya, was clear: leadership. Each and every citizen needs to be aware of the obligation to make a positive contribution to society through their actions. To promote such awareness among university students, she organized a workshop on youth leadership empowerment as a Sylff Leadership Initiatives (SLI) project on May 25-26, 2016, at the University of Rwanda’s College of Business and Economics in Kigali, Rwanda.

Ezeanya was one of three speakers at the event, titled “Workshop on Character Building and Preparing Young Rwandans for Leadership towards Societal Advancement.” Over the two-day workshop, discussions were held on the importance of respect for social norms, setting of goals, and the development of self-motivated leadership to effectively manage one’s strengths and weaknesses. Discussions on how individuals can contribute to the resolution of social issues focused on the imaginative power needed to pinpoint and address key problems.

Mari Suzuki, director for leadership development.

During the Q&A session near the end of the workshop, one female student who had lost her parents during the genocide asked about reconciliation: “I myself am working to forgive. But how can we communicate these experiences to the next generation and carry on with the process of reconciliation?”

In response, Salomon Nshimiyimana, who teaches at the university as executive assistant, said that no clear-cut answers exist. But just as the antagonism between ethnic groups deepened over many years, “Reconciliation, too, is a process that will take time,” he said.

Dealing directly with difficult issues that people tend to avoid is an important aspect of leadership, and individuals who can encourage people to speak their minds and bring about meaningful dialogue are likely to play a key role in demonstrating true leadership and moving society forward.

Rwandan students after the workshop.

Julius Tumwesigye, one of the students attending the workshop, said, “It was a great contribution to Rwanda’s future, as it provided us with various leadership skills and instilled in us the importance of self-leadership.” Other students said the workshop had inspired them to spread the message of personal and social responsibility throughout the university. Such reactions from the country’s future leaders were one of the positive results of the workshop.

The organizers are to be congratulated for the success of this very important workshop. The Tokyo Foundation hopes that Dr. Ezeanya, through her work on solving the social problems she encounters in her daily life, will become one of the leaders who will help to build a brighter future for Africa.

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Resilience in the Context of Poverty: The Experiences of Low-Income Urban Filipino Parents

December 21, 2016
By 19693

What factors make parents resilient to the effects of poverty in urban Manila? Rosanne Jocson, a 2008–2010 Sylff fellow of Ateneo de Manila University, the Philippines, and a doctoral candidate at the University of Michigan when she received her SRA grant, investigates protective factors that buffer the negative effects of poverty and adverse living conditions on low-income urban Filipino mothers and fathers.

* * *

A snapshot from a low-income neighborhood in Metro Manila.

In the Philippines, little systematic research has been done to study the effects of economic strain on parents and children and the factors that buffer its negative effects. This is a cause for concern, given that poor and low-income families constitute more than half of the household population in the Philippines.[1] In Metro Manila, the urban capital, about 1.8 million households are considered poor and another 8.7 million households are low-income.[1] Poor and low-income families confront several stressors in their psychosocial and physical environment, such as residence in makeshift dwellings, inadequate sanitation and drainage, limited access to clean water, overcrowding, and other threats to physical health.[2] In fact, reports show that Metro Manila has the largest number and percentage of children experiencing shelter and water deprivation.[3] Residents in informal settlements also face stigma, housing insecurity, and eviction threats, along with violence and dangers due to crime, drug use, and neighborhood gangs.[2] How do parents and children manage risk and function well despite these difficult conditions? Broadly, my research seeks to identify the factors that contribute to their resilience and positive development.

What Is Resilience?

In physics, resilience is the ability of a substance or object to spring back into shape after it has been pulled, stretched, or bent in some form. Applying this characteristic to people, resilience is typically viewed as “toughness,” or the ability to “bounce back” from difficulty. In the field of psychology, resilience is defined as the achievement of relatively positive outcomes despite risk or adversity.[4,5]

An important feature of resilience is that it is a process of overcoming the negative effects of risk exposure and not a static, individual trait.[4, 6] This is important to note because framing resilience as a trait that lies within the person could lead to some form of blame on the individual if it is not achieved. As such, the main question regarding resilience is, “What factors make some people succeed despite experiencing risk or adversity?” These factors are known as “protective factors.”

Broadly speaking, protective factors are resources that buffer the negative effect of adverse conditions on an individual’s functioning.[4,6,7] These could be family-level factors, such as support, cohesion, and quality of communication among family members. They could also be resources outside the family, such as friends, mentors, and other supportive relationships in the neighborhood and community. Finally, they may also include individual-level factors, such as resourcefulness, intelligence, optimism, self-regulation, and spirituality.

Taking these together, resilience is not just an individual achievement. Rather, it is a process that is achieved through protective factors that are derived from people and resources in the individual’s context.

Investigating Resilience among Low-Income Filipino Parents

Given my research interest in poverty in the Philippine context, I used an SRA grant to investigate the individual-, family-, and community-level factors that promote resilience among Filipino parents living in low-income neighborhoods in Manila. I was specifically interested in the roles of religiosity and spirituality, family-oriented values and behaviors, and community cohesion in buffering the effects of poverty-related risks on Filipino mothers and fathers.

The author with her research team at the host institution, Ateneo de Manila University.

My focus on these three factors is based on their cultural relevance in the local context. First, the Philippines has the third largest Catholic population in the world,[8] and as such, religiosity and spirituality, especially beliefs and practices that are rooted in the Catholic faith, are deeply entrenched in Philippine society. Second, Filipinos are often described as having a strong adherence to family-oriented values emphasizing cohesiveness among immediate family members and extended relatives, respect for elders and parental authority, and mutual obligations.[9,10] Third, Filipino family-oriented values extend to people in local communities and neighborhoods, with close neighbors typically treated as extended family.[11]

I visited Manila from January to July 2016 to work on this research project. I was hosted by the Ateneo de Manila University Psychology Department and worked with mentors, colleagues, and students who provided invaluable support throughout the entire research process. I had the pleasure of working with a team of local graduate students in psychology, who assisted me in the translation and adaptation of survey measures, pilot testing, and data collection in three local communities. The research team worked closely with community leaders and coordinators from the recruitment sites to ensure smooth data collection with the 200 parents who participated in this study. This process highlighted the importance of establishing partnerships and strengthening ties with communities and local institutions for the success of a research project.

The research team with the barangay chairman (the highest elected community leader) and other community coordinators of one of the research sites.

The main objectives of my dissertation are to (a) examine the ways in which poverty-related risks influence parents’ psychological well-being and parenting behaviors, (b) identify culturally relevant individual, familial, and community-level protective factors against poverty-related risks, and (c) investigate similarities and differences between Filipino mothers and fathers.

Initial analyses showed, after controlling for family income, that several poverty-related risks were associated with higher levels of psychological distress among mothers and fathers. These include neighborhood disorder, lack of access to water and electricity, food insecurity, and exposure to community violence. Many poverty-related risks were also associated with lower levels of warmth, after controlling for family income. These include lack of neighborhood resources, neighborhood disorder, and lack of access to water.

Further analyses showed that certain individual- and family-level factors had protective relations with parenting behaviors. For example, mothers’ spirituality was associated with higher levels of warmth and parent-adolescent communication quality. Maternal and paternal efficacy was also associated with higher levels of communication quality. Both mothers’ and fathers’ family-oriented behaviors were likewise associated with higher levels of communication quality and monitoring. These initial results highlight the importance of considering contextual risks when studying the impact of economic disadvantage on Filipino families and emphasize the roles of spirituality of mothers, as well as efficacy and family-oriented behaviors of both mothers and fathers, in enhancing their functioning.

