Making the Invisible, Visible: The first step

somebody's sister, daughter, mother

"He saw the pain in my eyes.  

He could see my human.  

He helped me escape."

The domestic workers we see choose to work the way they do. They are treated well, and are working legally. They are visible. The ones we don't see are often physically and mentally abused, forcibly confined, and bonded in a modern-day form of slavery.  Often there is no easy way out for these people, many are tricked into this line of work. The industry that supplies and exploits domestic workers violates many of their human rights. They are invisible.

Many of the people who work or go to this school have a domestic worker at their home, so we encounter domestic workers on a daily basis. While the domestic workers we see may not be abused, Malaysia has hundreds of thousands of domestic workers, many of whom are abused. Through our domestic workers, we are linked to this issue. Those affected are imprisoned, exploited and harmed. This also affects their family: someone they love is being hurt and they are often powerless to stop it. These family members, especially children, are often brought up in conditions that lead them to jobs similar to those held by their parents. If their parents are taken out of these conditions, they are as well.

It surprised me that laws on domestic workers are different depending on their country of origin. The Indonesian government banned all movement of domestic workers to Malaysia in an effort to get more rights for their workers already in Malaysia. A deal was reached and while negotiations are still in process Indonesian workers now have a higher minimum wage, better working conditions and insurance for both workers and employers. However this applies only to Indonesian workers, those who are from Cambodia or Myanmar are not protected under these laws. This is clearly unfair and needs to change. People shouldn't be treated differently because of their nationality.

After conducting only a little research on this topic I feel it is much closer to me than I had originally anticipated. It is close to me not only physically as many of the cases of abuse documented took place in Kuala Lumpur, but also emotionally. I cannot imagine anybody abusing the domestic workers that I see everyday, and I feel I have to play a part in preventing abuse from happening. Due to this I feel it will be much easier for us to have an effect on this issue than on others. Change has to start with us, we have to make a difference close to home by ensuring the domestic workers that we see everyday have adequate pay, working conditions and satisfactory accommodation. Are all of us confident this is the case currently? 

 After reading many articles on the situation, and reflecting, I realized how big an issue this is and how many lives it has affected. The more I read on this topic the more grateful I feel for my lot in life, and the more I feel it is our duty as humans to help those less fortunate than us. 

Fighting For Change in Pakistan

Nearly 1,000 schools have been destroyed by the Taliban in Pakistan, depriving thousands of school children of an education. Malala Yousafzai lives in the Swat Valley of Pakistan, which in 2008 was controlled by the Taliban. She became a victim of the Taliban’s antagonism towards education for girls. But she defied the Taliban and with great courage and determination took a stand for the rights of girls to an education. Malala Yousafzai campaigns for equal access to education for boys and girls in Pakistan because she believes in gender equality. She has pushed her cause by blogging for the BBC, becoming chair of the District Child Assembly of Swat (DCA) and becoming the poster child for a United Nations petition on the subject.


Malala has used various media to raise awareness of the plight of girls in Pakistan and campaign for gender equality in education. Malala’s father, Ziauddin Yousafzai, was a fiery education rights campaigner in his day and encouraged his daughter to take up his cause. He instigated his daughter’s involvement with the BBC blog, from which she would gain recognition. 
Feryal Ali Gauhar, the Pakistan’s McGill-educated former UN ambassador, described Malala and her blog as “The lone voice in that wilderness; hers was the voice which made us consider that indeed, there can be alternatives, and there can be resistance to all forms of tyranny... Her diary, published on the BBC Urdu service website, testifies to the fact that all is not lost, that there are still amongst us those who can stare the enemy in the eye and resist the brute force with which all things rational and sane have been threatened.” (Express Tribune) 
The blog was an international platform from which she could raise awareness of her cause. For every person that saw the blog, the issues that Malala was talking about rose in prominence in their mind as she wrote about it. Every time she wrote on her blog, she fostered awareness of the issues she and her classmates faced. Through her blog she inspired those around her and around the world, to believe that maybe change could occur in the Swat Valley. In 2009, when the Pakistani military expelled the  Taliban from the Swat area, Malala felt safe to reveal herself publicly. Film was the next medium used by Malala to further her cause. She publicly campaigned on Pakistani television for women’s rights. A New York Times documentary profiled her and her views on the situation in the Swat Valley. “I just want to have an education and be a doctor,” said Malala, 11 years old at the time of the NYT documentary. Malala used these media opportunities to take a stand against what the Taliban stood for and had done to her. The documentary presented an opportunity to talk to people outside Pakistan, reaching minds she might not have touched through her Urdu blog. Her presence on domestic television let those who might not have known about the horrible things going on within her country have a chance to learn. Malala’s involvement with the blog and her other campaign work led her to be invited to become a member of the District Child Assembly of Swat

