To China and South Korea I Will Go...

HERE WE GO...


For the past 9 years I have been a social studies public school teacher. Currently, I have been working at the same urban district for the past five years. It is through my supervisor that I learned about the 2017 Peace & Reconciliation Asia Study Tour with the group New Jersey Alliance for Learning and Preserving the History of World War II in Asia or NJ ALPHA for short, of which, I am fortunate to have been granted a generous scholarship to participant in. 





Besides my love of travel, I decided to apply for this program because, "a terrible travesty of justice that suffering of a third of the population of Asia during World War II should be neglected from the global history taught currently in the West and, consequently, relegated to the “attic of history.” What is even more unforgivable is that history may be repeating itself that could cause unimaginable pain, suffering, and tragedy to the world because we do not learn from this part of history....The atrocities that the Japanese Imperial Army inflicted on China, Korea, Philippines, and other parts of Asia were not isolated incidents, but massive atrocities that included the Nanking Massacre, sex slaves, biological and chemical warfare, and illegal mistreatment of prisoners of war (POWs)."


As stated above, in the statement of NJ ALPHA, much of the atrocities of World War Two are often from not only the European Theater, but when it comes to the Pacific Theater, hardly anything is mentioned.  Surveying a handful of high school level textbooks, prove this point. 


World History - Patterns of Interactions (2007)

Glencoe World History (2004)

World History: The Modern Era (2007)

The only book that somewhat talked about the Pacific Theatre beyond sea battles, kamikaze, Iwo Jima, or “Big Boy” & Little Boy was an AP History Book, of which I could not find the name, which toughed on the actions of the Japanese in just under 2 full pages (pgs 1032 - 1035).
Though I have taught the history of World War Two, for many years, I have touched on the topic of the destructive force of the Japanese Imperial Army, however as with most things, there is so much more that I do not know, simply put because it wasn’t taught.  

ORIENTATION... 
On April 30th, I was able to meet the few people from New Jersey as well as the other participants for this year’s tour.  Before meeting up, we were advised to watch a video of a previous trip



The meeting started off by everyone introducing themselves via video conference call.



After all of the introductions, we went on to cover the mission of NJ ALPHA, a basic history of the Sino-Japanese War, we were distributed the curriculum guides that they have developed for High School, books and recommended book list. We finished the meeting off by reviewing the trip itinerary, the process for applying for a visa for China and various travel tips. Once dismissed we were able to go out for Dim Sum at a local restaurant and conversation. 




WHAT I KNOW...
Usually when I travel, I take much more time to conduct research so that I know what I am getting into. Since I’ve been teaching for almost 10 years, I know I am much more aware of some of the major atrocities than many of my peers.  Every year that I teach certain lessons, I take time to research and build upon my previous knowledge.  The topics of the Nanking Massacre, Comfort Women, and Unit 731 are something that I am familiar.  One of the most recent films to touch on this history is The Flowers of War (2011), which was based on the book, 13 Flowers of Nanjing, that was inspired by the diary of Wilhelmina "Minnie" Vautrin, an American missionary, in China during the Nanking Massacre in China where she cared and protection of as many as ten thousand Chinese refugees from the Japanese authorities.  


Though the movie can be pretty graphic and telling about the attack in Nanking, when it comes to this part of history, after seeing many of the pictures google offers at the click of a mouse, it is just one of those things that you cannot un-see nor forget.




Comfort Women is the term used to describe the women kidnapped, coerced, and or taken prisoner to be sex slaves for soldiers and other officials of the Japanese Imperial Army.  When learning about this, there were two points that remained in my brain,

1) As told in Kazuko Watanabe’s article, Trafficking in Women's Bodies, Then and Now: The Issue of Military Comfort Women, “...One Japanese Army doctor, Asō Tetsuo testified that the "comfort women" were seen as "female ammunition" and as "public toilets", as literally just things to be used and abused, with some "comfort women" being forced to donate blood for the treatment of wounded soldiers….At least 80% of the "comfort women" were Korean, who were assigned to the lower ranks while Japanese and European women went to the officers with for example Dutch women captured in the Netherlands East Indies (modern Indonesia) being reserved exclusively for the officers...
2) As a victim of the incident, in 1990, Jan Ruff-O'Herne testified to a U.S. House of Representatives committee: "In the comfort station I was systematically beaten and raped day and night. Even the Japanese doctor raped me each time he visited the brothel to examine us for venereal disease."