Toward a More Global Perspective in Poverty Studies

The SRA grant has been instrumental in my goal to contribute international perspectives to the study of poverty and resilience. The need to adopt a more global perspective in this field is compelling, given the severe underrepresentation of developing countries in psychological research. As the nature and experience of poverty differ widely across contexts, it would be unwarranted to generalize findings derived from Western developed regions to the much larger population of children and families living in low- and middle-income countries. In the Philippines, for example, it is important to identify and highlight assets that are culturally and contextually relevant. These findings could then be incorporated to intervention projects, such as in the design and evaluation of parenting and child development programs for low-income Filipino families. Along with larger-scale efforts toward reducing poverty and inequality, such initiatives could help facilitate healthy family functioning and child development even in disadvantaged contexts.

References

1.Albert, Jose Ramon G. and Martin Joseph M. Raymundo (2015). Why inequality matters in poverty reduction and why the middle class needs policy attention. Philippine Institute for Development Studies Discussion Paper Series, 55, 1–42. Retrieved from http://dirp3.pids.gov.ph/websitecms/CDN/PUBLICATIONS/pidsdps1555.pdf

2.Racelis, Mary and Angela Desiree M. Aguirre (2002). Child rights for urban poor children in child friendly Philippine cities: Views from the community. Environment and Urbanization, 14 (2), 97–113.

3.Philippine Institute for Development Studies (2010). Global study on child poverty and disparities: The case of the Philippines. Retrieved from http://www.unicef.org/socialpolicy/files/Philippines_GlobalStudy(1).pdf

4.Rutter, Michael (2012). Resilience as a dynamic concept. Development and Psychopathology, 24, 335–344.  

5.Luthar, Suniya S., Dante Cicchetti, and Bronwyn Becker, (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543–562.  

6.Masten, Ann S. (2014). Global perspectives on resilience in children and youth. Child Development, 85, 6–20.

7.Sameroff, Arnold, Leslie Morrison Gutman, and Stephen C. Peck (2003). Adaptation among youth facing multiple risks: Prospective research findings. In S.S. Luthar (ed.), Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities (pp. 364–391). New York: Cambridge University Press.

8.Pew Research Center (2011). Table: Christian Population in Numbers by Country. Retrieved from http://www.pewforum.org/2011/12/19/table-christian-population-in-numbers-by-country/

9.Alampay, Liane Pena (2014). Parenting in the Philippines. In H. Selin (ed.), Parenting across Cultures: Childrearing, Motherhood and Fatherhood in Non-Western Cultures (pp. 105–121). Dordrecht, Netherlands: Springer.

10.Medina, Belen T. G. (2001). The Filipino Family, 2nd ed. Quezon City: University of the Philippines Press.

11.Nadal, Kevin L. (2004). Pilipino American identity development model. Journal of Multicultural Counseling and Development, 32, 45–62.

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Verbs and the History of Bantu Languages Near the Serengeti

November 10, 2016
By 19668

It is said that there are more than 6,000 languages spoken today in the world. The majority of them are so-called minority languages and are endangered. Timothy Roth, a 2014 Sylff fellow of the University of Helsinki, conducted fieldwork in Tanzania to examine four Mara Bantu languages—so-called minority languages—using an SRA award. His article, explaining the findings from his fieldwork, highlights the importance of “minority” languages.

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Mara Region, Tanzania

The Mara Region of Tanzania is home to over 20 different language varieties in an area the size of the US state of Delaware.^ⅰMara is situated between Lake Victoria to the west and Serengeti National Park to the east, with the nation of Kenya just to the north. As one might assume, the sheer density of languages and dialects in the region is quite remarkable. Although there are several Nilotic languages in the region, most of the varieties belong to the Bantu language family.

The area around Lake Victoria is extremely important for reconstructing the history of the Bantu peoples, specifically concerning the general routes taken across sub-Saharan Africa during what is called the “Bantu migration.” There is consensus among scholars that the Bantu migration took place several thousand years ago from what is now Cameroon.ⁱⁱ What is in dispute among historians (and researchers from other disciplines) is the direction(s) in which the early Bantu communities moved. One major hypothesis places early Bantu communities to the west of Lake Victoria as the result of a primary migration from Cameroon. Some of these early Bantu communities would have soon spread to the east side of the lake. This hypothesis happens to correspond well with the paleoecological and archaeological evidence.ⁱⁱⁱ

Acacia savanna inside Serengeti National Park, about 90 km from Musoma.

Many of the languages in Mara are endangered to varying degrees and are linguistically underdescribed. There are many language endangerment issues here in terms of the need for language documentation, legitimacy, and the dynamic effects that language development and mother-tongue education can have on the communities themselves. There is an innate value to minority languages whereby language and cultural preservation result in a “mental” or “intellectual” wealth that belongs to humanity.^iv

Hale says, “At this point in the history of linguistics, at least, each language offering testimony for linguistic theory brings something important, and heretofore not known or not yet integrated into the theory. In many cases, data from a ‘new’ language forces changes in the developing theory, and in some cases, linguistic diversity sets an entirely new agenda.”^v

Thus, any additional linguistic understanding of the Mara languages could have ramifications not only for Bantu migration hypotheses but also for the advancement of current linguistic theory.

My research concerns four of these Mara Bantu languages: Ikoma, Nata, Isenye, and Ngoreme. These languages are closely related and form a subgroup called Western Serengeti. I am working on multiple languages rather than just one because the density of Bantu languages in the Mara region provides a unique opportunity to compare closely related languages. My research is focused on verbs, specifically the grammatical markers that encode tense, aspect, modality, and evidentiality (TAME). In Bantu languages—and many other languages around the world—differences in pitch can change the meaning of words and can also apply to these grammatical TAME markers; this concept is called “grammatical tone” and is a crucial part of any analysis of the verbal system. I am comparing the function and meaning of the TAME markers in Western Serengeti in order to understand how they developed and what that reveals about the history of these languages. As far as methodology is concerned, a focus on function and meaning (and not just forms) makes it necessary to combine any elicitation with the collection of natural texts.

View of Lake Victoria from Makoko, just outside of Musoma.

For the first phase of my research, I went to Musoma, Tanzania, in October 2014 as a Sylff fellow and collected initial data from each of the languages. This initial data mostly consisted of elicitation from lists of words and sentences but also included audio recordings of stories and conversations. Because the TAME systems were underdescribed, I needed to cast a wide net to see what I would find. (Bantu languages are known for having intricate TAME systems.^vi) The first phase was certainly a success, as I was able to figure out the general pattern of how the present-day TAME systems are organized. Surprisingly, I found that the systems are organized primarily around aspect (perfective versus imperfective) and not tense. This type of organization is more like some of the non-Bantu Niger-Congo languages of West Africa.^vii

These surprising facets of the initial research made the second phase that much more important, as I had many remaining questions as a result. For example:

• If the systems are organized around aspect, how do speakers choose a particular aspect to communicate past, present, or future? Is it merely whether the event is viewed as complete or incomplete?

