What Happens When the World's Children Leave Home?

In the news lately, I've been struck by the growing number of children who are with parents fleeing their home countries, who wish they could escape their home countries, who attend schools in a different country, or who just seek foreign adventures.

     Brazil's super model, Gisele Bundchen, left her country and married the U.S. New England Patriots quarterback, Tom Brady. Nowadays, nearly two-thirds of those in Brazil's 16-34 year old age population also want to leave the country, even if they aren't leaving to marry a foreign celebrity.  Their motivation: escape from a slumping economy, from corruption, and from a lack of police security.

     In the recent migration from Mexico and Central America, parents brought as many as 3000 children to the United States also to escape violence, gangs, and rape and to find economic opportunities.

     Children among the six million refugees fleeing Syria try to escape the bombs, poisoned gas, and starvation inflicted on their families by the dictator, Bashar al-Assad.

     Children also are among the Muslim Rohingya refugees who have fled from Myanmar to Bangladesh to avoid violence in their home country or from Yemen to get away from air attacks.

     In Nigeria, terrorists chase women and children from their villages to rape and attack them with knives.

     Latest numbers show more than 600,000 students left China last year to study in the West. Many were avoiding, not violence, but the gaokao, a test that values memorization and determines who enters China's top universities.

     Was it a youthful quest for adventure that caused 12 Thai boys and their soccer coach to ignore flood warnings and endanger their lives and those of their potential rescuers when they became trapped in a cave between Thailand and Myanmar? One of the boys showed he was a good student when he understood a British rescuer's question about how many were trapped and responded, "13," in English. Two were the first to make it out undertaking a dangerous, submerged two-mile route.

     Displaced populations pose a host of problems.They might indicate destabilization in the countries they are fleeing, and they place a burden on the services provided by host countries. Unless new arrivals are accepted and integrated into the host country's population, rising nationalism leads to protests against the government and the immigrants, especially if  refugees look different, profess a different religion, and have a different ethnic heritage.

     Nuns who work with refugees in the U.S. expect to see victims of violence and those who have suffered the trauma of long journeys, often on foot, who need counseling. Some new arrivals are afraid to go out alone because they are not used to being able to trust anyone. They are amazed when they receive donations of clothing, toys, diapers, and even furniture, such as cribs, from strangers.

     Shelters know they need to provide legal services for asylum seekers and bond for detained refugees navigating foreign court systems, where their next court dates might be three years away. When cases are not settled in 180 days in the U.S., attorneys know immigrants are entitled to work permits that enable them to find jobs to support themselves and their families. Asylum used to be granted in the U.S., if someone were escaping domestic or gang violence, but only persecution because of race, religion, political opinion, nationality, or membership in certain groups applies now.

     Besides legal aid, families need help learning the local language. Nuns in a U.S. shelter try to make a new language fun by letting children write English words with their fingers in shaving cream. Then, there is the help needed to enroll children in schools, to apply for health services, and to become a member of a religious congregation.

     In shelters, nuns see people begin to develop confidence about living among those who speak different languages and have different cultural practices. I remember reading about displaced families from Syria who left where they had been settled in  rural Baltic States that provided creature comforts to slip into Germany, where they could join the others who had been settled there and shared their Muslim Arabic culture.

     Practices that would seem OK in a home country might be objectionable in a host country. Smoking, spitting, stealing, and getting drunk can fall into that category. Players who join teams from other countries often need to be schooled in the ways of their new countries. For example, women in the U.S. object when Latin baseball players yell, "Hey, chickee babie."

   

   

Share the Olympic Experience

Teams coming from around the world to begin competing in the Olympic Games Friday will experience new people, products and sights in Rio de Janeiro, Brazil. To help us share their experiences, I checked the innovations trendwatching.com now sees in Central and South America.

     In Brazil, Olympians might pick up a new smartphone and learn Twizer provides help choosing apps, making the most of apps, and incorporating a new phone into daily lives. The Twizer service is free for everyone.

