SUD éducation attaqué par Darmanin : on ne se laissera pas intimider !
Nous publions un communiqué de la part du syndicat fran¢ais SUD éducation, qui témoigne et dénonce un autre acte d’intimidation et censure, cette fois au delà des Alpes, contre un militant qui a “osé” critiquer les ingérences des militaires dans les écoles et le SNU (service national universel).
Le ministre de l’intérieur est personnellement intervenu…
WEBINAR – March 23, 2024 – NATO and US-bases in UK and the Nordic countries
Organiser: Global Women for Peace United Against NATO – GWUAN
Supported by: No to War No to Nato network – MAPA (Massachusetts Peace Action) – IPB – Codepink – Women’s International League for Peace and Freedom, U.S. Section – World Beyond War, and the United National Anti War Coalition (UNAC)
Speakers
Moderator Emily Molinari/IPB
Sean Conner, Executive Director of IPB
Sophie Bolt/UK – vice chair of the Campaign for Nuclear Disarmament (CND
Ingeborg Breines/Norway – Former Chair of IPB and UNESCO Director
Tove Jensen/Denmark – board member of the Peace Initiative in Denmark, and in the Campaign “No to US-Bases in Denmark
Karin Utas Carlsson/Sweden – active in Women for Peace/Sweden and in the organisation Folk och Fred/People and Peace
Ulla Klötzer/Finland – Women for Peace, long-time activist for peace, against nuclear power, for sustainable development.
Oleg Bodrov/Russia – engineer-physicist, environmentalist, chairman of the Public Council of the South Coast of the Gulf of Finland, St. Petersburg, Russia, IPB board member – NATO/US-bases effects on Russian foreign policy
– 20.00 (8 pm) CET (Central European time)
– 21.00 (9 pm) Helsinki/Kiev/South Africa time
– 19.00 (7pm) UK time
– 06.00 (6 am) Canberra time
– 03.00 (3 am) Philippines time
– 14.00 (2 pm) EDT (Washington/Toronto time)
– 11.00 (11 am) San Fransisco/Seattle time)
UK
Desperate to remain the US’ number one ally, and facing defeat at the polls, the British government is pushing the fear-mongering agenda of a ‘pre-war situation’ in which Britain must prepare to wage war against Russia, Iran, China, and the Yemen. It is in this context that US plans to site B61-12s at Lakenheath are being framed in the media. However, greater public awareness of Lakenheath is mobilising opposition. Nationally coordinated actions are planned for May.
Norway
Norway is considered the eyes and ears of NATO in the north. In addition to several surveillance installations, mostly American, storage of foreign military equipment in Norwegian mountains, access to Norwegian harbours by nuclear submarines, training of allied military forces in the Arctic and more frequent and bigger NATO exercises ever more closely to the Russian border, Norway made 16.april 2021 an agreement allowing the USA to establish four so called joint areas in Norway, rubber stamped by Parliament in 2022. And now in 2024 we are getting eight new bases at the same time as the other Nordic countries also make similar agreements. Militarization is rampant. The “Stoltenberg effect” is strong. How to fight this development and build a culture of peace?
Denmark
We consider American bases on Danish soil and the military and foreign policy course in Denmark to be aggressive and dangerous for peace in the Nordic region. The bases are serving US’s interests and are bringing overflights and acts of war close to the population of Denmark. We are working to get a referendum on the subject.
Sweden
Sweden has become the 32nd member of Nato. It its dangerous, but DCA is even more devastating since we have no guarantee that nuclear weapons will not be brought into the country. We have no law against it and no reservation. Now there is a rising national movement to combat this loss of sovereignty and upscaling of weapons on the territory.
Finland
Finland became the 31st NATO member in April 2023 – without any open and honest debate about obligations and consequences. The political elite used the Ukraine war as a trigger. Exactly the same goes for the DCA-agreement and the 15 US military bases soon being established in our country that has a 1 300 km (830 mi) border with Russia.
Russia
It is tragic with closed borders for interaction between civil society of NATO countries and Russia. After the disintegration of the Soviet Union and the termination of the Warsaw Pact, NATO doubled, and its military budget became 20 times higher than the Russian one.The United States has more than 800 military bases around the world. So, who is threatening whom? The war in Ukraine and everywhere in the world must be stopped.