• Do the semantics of the verbs themselves (lexical aspect) influence the selection of certain grammatical aspects? Are there any restrictions on which verbs can take which grammatical aspects?

• Quite a bit of overlap exists in some of the aspects that cover (what would be) the immediate past and present. Does modality play any role in distinguishing between these?

Ikoma language informants working on text transcription.

With the SRA grant, I traveled again to Tanzania in June 2016 for the second phase of fieldwork. I worked on my research for two weeks at the SIL International Uganda-Tanzania Branch regional headquarters in Musoma. I brought in two mother-tongue speakers per language group as language informants for two to four days each and used Swahili to talk with them about their language(s) and conduct the research. Part of the research included transcription of previous audio data as well as word-for-word translation into Swahili. Additional research elements included further elicitation and recording (for lexical aspect and grammatical tone).

With the research that the SRA grant allowed me to undertake, not only did I gain some answers regarding the first two questions above, but the major finding came in relation to the third question: in three of the languages—Ikoma, Nata, and Isenye—the morpheme -Vká- combines inceptive aspect with what is called witness/non-witness evidentiality. Although not modality per se as initially expected, evidentiality is the “grammatical marking of information source.”^viii In Ikoma, Nata, and Isenye the inceptive is used if the report comes from a witness to the event, while the perfective is used if the report comes from a non-witness to the event. Evidentiality has not been described for many African languages and is definitely an emerging area for research.

In addition, evidentiality has a clear relationship with episodic memory, or “the memory of past events that have been personally experienced and is thus based on sensory information.”^ix

Tense and aspect also have clear relationships with storytelling and, more generally, how events are conceptualized by speakers. Using the cognitive linguistic concept of construal, for instance, tense and aspect can be explored in terms of how speakers perceive themselves and time in relation to events. The construals “ᴛɪᴍᴇ is a ᴘᴀᴛʜ” and “ᴛɪᴍᴇ is a sᴛʀᴇᴀᴍ” form the backbone for these relationships. In a ᴘᴀᴛʜ construal, the speaker views himself as moving while time remains unmoving. In a sᴛʀᴇᴀᴍ construal, however, time is moving and either the speaker or the event are seen as moving along with it.^xRemember that the systems in the Western Serengeti varieties are organized primarily around aspect without nearly as many tense distinctions as other Bantu languages. Aspect “denotes a particular temporal phase of the narrated event as the focal frame for viewing the event.”^xi Think of different aspects in this sense as different video cameras set up around an event with one capturing the beginning, one the end, one the whole thing, and so forth. In Ngoreme, for example, there are at least four ways of communicating the “present tense” as shown immediately below. The underlined portions of the italicized Ngoreme verbs are the parts of the words that make their meanings different.

Ngoreme (Roth fieldnotes 2014, 2016)
a. Progressive
    nkohíka bhaaní
b. Perfective
    mbahíkire c. Imperfective
    mbarahíka
d. Inceptive
    bhaakáhika
“They [the tourists] (arrive, are arriving) [at the top of the mountain].”

If we begin to think about aspect in relation to the many verb forms involved in constructing a narrative, we can see how there are a multitude of choices available for the speakers of these languages to frame the story, and the events within that story. In analyzing narrative discourse, there is some scaffolding available to the speaker with some aspects used for foreground material (sequence of events) and others for background (e.g., flashbacks).^xii But in Western Serengeti these choices can also be affected by formal versus informal register considerations (e.g., Biblical text versus a folktale or story told over lunch).^xiii In Storytelling and the Sciences of Mind, Herman says that there is an “inextricable interconnection between narrating and perspective taking” and, further, that “storytelling acts are grounded in the perceptual-conceptual abilities of embodied human minds.”^xiv Why then do speakers make the choices they do, and what does that tell us about the human mind and cognition? I hope that my research may help to widen our understanding of what is possible in terms of cognition and memory, storytelling, and the conceptualization of events.

Not only does my research play a role in these types of questions, but it also has implications across several academic disciplines in addition to linguistics (e.g., history, sociology, and archaeology). Specifically, I hope my investigation will, in coming from a linguistic perspective, build on the research of Jan Bender Shetler who has written two integral sociohistorical works on the ethnic groups in Mara, Telling Our Own Stories and Imagining Serengeti. The former is mostly a collection and analysis of oral histories from several ethnic groups in Mara, including origin stories. The latter focuses on spaces and landscape memory and draws on multidisciplinary evidence (including archaeology) to support the argument that the Western Serengeti peoples have deep historical roots in the Serengeti land itself. Comparative tense/aspect research here should shed further light on where these groups originally came from, how they are related to one another and to other Bantu languages in Tanzania, historical movements, and possible contact with Nilotic and Cushitic peoples. Like fingerprints, the somewhat unique set of similarities and differences in the tense/aspect paradigms may in this way allow for an advancement in our understanding of the sociohistory of these ethnic groups.

Finally, as I mentioned briefly above, my research also has a part to play regarding the innate value of minority languages. Even though minority languages in Tanzania are often treated as lesser, by doing linguistic research in these languages we are able to treat what is inherently valuable as worthy of study and with proper respect. My research and subsequent dissertation allow for additional features of these languages to not only be documented but also be shared with the academic community worldwide. This material includes recorded stories and conversations, transcriptions of those recordings, and their Swahili and English translations. This fits right in with the ethos of the Helsinki Area and Language Studies (HALS) initiative at the University of Helsinki, not to mention the language development work that SIL is doing in the area: developing orthographies, providing literacy programs, translation, and increasing language vitality in the process.

ⁱHill, Dustin, Anna-Lena Lindfors, Louise Nagler, Mark Woodward, and Richard Yalonde. 2007. A sociolinguistic survey of the Bantu languages in Mara Region, Tanzania. Unpublished ms. Dar es Salaam, Tanzania: SIL.
ⁱⁱPakendorf, B., K. Bostoen, and C. de Filippo. 2011. Molecular perspectives on the Bantu expansion: A synthesis. Language Dynamics and Change 1: pp. 50–88.
ⁱⁱⁱNurse, Derek. 1999. Towards a Historical Classification of East African Bantu Languages.”In Hombert, Jean-Marie and Larry M. Hyman (eds.), Bantu Historical Linguistics: Theoretical and Empirical Perspectives, pp. 1–41. Stanford: CSLI. p. 9.
^iv Hale, Ken. 1998. “On endangered languages and the importance of linguistic diversity.” In Grenoble, Lenore A. and Lindsay J. Whaley (eds.), Endangered languages: Current issues and future prospects, Cambridge: Cambridge University Press. p. 193.
^vIbid. p. 194.
^vi Botne, Robert and Tiffany L. Kershner. 2008. Tense and aspect in cognitive space: On the organization of tense/aspect systems in Bantu languages and beyond. Cognitive Linguistics 19 (2): pp. 145–218. p. 146. The E is left out here because African languages are not known for having evidentiality (see Aikhenvald 2004: p. 291).
^vii Nurse, Derek. 2008. Tense and aspect in Bantu. Oxford: Oxford University Press. p. 281.
^viii Aikhenvald, Alexandra Y. 2004. Evidentiality. Oxford: Oxford University Press. p. 392.
^ixDahl, Ӧsten. 2011. The structure of human memory and tense-aspect-mood-evidentiality (TAME). Abstract. Website: http://www.mpi.nl/events/mpi-colloquium-series/mpi-colloquium-series-2011/osten-dahl-february-15
^xBotne and Kershner 2008: pp. 147–50.
^xiIbid. p. 171.
^xiiNicolle, Steve. 2015. Comparative Study of Eastern Bantu Narrative Texts. SIL Electronic Working Papers 2015_003. Website: http://www.sil.org/resources/publications/entry/61479. pp. 36ff.
^xiiiIbid. p. 45.
^xiv Herman, David. 2013. Storytelling and the Sciences of Mind. Cambridge: The MIT Press. p. 169.