Malala became chair of the  District Child Assembly of Swat to foster awareness for and address the problems faced by children in the Swat Valley today. The DCA is an organisation set up by the United Nations Childrens Fund (UNICEF). It is composed entirely of school children from around the Swat region. The purpose of the assembly was to address issues faced by children in the Swat valley.
“Thousands of schoolchildren are without schools and it is “disappointing” to see that the government is not taking keen interest in this sector,”said a member of the assembly. (Report on Assembly)
The assembly is being used to bring media attention to little known issues. The press can cover what the assembly is doing, making more people aware of what’s going on in the Swat area, especially to children. By having children as part of the assembly, they can provide first hand evidence to make it easier to address the problems they face. Having children express their views on issues, that affect them personally, can lend validity to their claims. Children articulating their perspective on serious issues and significant issues is unusual to say the least, this may attract greater media attention.
“The objective of the assembly is to create awareness among the children regarding their rights and to prepare them for the better future of the country,” said Farman, a member of UNICEF. (Report on Assembly)
By informing children of their rights Malala and the members of the DCA are providing other children with knowledge that could equip them in their fight against the Taliban. This knowledge can let kids know that their current circumstances are not the norm. Their situation is not what it is supposed to be. This gives kids something to fight and stand up for. By doing this, the Assembly is enabling children to try to address the issues they face, themselves. Malala’s role in all this demonstrates the impact a single individual can have. While her message had a positive benefits for many, it also had negative consequences for Malala herself. The action Malala was taking against the Taliban had infuriated them, they were being bad-mouthed by a teenage girl. They decided to do something about it.


After she was shot in the neck and head by the Taliban, international awareness of Malala increased exponentially, leading to more light being shed on her cause and on her. On the 9th of October 2012, members of the Taliban militia boarded a bus on which Mala was travelling. After asking who she was, they shot her several times. Miraculously Malala survived, and is currently in hospital after being airlifted to the UK.
Reza Sayah, CNN’s correspondent in Pakistan, described Malala as “A 14 year old human rights activist whose legend grows by the day... Much of this nation, much of this world is keeping a close eye on Malala’s health as well.” (CNN Youtube Channel)
Before she was shot, Malala had a blog in Urdu, and a short documentary had been made about her. After she was shot, her story of how she stood in the face of the Taliban, demanding education for herself and her classmates, went worldwide. People were talking about her and her cause. This raised awareness to a level Malala never could have dreamed of. The atrocities committed by the Taliban came into were highlighted; rights the rest of the world took for granted were being taken away from little girls. Malala being shot raised awareness to the extent that thousands of people around the world knew what was going on in the Swat valley.
After she was shot by Taliban militants, Malala’s status rapidly increased, and she became a well-known figure around the world. Former British Prime Minister Gordon Brown championed the proposal for her to be the poster child for a petition on children’s rights, as well as for making November 10th, “Malala Day.”
“Malala Day, one month after Malala was left for dead by Taliban assassins, is an opportunity for people everywhere to come together to support the cause that Malala so valiantly represents: a girl's right to education,” Gordon Brown stated. Gordon Brown HuffPost Blog 

As a result of the UN’s and Gordon Brown’s efforts to push Malala’s name, over one million people worldwide have signed the I Am Malala petition. The petition calls for Pakistan to lay out a plan to put girls in school, and for countries the world over to stop discriminating against girls. Plan International, an NGO centred on helping children, is moving to increase the amount of work it puts into placing girls in school.