Webinar space provided by IPB
Please encourage your network to sign our Declaration https://womenagainstnato.org/declaration/
Webinar GLOBAL NATO – THE LARGEST MILITARY ALLIANCE IN HISTORY
To be held on February 13th 2024 Start 15:00 CET end 16:30 https://www.no-to-nato.org/2024/01/2024-02-13-zoomsave-the-date/
You are invited to join us in our latest webinar which will be held on February 13th 2024 at 9am EST, 3pm CET, 2 pm London time, 4pm Cape Town.
Register here: https://us02web.zoom.us/meeting/register/tZwpdOuqrz4rGNXQKkDDzYunt0O2uJzBuBa3#/registration
This webinar will focus on the dimension of “Global NATO” and its influence not only on transatlantic relations, but also on the politics of Eurasia, Australia and Southeast Asia. Our speakers will provide information on NATO’s current development, refute the alleged defensive character of the military alliance and illustrate its global dimension. In the introductory remarks, this global dimension of NATO is presented in particular.
The webinar serves to prepare the content and structure of the international protests on the occasion of the 75th anniversary of the founding of NATO, which will be held in Washington in July.
| Ann Wright – militarization of the Pacific. Ann is a retired US Army Colonel and a US diplomat who resigned in 2003 in opposition to the US war on Iraq. As a US diplomat she had served in US Embassies in Nicaragua, Grenada, Somalia, Uzbekistan, Kyrgyzstan, Sierra Leone, Micronesia, Afghanistan and Mongolia. She is a member of Code Pink and Veterans For Peace |  |
| Annette Brownly – AUKUS, US military bases and the militarization of Australia. Annette is a long time antiwar and peace activist, she helped to establish the Independent and Peaceful Australia Network (IPAN), is the current Chair of IPAN and manages a United Nations Assn of Australia Peace and Security program. |  |
| Kate Hudson – the UK’s worldwide military engagement as part of Global NATO . Kate is a British left-wing political activist and academic who is the General Secretary of the Campaign for Nuclear Disarmament (CND) and Media Officer of Left Unity. She served as Chair of CND from 2003 to 2010 and has been an officer of the Stop the War Coalition since 2002. |  |
| Kristine Karch – EU and NATO, war twins under US dominance. Kristine Karch is Co-chair “No to war – NO to NATO” international network, board member of INES, founding member of Ecomujer, Peace Camp Stop Air Base Ramstein Peace Award 2023, Move the Money from war to needs of people and planet. |  |
| Ludo De Brabander, Belgium – Ludo is is spokesperson for Vrede vzw and ICC-member of No-to-NATO network. the new alliance between Japan, South Korea and the USA |  |
| Reiner Braun, moderator. Reiner Braun is the former President and former Executive Director of IPB. Since 1982, he has been actively involved in the Peace Movement, working in the office of the “Krefelder Appeal” against new nuclear weapons in Europe. |  |
After introductory contributions, there will be an opportunity for questions, comments and discussion.
Webinar cooperation with No to War – no to NATO and Global Women for Peace United Against NATO
Pippa Bartolotti
on behalf of Global Women United for Peace against NATO
www.womenagainstnato.org
this list coordinates the “Global Women for Peace – United against NATO” counter actions against the next 75 years NATO summit in July in Washington DC. It was founded for the women actions against the NATO summit 2023 in Vilnius/Brussels.
From France
SNU: Que nos enfants préparent la paix, pas la guerre! (clicca qui)
Le Collectif “Non au SNU” (Service national universel) intervient dans le site “Politis” pour mettre à jour la politique du gouvernement , qui vise à consolider et renforcer le SNU dans les écoles. Financé avec 160 millions €, jusqu’à ce moment volontaire et hors des activités didactiques structurées, on veut arriver à sa généralisation, en passant des “classes engagées” et des “Lycées engagés”. Les phases prévues pour les adhérents: un séjour de cohésion de 2 semaines, une “mission d’intéret général” de 84h au cours de l’année et, facultatif, une “période d’engagement ( 3 mois à 1 an, age 16 à 25 ans), préférentiellement dans un corps en uniforme! A la guerre, les jeunes!