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Mr. Sasakawa Conferred Highest Honor by Most Prestigious Institution in Bulgaria

September 29, 2016
By 19617

Evgeny Kandilarov, a 2003 Sylff fellow of Sofia University in Bulgaria, reports on the day that Chairman Yohei Sasakawa of the Nippon Foundation, the endowment donor of the Sylff Program, visited his university to receive an honorary doctoral degree in June 2016.

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Conferral of a Doctor Honoris Causa

Rector Habil Anastas Gerdzhikov (center) awards a doctor honoris causa degree to Mr. Yohei Sasakawa (right).

On June 6, 2016, Professor Habil Anastas Gerdzhikov, rector of Sofia University “St. Kliment Ohridski,” conferred a doctor honoris causa degree on Mr. Yohei Sasakawa, chairman of the Nippon Foundation, at a solemn ceremony held at the university’s Aula Magna (great hall).

The Nippon Foundation has supported education at Sofia University since 1992, when the two institutions signed an agreement to establish an endowment for supporting the continued education of promising young graduate students in PhD programs in the fields of humanities and social sciences. Since the 1990s, with the support of the Ryoichi Sasakawa Young Leaders Fellowship Fund (Sylff), every year around 10 students at the university have been selected to receive three-year PhD fellowships in the fields of international relations, market economy, multicultural studies, and Japanese studies. Additionally, the Sylff program now supports overseas research activities by outstanding PhD students in Asian studies, cultural studies, history, philosophy, sociology, political studies, and psychology.

Mr. Sasakawa delivers his lecture at the Aula Magna of Sofia University

The Faculty of Classical and Contemporary Philology of Sofia University proposed the conferral of an honorary degree by the oldest and most prestigious academic institution in Bulgaria to honor Mr. Sasakawa’s longstanding support for the education of young talented students at the university.

The ceremony was attended by H.E. Mr. Takashi Koizumi, ambassador of Japan to Bulgaria, guests from Japan, and faculty and students of Sofia University.

In his acceptance speech Mr. Sasakawa, who has made a lifelong commitment to eliminating leprosy, expressed his gratitude for the honor bestowed on him and remarked on how deeply touched he was of being given the opportunity to talk in front of a Sofia University audience about the efforts he has made over the years to eliminate the disease. He followed the speech with an academic lecture titled, “Victory on Two Fronts: The Elimination of Leprosy as a Disease and as a Stigma.” The audience also watched a short video dedicated to the noble cause of Yohei Sasakawa.

Warm Welcome by Bulgarian Sylff Fellows

After the conferment ceremony, Mr. Sasakawa and his colleagues from the Nippon Foundation attended another ceremony organized by the Japanese Studies program of Sofia University, held at the Center for Eastern Languages and Cultures. There, Mr. Sasakawa was first given a brief tour of the premises used by the Japanese Studies program, during which he was presented with the latest publications of the program’s faculty and students. The faculty, staff, students, and many current and former fellows of Sylff then warmly welcomed Mr. Sasakawa with a short ceremony. Professor Habil Alexander Fedotoff, who is the Director of the Center for Eastern Languages and Cultures as well as the coordinator of the university Sylff Steering Committee, gave some opening words expressing gratitude for Sylff’s support. Next, Associate Professor Anton Andreev, Head of the Department of East-Asian Studies and a former Sylff fellow, made a brief speech noting the exceptional opportunities and benefits that Sylff was offering, especially for the students in the Japanese Studies program. Proof of his words came from the speeches made by two of the excellent students enrolled in the Japanese Studies program, Ms. Silvia Ivanova and Mr. Martin Ivanov; Mr. Ivanov reprised the speech that won him first prize at the 2016 Japanese Language Speech Contest in Sofia.

On behalf of the Sylff fellows at Sofia University and of myself, I too presented a short speech to Mr. Sasakawa, in which I gave my most sincere congratulations for the highest honor bestowed on him from Sofia University. I also spoke a few brief words of gratitude to Mr. Sasakawa and to the Foundation itself.

Sylff Supports Education of Many Excellent Students

Dr. Evgeny Kandilarov gives a congratulatory speech on behalf of the Bulgarian Sylff fellows.

It has been nearly 25 years since the Nippon Foundation became one of the most generous sponsors of our university. During a difficult transition period for Bulgaria, Sylff provided significant and indispensable help for the further development of PhD programs at the university and for the research and career development of over 100 young, excellent, and promising students. Some of them already hold key positions in Bulgaria as leading journalists, politicians, political scientists, university professors, lawyers, diplomats, and more.

It is very important that this tradition continue and that the number of Sylff fellows in Bulgaria continue to grow every year.

Personally, as a former fellow of the Sylff program, I can say that the fellowship from the Nippon Foundation perhaps played the most significant role in furthering my research interest in Japan, Japanese studies, international relations in the Far East, and East-West relations in the contemporary world. It gave me the unique chance to start working on a subject that gave me a completely new perspective of the international relations between countries and regions that developed very differently in political, socioeconomic, and cultural terms. And I hope that, through my work, I have followed and fulfilled one of the main goals of the Nippon Foundation, which is to contribute to better mutual understanding and peaceful international communication and development.

Once again, I give my most sincere thanks for the honor of being a Sylff fellow.

Students of the Japanese Studies program welcome Mr. Sasakawa with a Japanese dance.

At the end of my speech I reminded all of the guests and colleagues in the audience that we had established a Society of Sylff Fellows in Bulgaria (SSFB) in 2003. The goals of the association are: to create a local Sylff fellows network, establish collaboration among Sylff fellows, strengthen relations with Sofia University’s Sylff administration, make our relations with the Nippon Foundation less formal and more active, share ideas for the future activities of our association, organize topic-based seminars and other events, publish the proceedings from these seminars and thereby create a yearbook of the association, establish contacts with other local associations of Sylff fellows as a step toward forming a regional Sylff fellows network, further develop and consolidate the Bulgarian Sylff fellows association, and, last but not least, to become an active part of the global Sylff family. The SSFB has not been very active over the last several years, but Mr. Yohei Sasakawa’s visit to Bulgaria has offered a great occasion for the Bulgarian Sylff society to restart its activities.

The ceremony at the Center for Eastern Languages and Cultures closed with a short Japanese dance performed by students of the Japanese Studies program. It was a great pleasure and honor for all of us to welcome in our center such distinguished guests from the Nippon Foundation, which has contributed so much to education and research at Sofia University and particularly to the Japanese Studies program.

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The Portrait Image of Emperor Akbar in the Akbarnama and Beyond

September 5, 2016
By 19609

Dipanwita Donde is a 2014–15 Sylff fellow from Jawaharlal Nehru University in India. Using an SRA award, she visited London and Dublin to see and study some of the original manuscripts of the Akbarnama, a beautiful illustrated book commissioned by a Mughal emperor. In this article, she explains how portraiture in the book is used to justify the sovereignty of the successors.