     Other interesting things Olympians might hear about in Brazil include: the fact that for six hours on one day, Uber drivers picked up clothes, bedding, personal hygiene items, non-perishable food, and pet products for free to help Porto Alegre Prefecture's vulnerable people during the winter. Olympians might see the Ben & Jerry's inspired social media campaign, #amoreprogresso, disagree with love. Last spring Ben & Jerry's opened its store in Sao Paolo to let people discuss, over ice cream, contentious issues about corruption and politics.

      Olympians coming from countries with a corruption problem also might look into Peruleaks, an independent, secure platform that enables citizens anonymously to provide encrypted information about crimes and corruption to journalists who check accuracy before publishing a whistleblower's observations. Peru's Peruleaks is part of the Associated Whistleblowing Press (AWP), a Belgium-based nonprofit, that combats corruption.

     Venezuela is trying out a new crime fighting measure of interest to Olympians from almost any country. In the El Hatillo district of Venezuela, empty out-of-service police cars park in the city's most dangerous areas to serve as a security presence criminals are loath to ignore.

     Olympians from countries writing a new constitution, such as Thailand, might ask competitors from Mexico to tell them about the system in Mexico City that invites citizens: 1) to submit proposals for a new constitution at Change.org and 2) to vote on proposed changes. Ideas that receive more than 10,000 signatures are submitted for consideration by a government panel.

     Athletes determined to keep fit by eating healthy foods with no added hormones would be interested in the Chilean company called the NotCompany, which relies on the artificial intelligence (AI) expertise of the Giuseppe startup to make meats, cheeses, and milk out of nuts, peas, grains, and other plant-based crops.

     Female Olympians thinking about life after competition could check out Peru's Laboratoria program for training women with little to no computer science knowledge and no college education. After graduating from a 5-month coding course, women receive job placement services in Peru, Chile, and Mexico.

     And, finally, what can Olympians do with plastic bottles after they finish drinking their water? If they pass through Panama, they might see the Plastic Bottle Village being built by a Canadian entrepreneur. Once steel mesh frames are filled with up to 10,000 plastic bottles for insulation, concrete covers the frames to make walls.

   



   

Summer Project: Adopt a Country

Your country could be a big one, like China or Russia, that is always in the news or a small one, like Papua New Guinea, that you didn't know existed. Whatever country you choose, there are resources to help you explore your choice (See some suggested sources of country information in the earlier post, "See the World.") I took my own advice and decided to learn about Malaysia. Unfortunately, I only got as far as looking at a map and deciding Malaysia must have a complicated history, It shares the slim Malay Peninsula with three other countries: Burma (Myanmar), Thailand, and Singapore, and the nearby mountainous Borneo island with Brunei and Indonesia.

     Those who plan to put more effort in learning about a country can begin their project by buying a scrapbook or notebook and labeling pages with titles, such as "Maps," "Government leaders," "Sports," "Key industries," "Agricultural products," and so forth.

     On the first page, "Maps," include a map of your country and a world map with an arrow pointing to it and to your country. (For sources of maps and other information about maps, see the earlier blog post, "You Are Here.") When I had an Atlas out to look for Malaysia, I also decided to see where Iran's secret nuclear facilities probably were located. It was easy to spot the long swath of Zagros Mountains that run along Iran's western border. Eye-in-the-sky satellites could know where to look for activity indicating the construction of new facilities that violated its nuclear agreement with UN Security Council members and the EU.

     Your second page could be labeled, "Flag," Find a colored picture of your country's flag in a World Almanac at the library or elsewhere. Countries put a lot of thought into their flags, because they symbolize a country's important characteristics. Saudi Arabia's flag is almost all green, because the Muslim faith is important to its people and green is the color associated with Mohammed, founder of the Muslim religion. South Africa's flag is much more complicated than Saudi Arabia's. For example, it has red and black for the struggle its population had for freedom and gold for a source of its wealth. (More information about flags is in the earlier blog post, "A Salute to Flags.")

     On a page titled, "Population," list how many people live in your adopted country. How does the size of this population compare to the population of your home country? Is it two times larger or less than a tenth the size of your country? Also include pictures of your country's government leaders and its people. List names of people in your adopted country that may be very different from those of your classmates (Some sources of people and place pictures are listed in the earlier blog posts, "Picture the World" and "Getting to Know You.")