Reading about these stories, is one thing however sometime it truly takes a visual to get a clearer picture.  One very powerful video about comfort women that I usually share with my students is titled, Herstory Comfort Women Animation – English 



When it comes to World War Two, one popular area of study is often the human experimentation as performed by the Nazi’s, specifically the ones conducted by Josef Mengele.  However, many American’s are never taught about Unit 731, the covert biological and chemical warfare research and development unit of the Imperial Japanese Army.  Live vivisection, germ warfare attacks, frostbite testing, syphilis testing, weapon testing, bacteriological or physiological experiments, rape and forced pregnancy, sex experiments were all the deliverers of death for at least 3,000 men, women, and children.  

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WHAT I WANT TO KNOW...
The easy answer is, EVERYTHING! Honestly, it is the detail and experience that I am after to have a better understanding of this time period and to become a better teacher to my students to give them context that they would otherwise never have access to.  Furthermore, as a social scientist, it is quite obvious that learning about other people particularly their history will empower me to have better understanding of the world around me.  Honestly speaking, I’m pretty sure that I will become emotional during this trip, as I have in past trips, but I am hopeful that I will be able to make it through and learn a lot.  


FINAL THOUGHTS...
As with any trip, one's mind begins to flood with numerous questions:

How this trip was going to add and enhance myself as an educator, as a curriculum writer, as an African-American, as a woman, and as a spiritual being? 

Just a basic line of questions...pretty much we will just have to see as the trip unfolds. 


Will I be "odd man out”, as I’m the only brown person on this tour?  How will I be viewed as an African-American in Asia, specifically? What does racism look like in China and South Korea?

There are so many pictures videos and articles on social media about the treatment of people of the African Diaspora throughout Asia.  Where people walk up and touch one’s hair, follow them around, stop them to take pictures seem to be considered "normal"....I hope not. 


Finally, with the onset of tension between America and North Korea, Japan and China, Japan and South Korea, can the various leaders of the world not throw a temper tantrum for two weeks?  


I was able to watch episode 69 of season 5 of Vice News Tonight on demand.  This particular episode is quite interesting to see right before my trip.  The episode titled, Japan Rising, chronicle Japan's rising nationalism in the face of, “China's increasing expansionism, North Korea's continued belligerence and a tide of nationalist sentiment sweeping the globe, a right-wing movement in Japan aims to revive and strengthen the country's military might for the first time in 70 years….After World War II, Japan disbanded its military and adopted a policy of pacifism across its society, culture and constitution.”  As with World War I, where old issues weren’t resolved, so does it seem that the tension of the WWII Pacific Theater seems to be making a resurgence.  Though I do not subscribe to feeding a mindset of fear, it truly looks as though the cycle of time is rearing its head.



ON SOCIAL MEDIA...







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Zhídào xià yīcì


다음 시간까지
Da-eum sigankkaji


Until Next Time!

Homeward Bound

Sadly I got sick on the last day, so most of the journey was spent asleep in the airport and on the plane. So the only picture I have is from these two days when the plan was about to land.



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Exploring South African Music

What Started it all...



While in Cape Town I was able to find a music store and proceeded to listen to all different kinds of music. These are the different things that I found:

Kwaito...


A music genre that emerged in Johannesburg, South Africa, during the 1990s. It is a variant of house music featuring the use of African sounds and samples. Typically at a slower tempo range than other styles of house music, Kwaito often contains catchy melodic and percussive loop samples, deep bass lines, and vocals. Although bearing similarities to hip hop music, a distinctive feature of Kwaito is the manner in which the lyrics are sung, rapped and shouted.