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Abstract

In the closing years of the sixteenth century in India, there was an unexpected burst of portraits of medieval Indian men drawn from life that appeared in illustrated manuscripts, patronized by the third Mughal emperor¹ Akbar (r. 1556–1605). The portraits included Turko-Mongol ancestors of Akbar who ruled in central Asia during the Timurid dynasty (1350–1507);² Akbar’s immediate ancestors, Babur and Humayun;³ the men of Akbar’s court belonging to several different cultural and regional backgrounds;⁴ and Emperor Akbar himself. During Akbar’s reign, hundreds of thousands of folios were produced (for assembling into albums and manuscripts) in the imperial atelier by an estimated 100 artists working together as a team.⁵ The subjects explored in the manuscripts were primarily Persian texts authored by medieval poets such as Firdausi, Nizami, and Jami. Along with Persian epics, Akbar had the reigns of his ancestors written and compiled into histories, several copies of which he ordered to be produced into magnificent manuscripts. These illustrated manuscripts contained portrait images of Timurid and Mughal ancestors based on textual descriptions available in the writings of Timurid princes, including Babur,⁶ and made into stunning folios by the imperial artists. Akbar also ordered the history of his own reign to be chronicled, and Abul Fazl was chosen to write it. Abul Fazl took several years to complete it, finally presenting the Akbarnama (Book of Akbar) to the emperor in 1579.⁷ The text written by Abul Fazl was further produced into illustrated manuscripts, documenting pictorially the important episodes in the life and reign of Emperor Akbar.

In this paper, I raise three questions about the portrait of Akbar in the Akbarnama and attempt to answer them through my research.
1. What was the significance of portraiture during the reign of Emperor Akbar?
2. Which transcultural prototypes helped shape the portrait image of Emperor Akbar in the painted folios of the Akbarnama?
3. Were there any differences between the portrait of Akbar illustrated during his reign and posthumous images illustrated during the reign of his son and successor, Jahangir (r. 1605–1627)?

These questions are relevant to my research on the portrait of Akbar, which occupies a significant position in the genre of portraiture, explored extensively during the reign of Akbar and his successors. By raising these questions, I wish to trace how portraiture became a political tool for stating the ideology and sovereignty of Mughal emperors.

Significance of Portraiture in Mughal Manuscript Art

Portraiture—that is, images of persons drawn from life—was introduced into manuscript art⁸ in India during the reign of Emperor Akbar. The hundreds of portrait images of Akbar that were illustrated during his reign and during the reigns of his successors Jahangir (r. 1605–1627), Shah Jahan (r. 1628–58), and Aurangzeb (r. 1658–1707) signify a preoccupation with portraiture in manuscript art.

Akbar ascended the throne in 1556 at the age of 13, after the untimely death of his father, Humayun (r. 1530–40, 1555–56). Humayun had reconquered India in 1555 with the help of the Shia ruler of Iran, Shah Tahmasp (r. 1524–76). In addition to military support, Humayun had also requested the services of two painters from the Shah’s court to join him while he was in exile in Kabul. The two artists, Mir Sayyed Ali and Abd-ul Samad, joined Humayun’s camp at Kabul and accompanied him to India during his reconquest. Trained in Persian manuscript art, they were two of the finest artists in the court of the Shah, having displayed their brilliance in the several manuscripts produced during the reign of Shah Tahmasp. The artists brought with them a knowledge of Persian painting, which included portraiture learnt from the great master artist Bihzad (1450–1535) himself. Thus, the Persian iconographic canon that was in vogue in central Asia became the foundation of Mughal art, which originated during the reign of Emperor Akbar.

Soon after ascending the throne, Akbar launched a massive imperial manuscript art project, recruiting hundreds of artists from regional centers in the sub-continent. The two Persian artists who accompanied Akbar’s father to India became ustads (masters) under whom the Indian artists began illustrating episodes from Persian classics as well as the histories of the Timurid-Mughal dynasties. Under Akbar’s orders and his personal supervision, the histories of the reign of his ancestors as well as his own history were first documented textually and then illustrated into fabulous manuscripts, displaying the mature Akbari style.⁹ These illustrated histories carried portrait images of Akbar’s ancestors, some drawn posthumously, based on textual descriptions; some were copies of portraits of Babur and Humayun that had been drawn from life. Akbar also ordered portrait images of his courtiers to be drawn from life and assembled into an album for his perusal. He further showed keen interest in Sufis and Indian holy men living in his realm and ordered their portraits to be illustrated. These portraits of Timurid sultans, Mughal emperors, Rajput nobility, and other ordinary men displayed in the albums produced for Akbar, along with his own portraits represented in the Akbarnama, must have been the largest collection of portraits of medieval men in India in the sixteenth century.

My research, however, focuses on the portrait image of Akbar in the Akbarnama, tracing the different transcultural strains that were sourced and transferred from Persian, Indic, and European prototypes to shape the emperor’s portrait image.

Portraits of Akbar in the Akbarnama

During my research, I studied the portraits of Akbar in the Akbarnama published in art history books and read essays written by Mughal scholars about portraiture in Mughal art. I was deeply influenced by the writings of Dr. Susan Stronge, especially her essay in which she categorized the images of the emperor shown in one codex into different genres, which helped shape the personality of Emperor Akbar. Dr. Stronge further divided the illustrations into separate categories and placed groups of images under these subcategories. This exercise was very useful in that it enabled future scholars to study and compare the genres defined by Dr. Stronge.

The portrait of Akbar, indexing his particular characteristics, was used like a stencil in multiple compositions.
Portraits of Akbar from the Victoria and Albert Museum’s Akbarnama
Mughal c. 1586–89
©Victoria and Albert Museum, London (visited January 14–30, 2016)

Dr. Stronge argued that the paintings fell under five identifiable categories: the royal hunt, the depiction of treachery, scenes of prestige, battles, and the life of the king.¹⁰ This categorization, however, limits any further study of Akbar’s portrait, as the imperial image is repeatedly represented without much variation to his form, despite occupying a prime location within carefully composed narratives. If we were to expand the concept of portraiture by including the emperor’s personality and attempt to trace prototypes that could have served as models, we should be able to identify ideologies and identities absorbed from transcultural sources that defined the portrait image of the emperor.

After studying the portrait images of Akbar illustrated in the Akbarnama, I realized that these categories needed further research. I questioned where these ideas originated from. In other words, were there any textual sources that informed the construction of Akbar’s personality in the Akbarnama?

My research led me to medieval Persian texts, imbued with tales of epic heroes and kings that were used as models for Timurid rulers of central Asia. The sultans of central Asia fashioned their biographies upon the lives and reigns of ancient heroes and kings narrated in Persian literature. Painted codices with portraits of Timurid sultans often had ruling sultans emulate figures of protagonists from ancient and medieval Persian texts.¹¹ The circulation of these ideas in the wider Persian-speaking world during the 1500s ensured that all kings who conquered and ruled over local or foreign territories were informed by ideas of kingship from ancient classical and epic tales written by great poets of Persian literature. Hence, I was able to connect several pieces of texts composed during medieval times with images painted during the Mughal dynasty, in which, like their Timurid ancestors, the Mughal emperors displayed themselves as heroes of ancient and medieval epics. The image of Akbar, categorized into different genres within one codex, was an amalgamation of several transcultural prototypes drawn from Persian, Indic, and European sources.¹²

Two manuscripts of the original illustrated Akbarnamas, one illustrated in 1590–95 and the second painted in 1600–05, are now preserved in institutions outside India; the main bulk of the folios are preserved in the UK. Hence, I was very keen to avail myself of the Sylff Research Abroad fellowship to travel to the UK and study the original manuscripts.