     A page for "Places" is a good one for photos of cities, especially the country's capital. Photos also will show mountains or flat land, snow or beaches, rivers and farms, how people live in cities, and what sports they play. If you know relatives or friends will be visiting your adopted country, remind them to send you postcards to include in your scrapbook.

     Not every country has the same animals that live where you do, so be sure to have a page labeled, "Animals." If you go to a zoo, see if you can find an animal whose native home is your adopted country. The zoo's brochure may have a photo of this animal that you can add to your scrapbook.

     Your interests may lead you to look into your country's music: folk songs and classical composers, current tunes and performers, various instruments.

     What products does your adopted country produce, minerals does it mine, and crops does it grow? Find photos.

     As a student, you will be interested in "Education."Do all children attend the same types of schools? What do they study at what ages? A new book, Playgrounds, shows what recess looks like in some countries (See the earlier blog post, "Recess Differs Around the World.")

     Subjects such as "Food," "Religion," and "Language" could all have separate pages. You may be lucky to find foreign money and stamps from your adopted country, an interesting book about your country, a souvenir from an Olympic or World Cup games held in your country, or a doll dressed in native garb. Recently, when the founder of my granddaughter's 4H club spoke at a meeting, she told how she had 80 dolls from the 80 countries she and her husband had visited.

     The best thing about filling a scrapbook or notebook with information about an adopted country is beginning to think about traveling there some day.

Introduction

Globalization came as a shock to the U.S. generation that won World War II and even to the Baby Boomers who followed. The current generation is different. International elements surround today's children from birth. Their first toys have tags showing that they were made in China, Thailand, or Malaysia. As youngsters, they may have attended Montessori schools that use methods developed by an Italian doctor or, under the influence of Japanese musician, Shinichi Suzuki, been gently nurtured to play an instrument. Long before leaving for junior years abroad, students expect to share classrooms and playgrounds with children whose heritages are Mexican, Nigerian, and Korean. Young people are growing up without a competitive edge in a world where democracy is not a shared goal. Their families work for multinational firms, complain about jobs outsourced to foreign companies, vacation where exchange rates provide the best value, or travel only as far as the price of Middle Eastern oil permits.

     National boundaries fail to shield today's children from the rest of the world's languages, religions, and drug traffickiing. Back in 1939, when isolationists were determined to keep the United States out of World War II, Senator Arthur Vandenberg thanked God for the protection of "two insulating oceans." Nowadays, neither the Atlantic nor the Pacific prevents global communication and terrorism from bringing the wide world home. When one billion people are international travelers every year, oceans no longer insulate anyone from tuberculosis or mosquito-borne diseases like the Zika virus. Neither can lines on a map limit where today's young people will work, the cultures they will share, nor the problems they will solve.

     Globalization requires an international, interconnected perspective. Children who have lived outside the country where they were born already may possess the cosmopolitan savvy to feel comfortable wherever they are plopped down in the world. But stay-at-home kids need not cede to their well traveled cohorts the feeling of being comfortable with foreign cultures, knowledge of world geography, the will to deal with environmental challenges, or decisions about war and peace. Teachers and parents now have access to resources at home and on the Internet that enable them to help young people acquire both a taste for what the world has to offer and confidence that they can contribute something to the world.

     My granddaughter's interest in Italy began with mythology. She knows everything about chimeras. These three-part lion, goat, and serpent creatures terrorized Asia Minor until a hero riding on Pegasus killed one. When my granddaughter learned there was a bronze chimera statue in Florence, that city became her dream destination. Although she has yet to travel outside the United States, she took me directly to a book store's language section and showed me the Italian workbook and interactive CD-ROM she wanted for her birthday. Mythology, art, and language combined to widen my granddaughter's view of the world. In a similar way, young athletes might develop their international perspective after watching the Olympics in London this summer. For other children, a foreign coin, a "Made in Bangladesh" clothing label, or a musical rainstick could stimulate interest in their world. This global awareness is what my blog is designed to foster.