“I don’t mind if I have to sit on the ground when I’m at school. All I want is an education. I am afraid of no-one.” said Malala.
Malala isn’t afraid of anyone, she campaigns tirelessly for her cause despite the opposition she faces. She’s blogged for the BBC, been on television and in documentaries, chaired assemblies and been shot. But her work means that a personal tragedy for one girl may yet inspire an education for millions more.

We Can Do Anything

650 million people are being held back by a disability, each one limited in their own unique way. Each of these people is held back by a condition they did not choose to have. Whether it be physically, mentally or both, these people do not exercise and enjoy the full range of human ability that each of us take for granted. Over 80% of these people live in developing nations. Two million live in South Africa alone. (IMF World Economic Outlook). Luckily these people are not alone in their struggle, there are others like them to help them through life’s trials. People such as Chaeli Mycroft. Chaeli, herself afflicted with cerebral palsy from birth, started The Chaeli Campaign, to help other disabled people. The Campaign has helped thousands of disabled people in Africa, making difficult lives easier - providing much needed physical equipment and disability-specific education.


The Chaeli Campaign uses various programs to provide physical equipment for disabled children, giving them the ability to move around as well as as enhanced motor skills to lead better lives. Chaeli herself requires a motorised wheelchair to move around. In fact the entire Campaign was started to get her the wheelchair.  One of the main goals of the Chaeli Campaign is to promote and provide the mobility needs of the disabled under eighteen years. They do this through several programs such as the African Odyssey plan, which provides physical equipment such as wheelchairs to 16 families in Chinhoyi, Zimbabwe. (Chaeli Campaign Programs) Without these wheelchairs these disabled people would not have any means to move around the home, let alone leave it. Taking away the restrictions put in place by their condition, these wheelchairs let disabled people move around almost like an able-bodied person. Disabled children get the opportunity to live their lives amongst children who are not similarly handicapped. It gives them the chance to live more normal lives, less affected by their condition.  Alongside this program The Campaign also runs a therapy-backed Assistive Devices scheme, which by providing thousands of kids in South Africa with custom-made equipment that can improve posture and manual dexterity. (Chaeli Campaign Programs)  Having therapists work together with this scheme harnesses even more help for the handicapped children. The therapists try hard to make disabled minors more comfortable with - and go beyond - the limitations of their body. The objective is to reduce these limitations, providing more freedom of movement to these children. The program also fosters awareness of what the Chaeli Campaign does and the plight of disabled children, creating more concerned people to help out those in need of a helping hand.

The education given by the Chaeli Campaign to disabled children and their teachers helps them become more accepted in the workplace and classroom. Disabled children are already held back enough by their disability, so the environment they inhabit shouldn’t make it any harder for them. However not all environments can be drastically changed. Often the kids themselves have to be taught the skills to succeed within these environments.  The Campaign runs an Inclusive Education program which not only supports minors but also focuses on creating more accepting school environments. (Chaeli Campaign Programs)  This course tries to teach disabled children the skills to interact with their classmates and their teacher. Skills such as peer-to-peer solution-finding, as well as promotion of a more accepting learning environment, are elements of the program. These skills may prevent bullying before it starts and provide a useful link with the teacher for when their disability could hold them back. Students with disabilities can be socially inept and have trouble with simple motor skills and articulation in speech. (University of Toronto) By changing learning environments to be better suited for disabled children, the program lessens the effect of their disability in the school environment. The program makes these accepting school environments patient and understanding of the way a disabled child could be held back. Teachers are taught how to support the children as well as the various barriers they could face in learning, and how to overcome said barriers. School cannot help a child through all of life, so certain skills need to be learnt that can be applied in real world situations. The Vocation and Rehabilitation program run by the Campaign has workshops so that disabled kids can learn skills that could provide employment opportunities. It also offers social and intrapersonal lessons. (Chaeli Campaign Program) By teaching disabled youth workplace skills, The Campaign hopes to make them a more attractive to employers. The program also teaches youth communication skills that can help them interact in the workplace. The lessons try to imbue the children with an enhanced ability to follow instructions, a skill necessary if one is to take orders from a superior. Giving disabled youth more confidence in their own skills, which may be hard if they’ve been taken care of their whole life, is another goal of the program. Through this curriculum The Campaign not only helps handicapped children now, but also improves their future job prospects.They are thereby more likely to have a rewarding later life.