Summary of Major Findings

The Sylff Research Abroad award allowed me to realize a dream: to see and study sixteenth-century Persian manuscript illustrations produced during the reign of Akbar in India. The original manuscripts of the Akbarnama, of which 116 illustrations are preserved at the Victoria and Albert Museum in London and 66 illustrations at the Chester Beatty Library in Dublin, Ireland, contain several minute details that can only be gauged with the naked eye. The fellowship allowed me to travel to the UK and research primary material. In addition, I met several scholars of Mughal art, who shared their knowledge with me and discussed what is being currently researched on the subject.

Along with the original folios of the Akbarnama, I studied more than 400 illustrations painted during the Mughal period that are preserved in the archives of the Victoria and Albert Museum, the British Library, and the Chester Beatty Library. I also researched Persian manuscripts illustrated during the Timurid and the Safavid periods in central Asia, which were the precursor to Mughal painting, and studied stylistic commonalities and differences between the Persian and Mughal manuscripts.

Directly accessing primary material containing portrait images of Emperor Akbar helped me analyze how the portrait of Akbar functioned differently for each emperor. For Akbar, his own portrait imitated the model of Hero-King, Just-Ruler, Prophet-King, and God-King from Persian, Indic, and European sources. During the reign of Jahangir, however, Akbar’s portrait image underwent changes to suit the role of a divine Mughal ancestor on which Jahangir chose to shape his own portrait image.

Akbar wearing a halo.
An Equestrian Portrait of Akbar
The Late Shah Jahan Album
c. 1650, India
In 07B.21b
The Chester Beatty Library (visited February 1–11, 2016)

Akbar without a halo.
The Elderly Akbar Receives Murtaza Khan
Shuja' al-Dawla Album
Manohar
c. 1600, India, In 34.2
The Chester Beatty Library (visited February 1–11, 2016)

According to my research of the primary material preserved at the Chester Beatty Library and the Victoria and Albert Museum, functions of portraiture differed between father and son, due to three factors.

Firstly, the portrait image of Akbar developed during the emperor’s rule was carefully constructed to address a polity that would recognize and be familiar with the symbols of kingship that was in circulation. Thus, the portrait of Akbar as depicted in illustrated folios addressed his audience with the visual lexicon developed by his ancestors, the Timurids of central Asia. They relied heavily on Persian literary sources, which were in circulation throughout the Persian-speaking world.

Secondly, in the Persian tradition, the king had to display certain characteristics to project himself as a suitable ruler for his subjects. These characteristics were:

i) a great hero-king based on the personality of Rustam, the hero of Shahnama (Book of Kings) written by Firdausi in the tenth century;
ii) a humanist king based on Sufi literature developed by great poets like Jami writing in the Timurid courts during the fifteenth century;
iii) a prophet-king emulating the character of Iskander, Alexander the Great, in the Iskandernama (Romance of Alexander) written by Nizami in the twelfth century; and
iv) in Akbar’s case, a god-king based on Sanskrit texts that discussed several avatars of Lord Vishnu and considered the king, including a Muslim emperor like Akbar, to be an avatar of the Hindu god Vishnu.

Akbar’s personality as depicted in the Akbarnama displayed all these characteristics of an ideal ruler, gathered from several literary and transcultural sources.

Akbar as a brave hero(left), and Akbar as a just ruler(right).
Portraits of Akbar from the Victoria and Albert Museum’s Akbarnama
Mughal c. 1586–89
©Victoria and Albert Museum, London (visited January 14–30, 2016)

Akbar as a Sufi (left), and Akbar in a spiritual trance (right)
Portraits of Akbar from the Victoria and Albert Museum’s Akbarnama
Mughal c. 1586–89
©Victoria and Albert Museum, London (visited January 14–30, 2016)

Thirdly, when Akbar’s son and successor Jahangir ascended the throne, he needed to reimagine Akbar’s portrait to suit his own demand for an ancestral hero-king imbued with divine qualities. The reimagining of Akbar’s portrait was necessary to articulate an alternative politics that suited the newly announced emperor and help Jahangir project an image of himself as a world conqueror with divine attributes.

During my visit to the Chester Beatty Library in Dublin, I was able to match text with image, which helped me locate certain alterations in Akbar’s portraits¹³ that were illustrated during the reign of his son. This finding helps me prove my argument that the portrait image of Akbar was remapped by Jahangir to suit a dynastic-ancestral image to legitimize his own rule.

Transcultural Distinctiveness at Akbar’s Court

Illustrated manuscripts can tell us many aspects of human societies and how social relations were hinged upon a keen understanding between a ruler and his subjects. During the reign of Akbar in India, the emperor followed a structure of protocol that included systems taken from many cultural sources and applied universally at the royal court. This transcultural homogeneity was the most unique aspect of Akbar’s reign that transferred traditional courtly culture informed by Persianate tradition, as well as shaping a new courtly culture based upon systems absorbed from Hindu traditions.

The medium of portraiture, which formed the bulk of the images in Mughal art during the reigns of Akbar, Jahangir, and Shah Jahan, allows us a window by which we can not only study the physiognomic particularities of men belonging to a particular region, but also glimpse the popular models that were in vogue and which helped shape the portrait images of Mughal emperors, their coterie, and their subjects. Furthermore, by studying the changes in the visual lexicon between portraits of emperors depicted during their lifetimes and those re-created during the reigns of their successors, we can trace the politics and ideology articulated by the ruling emperor through the medium of manuscript art.

Bibliography

Beach, Milo C., B.N. Goswamy, et al, eds., Masters of Indian Painting, 1100–1900 (New York: Artibus Asiae Publishers, 2011)

Crill, Rosemary and Kapil Jariwala, eds., The Indian Portrait, 1560–1860 (Ahmedabad: Mapin Publishing, 2010)

Dimand, S. Maurice, “Mughal Painting under Akbar the Great,” Metropolitan Museum of Art Bulletin, New Series, vol. 10, no. 2 (1953), pp. 46–51

Eraly, Abraham, The Mughal World: Life in India’s Golden Age (New Delhi: Penguin Books India, 2007)

Koch, Ebba, Mughal Art and Imperial Ideology: Collected Essays (New Delhi: Oxford University Press, 2001)

Losty, J., The Art of the Book in India (London: The British Library Publishing Division, 1982)

Sims, Eleanor, Peerless Images: Persian Painting and Its Sources (Mapin Publishing in association with Yale University Press, 2002)

Soucek, Priscilla, “Persian Artists in Mughal India: Influences and Transformations,” Muqarnas, vol. 4 (1987), pp. 166–181

¹The Mughals were the descendants of Turko-Mongol sultans of the Timurid dynasty who ruled in central Asia from the fourteenth to sixteenth centuries. The Mughals ruled in India from 1526, when Babur defeated the Lodhis and established the empire. The last emperor of the Mughal dynasty was Bahadur Shah II, who was exiled by the British empire in 1857.