From USA
Who Runs the Best U.S. Schools? It May Be the Defense Department
Here an explication by Max Civili.
From the World
Week of Action Oct 1-8 “Peace Now! Stop the War, Stop NATO”, end the war in Ukraine and start negotiations, in almost 20 countries around the world:
The International Peace Bureau (IPB) calls the civil society organizations in all countries to join a Week of Global Mobilization for Peace in Ukraine (WGMPU) from Saturday 30th September to Sunday – 8th October 2023. The common goal is to call an immediate ceasefire and peace negotiations to end the war in Ukraine. Join the link to read the article.
From Hungary (Magyarországrol)
On the 4th of July 2023 the following artcle about national defence education plans was published by 24.hu
Hungarian MP, Peter Ungar questioned the Minister of Internal Affais, Sándor Pintér. How many schools start the defence education in Hungary this year?
Bence Rétvári the Secretary of State responded, according to which 120 schools nationwide can start teaching the students to national defence from this school year. He said, the Ministry of Defence will provide experts to teach the children. who must take part in professional, pedagogical, educational, administration and methodological preparation before starting education at schools. According to Rétvári, „making the implementation of national defence educational tasks will provide more efficient, targeted education of young people who are committed to the defense of the homeland and have practical national defense knowledge and skills.”
He pointed out, the 2023/2024 academic year will be subject’s trial year.
According to the former statement of the department, starting from the 2023/2024 school year, the subject will be offered to secundary schools as an optional subject at expence of the free time frame.
According to them, „in addition to the already functioning cadet program, thei creates the opportunity for high school students to get to know the citizenship obligations relaated to the defense of the homeland in more detail. In addition to getting to know the most important national defense organizations and tasks, the children can acquaire theoretical and practical knowledge, including in the fields of cyber defense and cartography, as well as acquire othe practical knowledge.”
Original text in Hungarian
From Australia
Kids, 10, training for to build a workforce for AUKUS, SA’s $368bn nuclear submarine project
This ain’t the classroom you learnt in. A tech firm, a global defence company and SA teachers have teamed up to build an extraordinary new workforce.
There are 14 kids sitting on the floor. All are playing close attention to the teacher at the front of the classroom. Most of them are 10 years old and even though, maybe, a couple are fiddling with their iPads, there is still rapt attention from all involved. No fidgeting, no whispering to each other, just concentration on what “Mr S” is showing them. The only noise in the room belongs to the teacher and chatter leaking through from an adjoining class. These are year 5 kids at Elizabeth Downs Primary School.
What the teacher is demonstrating is a new way of teaching kids. A method that wants to move away from the more passive teacher and textbook approach to something that embraces virtual technology and augmented reality.
Today Mr S is showing his students how to create 3D digital designs using a program called Tinkercad. A room next door is full of VR glasses, AR cubes, robots designed by students, drones, drone gates and a 3D printer.
It’s a long way from teachers writing on blackboards with crumbling white chalk.
These kids are part of a pilot program called Beacon that wants to hook kids on the kinds of subjects that we keep being told they don’t do enough of. Science, technology, engineering and maths. Or to give it its catch-all title – STEM. The subjects everyone laments that not enough kids study these days, especially as Australia rushes headlong into a future where it hopes to build nuclear submarines and other assorted
hi-tech defence toys.
One of the students sitting on the floor is 10-year-old Crowley Flynn Crowley already has his sights set on delivering those nukes for Australia.
“I really want to work with the subs and be a boilermaker,’’ Crowley says. “A lot of my family do trades and I want to work building the subs.”
Crowley, along with his classmates Emma Schedewy and Lucas Taylor are loving the new class. Emma has her sights set on becoming a scientist, possibly working in the field of climate change, while Lucas is another who sees himself working on Australia’s future submarine program, possibly in the research field.
“It’s so much better because we can actually do stuff, rather than thinking about how to do stuff,” Emma says. “It’s definitely more interesting when you can use your creativity.”
Crowley, Emma and Lucas may already be converts to this new world, but the numbers show that even children who are interested in subjects such as science and maths in primary school lose the passion as they become older and the subjects become more complex as they enter high school. There is also the natural focus many students and their families place on achieving a good ATAR score, which can lead to kids ditching harder science and maths subjects.