Maskanda...



A kind of Zulu folk music that is evolving with South African society.  Maskanda is distinguished by an instrumental flourish ("izihlabo") that sets the tone at the beginning of each song, in a picked guitar style, and rapidly spoken sections of Zulu praise poetry, called "izibongo".


Marabi...



A style of music from the Townships of Johannesburg.  Originally it was played on pianos with accompaniment from pebble-filled cans. Eventually, Marabi had incorporated new instruments, guitars, concertinas and banjos, and new styles of Marabi had sprung up. Among these were a Marabi/swing fusion called African jazz. 


Zahara...
A South African Afro-Soul singer-songwriter and poet. Although She just came out in 2011, she is very popular in South Africa, she reminds me a lot of India Arie.

Afrikaan [Rap]...

So, I don't actually know of any artists, but I heard a lot of rap in Afrikaans from the students.  When I got home and tried to look up some music, I found this "Antonio" person via youtube.  As I was watching his video I laughed to myself as I watched him dance (because it looks just like the dancing my students do here in NJ)  Ahhh, what a global reach contemporary hip-hop has, where young people thousands of miles removed still act like YMCMB.



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Day 15: ...A Side of Food For Thought

Day 15: Cape of Good Hope, South African Penguins, Shopping with A Side of Food For Thought

Sad to report...no safari. Only two of us ended up wanting to go on the safari, so instead as a group we decided to go to Boulders Beach near Simon's Town.  




There we were able to see the African Penguin aka the Black-footed Penguin. They were all so cute however not-as-cuddly. 



After our visit with the penguins, we headed over to the Cape of Good Hope, The Southern most point of continental Africa. 


While at the Cape of Good hope, I remembered that my Aunt (in which whom I was very close to), who passed away from Leukemia in 2004 always wanted to come to South Africa.  It is actually because of her influence in my life, that I so fully embraced the Pan-Africanist Philosophy and Afro-centered lifestyle.  So, in her honor I took some of the ocean water and pebbles to bring to her grave, since she was never able to make it to South Africa.

Mary A Eppes
11/4/41-11/4/08
Later that afternoon...

We were able to go to Green Market Square. GMS is an outdoor arts and crafts market place in which you can find many different kinds of artistic souvenirs to decorate your home with or give gifts. I found so much that I am going to create a haul video once I get home of all of the goodies that I was able to buy in South Africa. 



The one interesting thing that I found out while in GMS was that the majority of the vendors were "foreigners". Meaning, that most of them are African but born in other countries and immigrated to South Africa for better economic opportunities.  One vendor that I made the acquaintance of told me that, "No South Africans would respectably work here, they get better jobs." This got my mind to thinking about how Americans complain about the immigrants from Central and South America, in which also claim that they do the work that Americans no longer wish to do.  This is very interesting as it jogged to memory a point that Dr. Joseph B. Diescho brought up during his lecture to us (and the NYU Study group).  His point was that the argument of illegal immigration within South Africa always centered around the issue of immigrants from other southern African nations rather than that of ones from European ancestry. Considering the end to the apartheid rule, one would like to think that the South African people would be much more tolerant toward other continental Africans, however it seems as though exactly the opposite seems to be occurring. The most memorable being in 2008 when "foreigners" were being violently targeted with vigilante "justice" being dictated for their immigration to South Africa. (Source, Source#2)



   


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Day 14: District 6 Museum & Robben Island


Day 14: District 6 Museum & Robben Island


Today we were able to go to the District 6 Museum.  When we got to the museum, I thought that it was going to be a breeze.  When we went inside, we were met by our guide.  As we listened to his presentation, we came to understand that he was a former resident of “District 6”.  As our guide walked us through the museum, the 
injustice that was done to the coloured residence of the district was very apparent.  As we walked through the exhibit we were able to view old street signs, reconstructed bedrooms and local establishments as well as large depictions of the destruction to the homes.  The things that stuck out to me were the large banners and messages left by visitors over time.  The destruction of “District 6” is, again, quite a similar experience to other people of color around the globe. 



