Building Bridges Not Walls 6 Innovative Solutions For Global

By Shakeel Ahmad Ramay | China Daily Global | Updated: 2021-09-27 09:13 In expounding his vision of a community with a shared future for humankind, President Xi Jinping remarked while addressing the general debate of the 76th session of the United Nations General Assembly via video... On Sept 28, 2015, Xi delivered a speech to the UN that focused on making "concerted efforts to build a community of shared destiny for mankind". In his address last week, he emphasized that the global human community with a shared future can only be achieved through dialogue, development, mutual respect and cooperation. At a time of global difficulties in combating COVID-19 and climate change, Xi has given the world new confidence by declaring that humanity will surely prevail and China is committed to development for all. As a world tied to a shared future, fighting the challenges together in a coordinated manner is not an option, but the necessity of the time to ensure the peaceful coexistence and common future...

The world must come out of political gaming or zero-sum games over COVID-19 or any other challenge. The policy of putting people and people's lives first, rather than putting country first, should be adopted. Science-based solutions and scientific guidelines are required to defeat the pandemic, not political maneuvering. With more people than ever before on the move – either voluntarily or forced from their homes – there are enormous implications for education that require flexible and innovative solutions. This is the central theme of UNESCO's 2019 Global Education Monitoring Report, Migration, Displacement and Education: Building Bridges, Not Walls. It analyses several tried and tested solutions – with varying degrees of success – and concludes with a set of recommendations for policymakers working on the issue.

Education has a direct or indirect influence over whether people move and where they move to. It affects their resilience, attitudes, aspirations, beliefs and sense of belonging. Yet, for many on the move, especially the displaced, the administrative or discriminatory barriers they face often impede their access to education entirely, even though it can provide a safe haven. The annual report makes the case for education of migrants and refugees to be given priority in their host countries’ plans. Most migrants are talented and driven; many have overcome huge challenges in their bid to do better. Expanding access to quality education for people on the move improves their lives.

Ignoring education in the response to migration is a failure to recognize its power to address diversity and promote inclusion. Through effective teacher training and teaching materials, a good education can provide people with the skills to engage with different cultures and challenge their own stereotypes. It can build much-needed bridges across cultures and divides, and forge a path towards a more cohesive and just world. Go back to the article: Education for migrants: an inalienable human right Is it possible to create a borderless world? How might it be better equipped to solve the global emergencies threatening our collective survival?

Build Bridges, Not Walls is an inspiring, impassioned call to envision–and work toward–a bold new reality. "Todd Miller cuts through the facile media myths and escapes the paralyzing constraints of a political ‘debate’ that functions mainly to obscure the unconscionable inequalities that borders everywhere secure. In its soulfulness, its profound moral imagination, and its vision of radical solidarity, Todd Miller’s work is as indispensable as the love that so palpably guides it."—Ben Ehrenreich, author of Desert Notebooks: A Road... "The stories of the humble people of the earth Miller documents ask us to also tear down the walls in our hearts and in our heads. What proliferates in the absence of these walls and in spite of them, Miller writes, is the natural state of things centered on kindness and compassion."—Nick Estes, author of Our History Is the Future:... By the time Todd Miller spots him, Juan Carlos has been wandering alone in a remote border region for days.

Parched, hungry and disoriented, he approaches and asks for a ride. Miller’s instinct is to oblige, but he hesitates: Furthering an unauthorized person’s entrance into the U.S. is a federal crime. Todd Miller has been reporting from international border zones for over twenty-five years. In Build Bridges, Not Walls, he invites readers to join him on a journey that begins with the most basic of questions: What happens to our collective humanity when the impulse to help one... Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser. Education English is now the predominant foreign language taught in primary and secondary schools in North Korea. On all our visits, we have been very impressed by the levels of English language proficiency among students at the Kim Il-Sung University (whom we met and with whom we spoke) , in schools... Ten years ago, the British Council began its teaching programme in North Korea, and there are currently three teachers in Pyongyang, with a fourth soon to arrive-reaching what Ambassador Hughes describes as "generation next."... The British Government has also introduced the Chevening scholarships for North Koreans to study in the UK for brief stints. Canada has also provided English language assistance-and we saw their excellent software programmes in use at Kim Il-Sung University.