A recent study by the Australian Mathematical Sciences Institute showed high school enrolments in advanced maths subjects dropped to a historic low in 2020.
The Institute found just 9.2 per cent of students studied high-level maths, down from 11.6 per cent in 2008. Enrolments in intermediate-level maths plunged from 23.3 per cent in 2008 to 17.6 per cent in 2020. Which, with forecasts that the state will need a workforce of around 10,000 highly educated, highly qualified people to build the subs, is something of a worry.
The Beacon program that is captivating the students at Elizabeth Downs is run by a technology company called Lumination and also involves defence and shipbuilding company BAE. It’s the second year for Beacon, which started at Northfield and Enfield primary schools last year for students in years 4 to 6.
This year more than 600 students from South Australia, Victoria, Western Australia and New South Wales will take part in the program.
The idea is to spark the imagination of students through the use of virtual and augmented reality, coding, robotics, artificial intelligence and 3D modelling. There has already been a tour of the Osborne shipyard where the submarines will be built. There is also an “intensive’’ camp where all the kids come together for a weekend.
Outside of the classroom Mr S is Shane Singlehurst He is the STEM specialist at Elizabeth Downs Primary School and thought Beacon would bring new opportunities to the school. Elizabeth Downs is ranked by the state’s education department as a category one school, making it one of the most disadvantaged in South Australia.
From Belarus
From Olga Karach, activist and head of the Human Rights Center “Our House” (Belarus).
My name is Olga Karach, I am a human rights activist, a member of WILPF and also the head of the human rights centre “Our House”.
We are also closely involved in militarization of childhood.
Here is our monitoring on the militarisation of children in Belarus, I would like to draw more attention to the problem of what happens to children in Belarus
Join the link to read the article.
From Poland
Polonia, a scuola da settembre gli studenti impareranno a sparare
Riportiamo l’articolo di Chiara Sgreccia pubblicato su l’Espresso
«Tiro al poligono, familiarizzazione con le armi. In questo modo i polacchi saranno in grado di difendersi», ha dichiarato il ministro dell’Istruzione Przemysław Czarnek all’emittente Republika Television. «Se avessimo fatto questa proposta solo qualche anno fa, avremmo subito forti critiche da parte dell’opposizione. Ma oggi credo che tutti siamo d’accordo sul fatto che l’addestramento alla difesa deve tornare». Perché, per il Ministro, l’invasione dell’Ucraina da parte della Russia sta costringendo a rivedere la questione dell’educazione dei giovani alle armi che, infatti, da settembre impareranno a scuola come difendersi. Continua a leggere su l’Espresso.it
From USA
DANNY HAIPHONG ADDRESSES UN SECURITY COUNCIL ON NATO’S UKRAINE AID
Danny Haiphong is a journalist, socialist activist, writer, and political analyst
Reposted from Popular Resistance.org – August 19, 2023
On August 17, 2023, Danny Haiphong spoke to spoke the latest convening of the United Nations Security Council on the dangers that Western arms to Ukraine poses to international peace and stability. He said, “Today I am here as a journalist who has dedicated the last ten years of my life writing about and speaking out against the long record of human rights abuses and war crimes committed by my country of birth, the United States. I don’t consider this a hobby or even a profession but rather a duty to all of humanity and those who want to see a better and more peaceful future. I am here to as a US citizen who has witnessed tens of billions of US tax dollars go to funding and arming a proxy war against Russia while people in the US, ordinary people, suffer from rising levels of poverty, homelessness, suicide and economic insecurity.”
More from Popular Resistance.org
From USA
Jeffrey Sachs Intervew – The Geopolitics of NATO Enlargement
Jeffrey Sachs OfficialJeffrey Sachs is a well-known American economist, academic, and public policy analyst who has made significant contributions to the fields of sustainable development and economic development. He has held various prestigious positions throughout his career, including serving as the director of The Earth Institute at Columbia University and as a special advisor to the United Nations Secretary-General on the Millennium Development Goals. Sachs has authored numerous books and articles on topics related to economics, poverty reduction, and sustainable development.