“My greatest strength is that I believe I can do anything” - Chaeli Mycroft. Chaeli’s vision of a world where disabled children need not be held back by their condition is a vision still not yet realised. The Chaeli Campaign helps disabled children every day, by providing tutelage to the handicapped that can hopefully ensure that their future is bright. It provides equipment that takes away barriers put up by disabilities.  Organisations like The Campaign work hard to change our perspective of disabled people for the better, creating a better world for them to live in and a better world for us to be a part of too. Chaeli believes she can do anything, and with her help and inspiration, 650 million disabled people will be able to.

Where I'm From

Uncertainty on life's pathway

I am from long walks, From huge backyards and tall trees I’m from moving boxes Holding memories wrapped up in bubble wrap I am from bustling streets With peddlers peddling wares With foul-smelling air and cluttered side-walks I am from the big red car And four guys in coloured shirts. I’m from first days And new houses I am from firm handshakes And you can’t keep being so shy I’m from The Daily Show And The Colbert Report With bad words that you’re not allowed to say. I’m from Eat your greens And finish your food. I’m from Gai yang and sticky rice, From Arab food And family reunions. I’m from the delicious small cakes, And the big memories that are cooked into each one. I’m from hard days at the Docks To save money for school. I’m from immigration lines And passport stamps. I’m from uncertainty And hope Wrapped up all in one.

Chinese Creation Myth

Yes there are several typos. The warrior photo is the only good one I could find that was that large during the small period of time I had.

This first one has no soudtrack and you can actually hear me.

This one has a soundtrack which unfortunately runs over my voice. It sounds really cool though

The End Came Yesterday

As I write these words this day, May 22nd, I am well aware that 200 million people, "true believers" supposedly went to heaven yesterday as said by the messenger of god Harold Camping. That though, was not the true end, the world will be destroyed on October 21 2011, apparently, as said by Mr Camping. Mr Camping once said the world would end in 1994, and we all know that happened.

What?

We're not talking about that?

Oh, errr.

The end of grade six you say.

Ok, let’s talk about that. Less exciting but more certain, and I like certain, it's very comforting, there's no doubt, no uncertainty. Just facts and... Now I'm rambling.

Back on topic.

I've been asked to answer a few questions about my past year. The first of which is this:

What piece of work and learning are you most proud? (sic)

My work is like my children, it's hard to pick favourites. Not really. I would say my imaginative narrative. When I look at it, I don't think of great storytelling, I think of a venture into a genre of writing which I had not previously explored. I had never really had the opportunity before to just write creatively, so I tried to use this one to the best of my abilities, which if you read it you will find out are not that high. There's a saying that it's the thought that counts and I think to some extent that's true, maybe it doesn't apply so much here, but I really valued this opportunity and this piece of work. I'm proud that I did this, as well as of all the knowledge I picked up along the way about writing stories.

Here's another question: What were your greatest challenges?