After about an hour of looking around the museum, we piled back onto the bus and headed over to the V&A Waterfront and to the ferry for Robben Island. 




The first thing about this visit was the ½ hour ferry ride over to this island.  Once there, the visit added to the growing knowledge of South African history.  One addition was being able to see the Moturu Kramat, a sacred site for Muslims on Robben Island.  It was built in 1969 to commemorate Sayed Abdurahman Moturu, the Prince of Madura and one of Cape Town's first imams.  The reason that it’s on Robben island is that Moturu was exiled to the island in the mid-1740s and died there in 1754.



We were able to learn much more about the story of different anti-apartheid political prisoners. As we were bussed around the island, we were able to view the different places around the island.  One of these places was of very high interest was the Robert Sobukwe house. Although unknown to most in the west, he was actually one of the most respected and feared of the African nationalists. Sobukwe insisted that South Africa be returned to its indigenous inhabitants ("Africa for the Africans").



"Sobukwe joined the ANC Youth League while a student in 1948 and became a leading player, with Nelson Mandela, in their 1952 Defiance Campaign but gradually his views parted company with those of the ANC leadership. He believed strongly in that the future of Africa should rest solely in the hands of black Africans, denying the role of multi-racial groups in favor of government for the individual. In 1959, he formed a new party, the Pan Africanist Congress (PAC) and became its first President. 
At his inauguration speech, he said:


… multi-racialism is in fact a pandering to European bigotry and arrogance. It is a method of safeguarding white interests, implying as it does, proportional representation irrespective of population figures…W
e guarantee no minority rights, because we think in terms of individuals, not groups.”



An eloquent speaker, his message of black empowerment was instrumental in creating the 1960s Black Consciousness Movement that questioned the very white stance taken by the teachings of church, state and school and led eventually to the Soweto Uprisings of 1976." (Source Source#2)  This man was indeed so powerful and such a threat to the Apartheid government, that they met and passed the General Law Amendment Act No 37 of 1963 aka T
he Sobukwe Clause, 
which allowed people already convicted of political offenses to be further detained. In laymen's terms, its was formulated, aimed and used to keep PAC leader, Robert Sobukwe in Robben Island prison. 





In addition to learning about Sobukwe, we also learned of the true conditions of how the prisoners were treated, the work that they were forced to do, and the torture that they had to endure.


Our guide who was an ex-political prisoner at Robben Island

Although Robben Island would give one [American] the impression that it could either be a place similar to the jail experience of Martin Luther King Jr, Malcolm X, or even the more infamous Duvalier jails.  Depending on the prisoner, there was a range of experiences.  On one hand, our guide explained that the inmates were allowed to further their education and earn degrees as well as educate each other within the living quarters.  However, on other hand, there are numerous examples of extreme working conditions and outright torture for not meeting . 


Nelson Mandela's Prison Cell at Robben Island

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Days 11-13: The Roses That Grow From Concrete

Days 11-13: Kalksteenfontein Primary School


From Tuesday to Wednesday, we had the opportunity to both observe and teach in the Kalksteenfontein Primary School.  Although it was not my grade level, I had the best experience at this school.  Upon our arrival to Cape Town, we were greeted by the principal who was willing to come out of him home at 8 o'clock at night to go through our expectations as well as brief us as to the politics and school environment that we would be stepping into. The fact that he was willing to do this before we even got to the school gave me a strong sense of respect for him as the leader of the school (as this trait is often lacking among urban leadership).




As each day began, we would meet as a group in the staff meeting room with Principal ____ and he would allow us time to ask him questions pertaining to how the day was going to go or any general questions that we had. When it came time to go to the classrooms, he personally walked us to the room as well as came and checked on us periodically.  Even at break time, he was a strong presence in the corridors.