From Österreich
Mehr Friedensförderung und Gewaltprävention statt einer Militarisierung unseres Bildungssystems
Mehr Friedensförderung und Gewaltprävention statt einer Militarisierung unseres Bildungssystems
Herr Bildungsminister Martin Polaschek, Frau Verteidigungsministerin Klaudia Tanner,
Sie haben eine Debatte angestoßen, dass Soldat:innen der Miliz, aus der Militärmusik sowie dem Heeressport als Lehrkräfte angeworben werden sollen. Abseits dieses Vorstoßes sollen auch militärische Inhalte im Schulunterricht einen breiteren Raum einnehmen und Offiziere wurden in die Schulbuchkommission berufen.
Der Versöhnungsbund befürwortet die Absicht, dass den Schulen ausreichend Lehrkräfte zur Verfügung stehen und dass in Bildungseinrichtungen mehr über Frieden, Sicherheit und Konfliktbearbeitung gesprochen wird. Der Versöhnungsbund lehnt die von Ihnen jüngst vorgeschlagenen Maßnahmen gegen den Personalmangel im Bildungssystem ab. Wir wenden uns dabei nicht gegen Personen der Miliz mit all ihren Ausbildungen, sondern gegen die systematische Versicherheitlichung und Militarisierung der öffentlichen Debatte im Allgemeinen und des Bildungssystems im Besonderen.
Wir befürworten ein ausgewogenes und durch unabhängige Expert*innen ausgestaltetes friedenspädagogisches Auftreten. Dieses schließt Fragen der klassischen Verteidigungspolitik ein. Ein breiter Ansatz umfasst Methoden gewaltfreier Konfliktbearbeitung, Ursachen von Kriegen und Konflikten, die Praxis gewaltfreier Aktionen sowie die komplexen Zusammenhänge von Klimaerhitzung und Kriegen.
Im Rahmen des Lehrprinzips Politische Bildung bleiben Grundwerte wie Frieden oder die Skizze einer gerechten Friedensordnung nicht selten unkonkret oder werden aus Zeit- und Ressourcenmangel zu wenig berücksichtigt. Das derzeitige Bestücken des Schulsystems mit militärischen Aspekten und Personal erinnert uns an die 1980er-Jahre.
Nicht nur im Schulbereich, sondern auch an den Universitäten gewinnt Militärisches in Forschung und Lehre an Einfluss. In Form von Zivilklauseln üben auch dort Lehrende und Studierende Kritik, Rüstungsforschung zu unterstützen oder für die Rechtfertigung von Waffengewalt und Kriegen einzutreten.
Ein Blick auf die letzten Jahre zeigt, dass viele Lebensbereiche zeitweilig „versicherheitlicht“ wurden. Herausforderungen wurden und werden unter dem Aspekt der Sicherheitsbedrohung betrachtet und mit entsprechenden Instrumenten bearbeitet: Armee im Flecktarn gegen Corona, Armee gegen Bedrohung von diplomatischen Vertretungen, Armee gegen Kriminelle im Internet oder Armeefahrzeuge transportieren Häftlinge. Wer ist in einer Demokratie für welche Aufgaben zuständig? Sichtbarkeit und ein allgemeiner Effekt der Gewöhnung an das Bewaffnete im übertragenen wie wörtlichen Sinn sind beabsichtigt.
Der Versöhnungsbund fragt Sie:
1.Wer trägt auch in der Schule Sorge, dass Herausforderungen nicht künftig immer mehr durch eine Sicherheitsbrille betrachtet werden und die Debatte über Konfliktbearbeitung weiter verengt wird? Frei nach dem Motto: “Wer als Werkzeug nur einen Hammer hat, sieht in jedem Problem einen Nagel”.
Wir treten dafür ein, dass Kindern die gewaltfreie Bearbeitung von Konflikten als primäre Perspektive angeboten wird.
2.Wie können Militärs Schulbücher bezüglich Neutralität objektiv auf Richtigkeit prüfen, wenn manche uniformierte Kollegen hinter vorgehaltener Hand die Neutralität als Haltung der Kriegsverweigerung längst als “Neutralitätsrisiko” bezeichnen?
3.Wer achtet darauf, dass unabhängige friedenspädagogische und friedenswissenschaftliche Expertisen stärker finanziert werden und zum Einsatz kommen?