Now, I think there are two ways of looking at challenges; the first is that they are bad and that everything should be easy, the second, which I subscribe to, is that challenges are good for the experience that they give us in an area with which we are unfamiliar. The one thing this year that I believe exemplifies this thought is questions during literature circles. Though they were a pain and hard to think of, they gave me some time to think of new angles to look at a text from, and for that I love them. Albeit they took some time to think up, but they gave me a chance to analyse things in a way I had not done before, and for this I also love them. Though they were a challenge, they gave me something in return for the time they took from me, and for that I am thankful.

Another question: Reflecting on your growth this year, what did you learn about yourself as a learner?

This year we created a learning profile about ourselves which gave me a unique opportunity to look at the way I learn and how I think. Here's a quick summary: Listening to music is a good idea - as I am now. I learn best by looking at the details before working my way up to the big picture and for some reason I should sit at the front of the class on the right. I also found out through numerous presentations and speeches that I am relatively good at public speaking, a talent which I hope to use in the future. Does that have anything to do with being a learner?

Probably not, but I gained that knowledge while I was learning, so that has to count for something. It also tackles the growth part of the question which the first part does not. So there.

I now have to evaluate my work habits with these three possible grades to give myself: Needs Improvement, Satisfactory and Perfecto!

My behaviour was in my view satisfactory. There were some sudden outbursts which might need to be controlled in the future, but generally I thought I was pretty good. I, unlike others in my class, did not resort to physical violence even when it was used in some way against me; I just took it like a man while the other person looked sort of stupid afterwards.

My participation was in my view very good, bordering on too much. I would actively participate in class discussions and sometimes even provoke them myself. I would make points and ask questions when I thought they needed to be asked. Some other class members could be described as “mindless drones” (as one someone put it, perhaps ironically), who took the teachers’ word as gospel truth and who would do as told even if they were asked to do something, which in my view was unnecessary, without question. I would question and ask why something had to be done, for if it's not necessary to my learning, why should I do it?

Organisation is an area in which I need help from those around me. I do try to do my homework but I forget to do it sometimes and on occasion it may come in late. I will endeavour to use my planner more next year as it is built to be a tool to prevent such forgetfulness.

My effort is satisfactory bordering on great. As I said above, I don't like to do work I don't have to. Naturally I put less effort in to these projects as well as projects I don't enjoy completing. This is my own perhaps slightly peculiar way of telling myself that I am not a mindless drone.

I now need to think of two goals for next year. If you've read the above post, I think some of them are rather obvious. I need to work on my organisation. Completing and turning my work in on time will undoubtedly move grades in an upwards direction. Now I think just setting a goal is not enough, you must also put together a means to achieve this goal. I will use my planner in the way it was designed to be used. I will also frequently check Moodle in order to keep up with my workload.

My second goal is to try and look at things from new perspectives, not just the easiest and most accessible. I should listen to people more, to learn their own perspective and then compare it to my own. I will look at the pros and cons of each viewpoint before perhaps even changing my own.

Is there anything my future teachers should know about me?

I'd just like to say that I enjoy a stimulating conversation about current affairs and the major issues of our time. In other words I like politics and the controversy and discussion that surround it.

What was my favourite activity in Humanities this year? What did I enjoy about it?

There are two activities that I really enjoyed, and both for the same reasons. These are the Pharaoh iMovie and the Geographical Placement Powerpoint. The first reason I liked them is the medium through which they were expressed. It wasn't words on a paper it was something a little more creative and interesting, something that I had a little more control over. The second reason I liked them is that they were a lot more public than the average piece of work. With most work, only the teacher and I actually see it, as will probably be the case with this blog. With the iMovie and the Powerpoint, however, everyone in my class saw it. That was a great incentive for me to do good work.

What activity do you wish we had spent more time on?

I think the Imaginative Narrative was something that required a bit more time. It's not that often that I get the time to write creatively so I would have appreciated some more time to do so. After the narrative we went straight back into fact-based writing which is the norm at school, and I frankly can do with a little bit less of this style.

What words of wisdom or advice do you have for the upcoming sixth graders?

Challenge. Challenge yourself. Challenge your peers. Challenge your teachers. Challenge the world. Make'em think.