When we first arrived in the classes, we were told to just observe and try not to allow the children to distract us or themselves from their lessons and what was going on in the classrooms.  Raafi and I were the two visiting teachers in the classroom.  This is important because as I was observing the students, I noticed that there was one boy that was beat-boxing  as he was doing his work. When it came time for our first break, I relayed this information to Raafi who was sitting a few rows behind me. As soon as I did that he called the student over and they began to make beautiful music together...that continued for the next few days.




As the boys were huddled around Raafi and enjoying the beats, the girls huddled around me and asked me a million and one questions inbetwixt playing with my hair, re-teaching me lanyard patterns, and convincing me to sing for them as to not be out done by what was going on just a few feet away. As I tried to find anyway possible to not to sing, I thought was saved by the formal break that comes after lunch. I was sadly mistaken as the learners got both Raafi and myself outside I got us to both sing for them.  After that , the beat-boxing and Afrikaans rap lyrics returned and we some how ended up all dancing.  It was at this moment that while in mid dance move one of the learners turned to me said something quickly laughed and danced off.  It didn't occur to me that she had just told me "You dance like a nigga" until after the break was over and I was sitting in the classroom contemplating it. 




I would definatly say, this is the only part of the visit to Kalksteenfontein that I regret...not hearing her in time to educate her that that is not a word she should be using...particularly in the 4th grade. 


After our first day of observations, we were allowed to teach an English (language) lesson and a lesson about America.  We decided that since the students already had "Bieber Fever" we would use the lyrics to one of his songs to promote reading comprehension. Our second lesson was all about map skills, time zones, and letter writing in english. Though after the first day of teaching I felt it was actually my first day of teaching, it wasn't bad (I still prefer high school though, sorry). 



Personally...
What I really got out of this experience is the understanding of being "coloured" in South Africa. When I was sitting in the classroom on that first day, the one thought that kept repeating itself was, "If I was born here, I would have probably gone to a school like this".  Through no fault of their own, but sheerly due to the residual politics of Apartheid, this school and community is severely under resourced, and run rampant of poverty, gang activity, drugs, violence, etc.  Though the school has superior leadership, the principal has very little outside support. It is amazing to see how so much yet so little has changed since 1994. 









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Day 10: A Dream Deferred

Day 10: The Amy Biehl Foundation




Today we were fortunate to be able to visit the Amy Biehl foundation in Cape Town South Africa. 


"On August 25, 1993, Amy Biehl was murdered by radical members of the militant Pan Africanist Congress while working to help South African blacks and women vote in the countries first diplomatic election. The Amy Biehl Foundation (ABF) is a non-profit organization that was founded in 1997 in Cape Town, and draws breath and inspiration from Amy and her example. The foundation reaches out to thousands of children in the Townships through After School programs. The aim is not just to keep the children off the streets and away from all the negative influences (drugs, crime, violence etc), but we are especially focused on giving them that extra necessary education in crucial areas such as HIV/AIDS prevention, reading, computers, greening and environment, music, arts, sports and more. With these programs the children are given the opportunity to show and improve their skills and creative development, which is crucial for their future. Over the years the Foundation has flourished in its mission to ‘Weave a Barrier Against Violence’ by emphasizing social, cultural and economic empowerment through its programmes. Currently, two of the young men who were convicted of Amy’s murder and granted amnesty, work for the Foundation to make these programmes a success. They are a living embodiment of the values, such as forgiveness, reconciliation and tolerance, which we strive to teach the youth of Cape Town through our work" (ABF South Africa Website // ABF US Website) 




After watching the story of Amy Biehl and listening to the opening remarks by the CEO, I was even more inspired and motivated by this organization about my own business endeavors. They are doing much of what I hope to be doing within the next ten years. Their business plan and methods are truly something to emulate as they seem to have figured out a wonderful formula to fund private enriching educational support, enrichment, and extracurricular activities for the Cape Town Township youth.






Post Participation photo-op
There are many MANY more videos of the activities of the learners, that you can view on my youtube page.

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