4.Wie können angesichts der aktuellen und berechtigen Fragen zum Krieg in der Ukraine Elemente gewaltfreier Konfliktlösung auf individueller, staatlicher und internationaler Ebene stärker verankert werden? Details zur Initiative finden Sie hier
Traduzione
Più azioni di costruzione della pace e maggiore prevenzione della violenza piuttosto che la militarizzazione del nostro sistema educativo.
Signor Ministro dell’Istruzione Martin Polaschek Signora ministra della Difesa Klaudia Tanner, avete avviato un dibattito sulla possibilità di reclutare come insegnanti soldat* della milizia, delle bande musicali e delle squadre sportive dell’esercito.
Oltre a questo, sostenete che i temi militari devono avere più spazio nelle lezioni scolastiche; inoltre, gli ufficiali sono stati chiamati a far parte delle commissioni sui libri di testo.
La Internationaler Versöhnungsbund IFOR Austria sostiene invece che le scuole abbiano già a disposizione un numero sufficiente di insegnanti e che nelle istituzioni educative si debba parlare di più di pace, sicurezza e gestione dei conflitti. L’IFOR respinge le vostre recenti misure volte a risolvere la carenza di personale nel sistema educativo. Non ci opponiamo al personale dell’esercito con la sua formazione specifica, ma alla sistematica diffusione di una cultura sicuritaria e alla militarizzazione del dibattito pubblico in generale e del sistema educativo in particolare.
Rivendichiamo un approccio equilibrato all’educazione alla pace, elaborato da espert* indipendenti. Ciò include questioni di politica di difesa classica. Un approccio ampio include infatti metodi di gestione non violenta dei conflitti, cause di guerre e conflitti, la pratica di azioni non violente e le complesse connessioni tra il riscaldamento globale e le guerre.
Nell’ambito del principio didattico dell’educazione politica, i valori fondamentali come la pace o lo schema di un giusto ordine di pace rimangono spesso vaghi o ricevono troppo poca attenzione a causa di mancanza di tempo e risorse. L’attuale inserimento sistematico di contenuti e personale militari all’interno del sistema scolastico ci ricordano gli anni ’80.
I contenuti militari stanno acquistando influenza non solo in ambito scolastico, ma anche nella ricerca universitaria. Rivendicando una Zivilklausel (impegno etico a fare ricerca solo per fini civili), insegnanti e studenti criticano anche il sostegno alla ricerca sugli armamenti o la giustificazione della violenza armata e delle guerre.
Uno sguardo agli ultimi anni mostra che molti settori della vita sono stati via via “sicurizzati”. Le nuove sfide sono e sono state lette come minacce alla sicurezza e affrontate con strumenti conseguenti: l’esercito in mimetica contro il Covid, l’esercito contro le minacce del rappresentanze diplomatiche, l’esercito contro i criminali digitali, veicoli dell’esercito che trasportano prigionieri. A chi spettano quali compiti in una democrazia? Il fine è chiaramente dare visibilità all’esercito e ottenere una generale assuefazione alla militarizzazione, sia in senso figurato che letterale.
La Internationaler Versöhnungsbund IFOR Austria vi chiede: 1. Chi si assumerà anche a scuola, la responsabilità di far sì che le sfide in futuro non vengano lette sempre e soltanto sotto la lente della sicurezza e che il dibattito sulla gestione dei conflitti non venga ulteriormente limitato? Pensiamo al proverbio, “Se l’unico strumento che hai è un martello, vedi un chiodo in ogni problema.”
Da parte nostra, sosteniamo che ai bambini venga offerta come prospettiva primaria la risoluzione non violenta dei conflitti.
2. Come possono i militari controllare in modo obiettivo la correttezza dei libri scolastici in merito al tema neutralità quando gli stessi colleghi in divisa hanno ritenuto a lungo la neutralità, cioè l’atteggiamento di rifiuto della guerra, un “rischio di neutralità”?
3. Chi ci assicura che le competenze indipendenti nell’ambito dell’educazione alla pace e della ricerca sulla pace verranno davvero finanziate e utilizzate?
4. Alla luce delle domande attuali e più che giustificate sulla guerra in Ucraina, come si possono ancorare più saldamente gli elementi della risoluzione non violenta dei conflitti a livello individuale, statale e internazionale?