This paper examined the effectiveness of a program to train North Korean teachers to adjust to South Korean society. It used a biographical approach and aimed to examine the characteristics of the adaptation of North Korean teachers who escaped from their country to South Korea. The training program endeavored to assist their adaptation by perpetuating their specialized professional work experience from North Korea. Interviews with 28 North Korean teachers were analyzed, and the effects on and experiences of the participants in the adaptation program of the Korean Educational Development Institute (KEDI) involving the North Korean Teachers Academy... In line with major points that arose during the interviews, recommendations were made about policies to support North Korean teachers and the other North Korean escapees adapt effectively to their new society through training... This study explores the North Korean initiative to translate Korean writing into foreign languages from the mid-1940s to the early 1970s.

Between 1945 and the mid-1960s, the North Korean government focused on the translation of Soviet texts, such as Lenin's Collected Works, into Korean. The North Korean elite attempted to learn about Soviet culture and Marxism-Leninism by translating books and magazines from Russian into Korean. They accepted, rejected, or transformed elements of Soviet culture and Marxism-Leninism and applied them to their own context. At the same time, the North Korean leadership launched a Korean-to-foreign language translation project to introduce North Korean texts such as Kim Il Sung's writings to Third World countries. When Kim Il Sung promulgated the Juche idea while visiting Indonesia in 1965, the focus of the North Korean leadership moved from Russian-to-Korean translation to Korean-to-foreign language translation. Previous studies have seen translation in North Korea as a way of importing written texts from the outside world, particularly the Soviet Union.

However, this study sheds light on translation as a practice of exporting culture, ideas, and knowledge to the world, notably to the Third World. Every community, no matter how diverse, experiences moments that bring people together—rebuilding after a crisis, gathering at a local rally, or advocating for meaningful change. These moments reveal a simple truth: our strength lies in connection. Resilience isn’t just about individuals weathering storms; it’s about communities working together, weaving diverse perspectives into shared solutions. Yet, in a world that often leans toward division, the choice to build bridges—to listen, to empathize, and to act collectively—is both a challenge and a necessity. When we come together, not just to air differences but to understand them, we build something far stronger than any one voice could achieve alone.

I saw this firsthand while working with a city at a crossroads, as it sought to balance growth with its deeply rooted identity. Thanks for reading Brittle Views! Subscribe for free to receive new posts and support my work. Resilient policies are the bridges of our society. They span divides, connecting communities while adapting to shifting landscapes. These policies aren’t static; they evolve, responding to new challenges and diverse voices.

Critically, they aren’t imposed—they’re created by and for the people they serve. When policies are built with empathy, they reflect the collective strength of the community. They stand firm in the face of change, not as walls that divide but as bridges that unite. Resilient policies don’t just serve a single group or generation; they anticipate future needs, ensuring equity and adaptability for all. In our journey through the diverse landscapes of human communities, we encounter two starkly contrasting realities: the enriching, vibrant life in a diverse community, and the stifling, tense atmosphere of a closed, hostile community. Understanding the profound impact these environments have on individuals and society as a whole is crucial in today's globalized world.

This article explores the ramifications of these community dynamics, emphasizing the need for embracing diversity and openness for a progressive and harmonious society. Living in a diverse community is akin to being part of a rich tapestry woven with threads of various colors, each representing different cultures, backgrounds, and viewpoints. Such communities are not just melting pots of culture but also hotbeds of creativity and innovation. The exchange of ideas and perspectives fosters an environment where learning and growth are constant, and empathy and understanding are nurtured. When people from different walks of life come together, they bring unique solutions to the table, leading to innovative problem-solving that benefits the entire community. In stark contrast, closed, hostile communities are characterized by a lack of openness and acceptance.

These communities often suffer from limited perspectives and prejudices, leading to discrimination and social strife. The absence of trust and cooperation stunts not only personal growth but also communal progress. In such an environment, fear and intolerance can thrive, creating a space where cultural exchange is non-existent, and innovative ideas are stifled. The lack of diversity leads to a monocultural mindset, impeding the community's ability to adapt and evolve in a rapidly changing world. The juxtaposition of these two types of communities highlights the importance of building bridges rather than walls. To foster a society that is both progressive and harmonious, it is essential to cultivate environments that embrace diversity and reject hostility.

Promoting Cultural Exchange: Encouraging interactions among diverse groups can break down barriers and dispel misconceptions. Uploaded by building bridges on September 14, 2021

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