²The Timurid dynasty began in 1370 under the reign of Shah Timur (r. 1370–1407) in central Asia. The Timurid princes were great patrons of Persian literature and patronized several brilliantly illustrated manuscripts during their reigns. Beatrice Forbes Manz notes that the cultural revival that began under Shahrukh (r. 1405–1447) reached its zenith under Sultan Husayn Bayqara (r. 1470–1506), who turned Herat into a “shining centre of cultural patronage” (Manz, “Temür and the Problem of a Conqueror's Legacy,” Journal of the Royal Asiatic Society, vol. 8, iss. 1 [1998], p. 39). Also see Thomas W. Lentz and Glenn D. Lowry, Timur and the Princely Vision: Persian Art and Culture in the Fifteenth Century (Los Angeles: Museum Associates, Los Angeles County Museum of Art, 1989) and Beatrice Forbes Manz, “Tamerlane’s Career and Its Uses,” Journal of World History, vol. 13, no. 1 (2002), pp. 1–25.

³Babur was the first Mughal emperor in India. He conquered India in 1526 and reigned there until his death in 1530. Humayun, Babur’s son and successor, ruled India in 1531–40 and again in 1555–56.

⁴The men of Akbar’s court were Persian, Uzbeks, Afghans, Jesuits, and Rajputs belonging to Shia, Sunni, Christian, and Hindu faiths.

⁵Milo Cleveland Beach, The Imperial Image: Paintings for the Mughal Court (Washington, DC: Freer Gallery of Art, Smithsonian Institution, 1981), p. 19.

⁶Babur was the author of Baburnama, the first autobiography written by a Timurid prince.

⁷The official history of Akbar’s reign was begun in 1589 and completed in 1598, in the fifth and final decade of Akbar’s rule.

⁸Manuscript art, also known as miniature painting, originated in Persia during the reign of Mongol conquerors in the fourteenth century. Illustrations made on paper were accompanied by Persian calligraphy written in text boxes within the composition. They were usually assembled into albums and bound with a leather cover, decorated with gold inscriptions and intricate designs.

⁹J. Losty, The Art of the Book in India (London: The British Library Publishing Division, 1982).

¹⁰Susan Stronge, Painting for the Mughal Emperor: The Art of the Book, 1560–1660 (London: Victoria and Albert Museum, 2002), pp. 68–84.

¹¹See Eleanor Sims, “The Illustrated Manuscripts of Firdausī’s Shāhnamā Commissioned by Princes of the House of Tīmūr,” Ars Orientalis, vol. 22 (1992), pp. 43–68. Discussing three illustrated manuscripts of the Shahnama produced for the three Timurid princes—Ibrahim Sultan (1435), Baysangur (1433), and Mohammad Juki (1444)—Sims notes that each contains at least one illustration that could be interpreted as a “portrait” of the prince who commissioned it (p. 44); as cited in Linda T. Darling, “’Do Justice, Do Justice, For That is Paradise’: Middle Eastern Advice for Muslim Rulers in India,” Comparative Studies of South Asia, Africa and the Middle East, vol. 22, nos. 1 and 2 (2002).

¹²See Catherine Asher, “Ray from the Sun: Mughal Ideology and the Visual Construction of the Divine,” in The Presence of Light: Divine Radiance and Religious Experience, ed. Matthew T. Kapstein (Chicago: University of Chicago Press, 2004); Milo C. Beach, The Imperial Image: Paintings for the Mughal Court; and A. Azfar Moin, The Millennial Sovereign: Sacred Kingship and Sainthood in Islam (New York: Columbia University Press, 2012).

¹³The use of the halo, a heavily jeweled Emperor Akbar, an older monarch than seen imaged in the first Akbarnama with gray hair and a slightly stooped body—these were some of the alterations in Akbar’s image made during the reign of Jahangir.

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Training for the Best and Brightest Students on Leadership and Character Building in Rwanda

July 28, 2016
By 19603

Chika Ezeanya, a Sylff fellow from Howard University in the United States, initiated and implemented a two-day “Workshop on Character Building and Preparing Young Rwandans for Leadership towards Societal Advancement” in May 2016 in Kigali, Rwanda, with the support of an SLI grant. The following article is her reflection on the workshop. The successful workshop greatly contributed to nurturing leadership in young Rwandans who will be leaders of the community, the country, and the world in the near future.

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Motivation behind the Workshop

The organizer, Ms. Chika Ezeanya, presents with passion at the workshop on character building and leadership development in Kigali, Rwanda.

On May 25 and 26, 2016, the University of Rwanda College of Business and Economics gathered 30 of its brightest 300-level male and female students (according to GPA) at Nobleza Hotel in Kicukiro for a two-day intensive workshop on leadership and character building for societal advancement. The workshop was supported by a Sylff Leadership Initiatives grant.

The motivation behind the workshop is that the burden of national advancement rests on the shoulders of young people below the age of 25, who comprise 67% of Rwanda’s population. The main objective of the leadership training was to introduce young Rwandans with leadership potential to the need for building character toward effective leadership. The overall aim is to prepare these promising young people to become well-developed individuals and citizens and ensure that Rwanda as a nation is able to leverage its human resources to meet its economic growth and social advancement goals at all levels.

What Lacks in Rwanda

Education has been established as a veritable tool for training young people so that they will be equipped to hold leadership positions across sectors as older adults. Not many young Rwandans, however, are able to complete secondary education. According to the World Bank, Rwanda’s secondary school gross enrollment rate stood at 33% in 2013. Even for the few Rwandans who are able to study up to the university level, the curricula are lacking in leadership training modules. Training on leadership therefore needs to be given to selected Western-educated and not-so-educated young people with leadership potential in Rwanda.

Rwandan students at the workshop.

The leadership training endeavored to instruct young Rwandans with leadership potential on the concept of effective leadership and its role in ensuring economic growth and social advancement at all administrative levels. It is hoped that beneficiaries will be more capable of effectively discharging their present duties as youth leaders, in addition to being prepared for higher leadership responsibilities as older adults in Rwanda.

Since the genocide, the government of Rwanda has placed emphasis on preventing a reoccurrence and has instituted several strategies for ensuring economic growth and social cohesion. Much has been achieved through numerous successful education policies, poverty alleviation programs, and agricultural and rural development projects. But these strategies lack adequate programs aimed at training the minds of young Rwandans on the need to imbibe certain character and behavioral traits necessary for effective leadership, which can firmly place the country on the path to economic growth and social advancement.

At the Workshop

Two international facilitators from the United States and Nigeria were present at the workshop to introduce certain concepts to participants and to assist them in individually and collectively thinking and working through the concepts over the course of two days. One local facilitator was also available.

Topics discussed during the workshop included “Character building as a prerequisite for societal advancement” and “Purpose-driven living, values, and principles: establishing a connection,” presented by Olumide Omojuyigbe from Nigeria, and “From self-leadership to leading others” and “Ethics and leadership,” presented by Edozie Esiobu. Meanwhile, Dr. Chika Ezeanya-Esiobu presented three courses including “Aligning personal goals with community development goals” and “Trust and economic development—a nexus.”

Also present during the workshop were three representatives from Sylff who traveled all the way from Tokyo, Japan, to show support for the workshop. Mari Suzuki, who is Sylff director for leadership development, gave a speech on the vision of Sylff and the importance of workshops of this nature to the organization. Keita Sugai, a Sylff program officer, gave the closing speech and also presented certificates of participation to all participants. Ms. Aya Oyamada, also a program officer, was at hand to ensure the success of the event. The three representatives also met with Professor Nelson Ijumba, the Deputy Vice Chancellor of Academic Affairs and Research, who was acting on behalf of the Vice Chancellor Professor Phil Cotton, and with the Principal of the College of Business and Economics, Professor Satya Murty. During the meeting, areas for further collaboration between the University of Rwanda and Sylff were explored.

Feedback from the Participants

The audience participated actively in the question-and-answer segments as well as in the breakout sessions, where they were divided into groups and given questions to tackle related to the topics of the day. In an anonymous questionnaire at the end of the training sessions, student participants indicated their happiness and satisfaction with the workshop, citing the knowledge they had gained, and expressed their hope of forming an association across the University of Rwanda to promote the truths they had learned from the workshop. Most participants noted that they were being trained on character building for the first time ever and stated that they left the training on the final day with a transformed mindset.

A group photo of Mr. Edozie Esiobu, one of the speakers, Mr. Keita Sugai, Program Officer for Leadership Development for the Tokyo Foundation, and all participants, taken after the workshop.

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The Refugee Crisis on the Borders of Europe and the Role of the Czech Republic

May 16, 2016
By null

Věra Honusková and Martin Faix, Sylff fellows from Charles University in Prague, initiated and implemented a conference titled “Refugee Crisis on the Borders of Europe and the Role of the Czech Republic” in November 2015 with the support of a Sylff Leadership Initiatives (SLI) grant. The following article is their reflection on the conference. Having been written in December 2015, it does not take into account events that have transpired since that time. Although the nature of the problem is such that it is greatly affected by ongoing events, the article is nonetheless valuable as it deals with the fundamental aspects of the issue.

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Background

In an unprecedented migration crisis, we are currently facing the largest inflow of people into Europe in many decades. Hundreds of thousands of people are arriving on the shores of Greece and other states, many of whom are trying to reach Germany or Sweden. Europe is acting relatively slowly, and its proposals are not always welcomed by all.

The Czech Republic is neither a state on the external border of the European Union nor a transit or destination country for high numbers of migrants and refugees. The country is small, with only 10 million people, and relatively homogenous. There are approximately 450,000 foreigners in the Czech Republic, including several thousand refugees. The number of international protection (asylum) seekers has been very small thus far—only several hundred people yearly. The numbers are increasing now—still slowly, but the massive influx will impact the country without fail.

Within the EU, the Czech Republic often finds itself in the opposition. The EU, for instance, proposed a plan to “redistribute” migrants and refugees from those countries that have received too many (on the basis of EU asylum laws, mainly Dublin Regulation III) to other countries. The Czech Republic was one of four countries to oppose the plan.

Shifting Attitudes in Czech Society

This negative attitude toward the migrant and refugee issue is not only a matter of the Czech government’s position in the EU. The migrant—and especially refugee—issue has grown into a highly controversial one discussed at all levels of society.

Symptomatic of the debate is a surprising lack of awareness and understanding of the legal underpinnings of the current migrant issue, such as international and European legal obligations of the Czech Republic. This has resulted in resolutely foreigner-unfriendly positions on the issue, which have gained popular support and which, in the long run, have the potential to lead to a xenophobic atmosphere in Czech society. Such tendencies can be seen in the statements of political decision-makers, such as members of government, the office of the president, and parliament, and representatives of political parties. Moreover, they are widely shared by the public.

The language used in the speeches of politicians, in debates in the media, and on social networks has directly corresponded with the rise in xenophobic and anti-democratic sentiments. Heated debates arose in spring 2015, and people marched with model gallows for “traitors”—those who do not oppose refugees—at demonstrations held in June.

Law as a Corrective of the Views of Society

As academics and lawyers, we felt obliged to raise our voice and to speak about the obligations that the Czech Republic holds toward those in need of protection. While the law does not require states to accept all refugees, it still prescribes certain responsibilities toward them.

Furthermore, we live in the cradle of human rights. As such, we must stay human and strive to find solutions to help those in need. Perhaps they should live in countries neighboring their own, or perhaps in Europe, if only temporarily. But we need to talk about all this, about the role of international and European law in the refugee and migrant issue, about the question of a humanitarian approach to the issue, about how the negative attitude of policymakers toward refugees and migrants influences society. We believed that laying out the legal basis for the current debate may help to cultivate the debate, to calm the passions, and to help those in responsible positions to come up with a vision and possible solutions.

We therefore decided to work with the idea of a conference, and we sincerely thank the Tokyo Foundation for believing in our proposal.

The Conference

The conference “The Refugee Crisis on the Borders of Europe and the Role of the Czech Republic” took place on November 12, 2015, on the premises of the Charles University Faculty of Law. There were more than 150 participants, including those from politics, the media, government ministries, and NGOs, as well as students. Among the speakers at the conference were three international speakers who are well-known specialists on refugee law and are also involved in public debate on the issue. There were guests from the judiciary and from the Office of the Czech Ombudsperson, as well as speakers from academia representing different views.

The program of the conference consisted of three parts. The first part focused on legal and institutional foundations and introduced the legal basis for the debate with an overview of current hot topics. The second was aimed at giving a wider perspective by presenting the philosophical and sociological aspects of the issue and the human rights view. The third part sought possible legal answers to the mass influx of migrants and refugees, attempting to show the perspectives of EU law and the law in the Czech Republic.

The speakers presented many interesting facts, arguments, and possible solutions. They had different opinions, some very much in favor of human rights and others more traditional. But they all presented their views with arguments, and the debate was highly sophisticated. The conference provided a solid basis for understanding the role of law in the current situation, and some possible solutions were also discussed.

Impact of the Project

Several speakers mentioned the possibility of temporary protection. The idea seems very worthy of debate; it shows us that there are more approaches that we could take toward the current mass influx. As was also mentioned in the conference, we need to fight the smugglers, help people stay in countries near their countries of origin, and help solve the situation in their home countries by diplomatic means. But we can also offer homes to refugees, even if temporarily. One of the reasons for xenophobic reactions is the fear that an indefinite number of refugees and migrants will come into Europe and stay there for good. The law has a response to such situations as well, which those who are afraid may find acceptable.

The audience of the conference took active part in the debate. Many people told us or wrote us later that they found the conference to be very meaningful, and we daresay that it fulfilled its aims. Attendees had the opportunity to get an overall legal picture of the issues that are currently being debated. But those who were there are not the only ones to benefit from the conference; video recordings of the proceedings are available on the Prague faculty’s website for streaming.

*The report of the same conference by the Tokyo Foundation is available at https://www.sylff.org/16764.

Věra Honusková received a two-year Sylff fellowship in 2007–8 at Charles University. The fellowship enabled her to conduct research abroad and use it to finish her PhD thesis on the interpretation of the definition of a refugee. She is now a senior lecturer in public international law at the Faculty of Law, Charles University. Her areas of interest include migration, refugee law, and human rights. She is also a member of the Odysseus Network.

Martin Faix received a Sylff fellowship in 2009 at Charles University in Prague, Czech Republic, while conducting PhD studies in public international law. He is a senior lecturer in public international law at Palacký University in Olomouc and at Charles University. His areas of interest include human rights, international organizations, and use of force.