From Germany
“SAY NO! Trade unionists against war, militarism and truce”
Dear all,
this is a very new international grassroots union initiative organized from Germany: (more)
“We are united by the rejection of thinking in military categories. We have not forgotten what happenend in 1914… We categorically reject any partisanship for any warring state or the alliances involved in the wars of the rulers. Workers do not shoot at workers! We are currently working on calls for the 5th trade union congress of ver.di in September in Berlin and the 25th trade union congress of IG Metall in October in Frankfurt am Main. We call on the delegates to refuse, on the basis of our statements and previous resolutions and in the exercise of their mandate, the leading motions of the federal executive boards to repositioning in questions of war and peace, to go along with the war course of NATO and the German government”.
You can sign here: change.org (Clare Daly and others have already signed it)
This is the international site
Für deutschsprachige Leser
AUFRUF GEGEN DIE MILITARISIERUNG DER SCHULEN (März 2023)
Übersetzung von Hagen Battran.
Hagen Battran, ehemaliger Lehrer und Gewerkschafter, arbeitet derzeit mit frieden-lernen.de
Auf dem Foto Pressekonferenz zur Präsentation des Observatoriums – Presseraum der Abgeordnetenkammer von Rom
Angesichts eines stetigen Anstiegs der Militärausgaben und des Waffenumlaufs haben wir uns zum Ziel gesetzt, die Militarisierung unserer Bildungseinrichtungen, die schon viel zu lange im Gange ist, ständig anzuprangern. Schulen werden zum Territorium einer kriegerischen und sicherheitsbesessenen Ideologie, die durch die direkte Intervention der Streitkräfte, insbesondere der italienischen und US-Streitkräfte, ihren Weg in die Schulen findet. Dies geschieht durch eine Vielzahl von Initiativen, die darauf abzielen, militärische Karrieren in Italien und im Ausland zu fördern und die Streitkräfte als Akteure zu präsentieren, die in der Lage sind, Probleme der Zivilgesellschaft zu lösen.
Dieses Eindringen manifestiert sich sogar in Vertretern der Streitkräfte, die als “Lehrer” auftreten und Unterricht zu verschiedenen Themen geben. Das reicht vom Englischunterricht für NATO-Personal bis hin zu Fragen der Legalität und der Verfassung. Sogar das obligatorische Praktikum zur Berufsorientierung (PCTO – Percorsi per le Competenze Trasversali e l’Orientamento [H.B.]) findet schon mal in Militärbasen oder Kasernen statt. All dies wird durch Vereinbarungen unterstützt, die von Vertretern der Armee zusammen mit dem Bildungsministerium, den Bildungsbehörden der Regionen und Provinzen und einzelnen Schulen unterzeichnet wurden.
Wir halten es für sehr ernst, dass solche Aktivitäten präsentiert werden, indem das wahre Wesen des Militärs verschleiert und der Versuch unternommen wird, Konsens durch eine unangemessene und irreführende Darstellung von Werten wie “Mut”, “Stolz” und “Stärke” oder abstrakten Ideen wie “Verteidigung des Vaterlandes” und “Friedensmissionen” herzustellen.
Wir sind auch extrem besorgt über das Ausmaß der Zusammenarbeit vieler italienischer Universitäten mit der Rüstungsindustrie durch beachtliche Forschungsfinanzierung und über die Unterzeichnung von Protokollen zwischen öffentlichen Universitäten und den Streitkräften. Diese Verflechtung ist so stark, dass wir im wissenschaftlichen Komitee der Stiftung “Medor” von Leonardo S.p.A. (italienischer Rüstungs-, Informationssicherheits- und Luft- und Raumfahrtkonzern, der zu den größten Rüstungsunternehmen der Welt zählt [H.B.]) nicht weniger als 16 Rektoren italienischer Universitäten finden.
Die Rolle, die die Schule spielt, ist in keiner Weise mit der brutalen Ideologie vereinbar, die jedem Krieg zugrunde liegt: Dieser Prozess der Militarisierung fördert Praktiken, die jedem effektiven und gesunden Bildungsprozess entgegenstehen.
Schulen und Bildung zu “entmilitarisieren” bedeutet, Schulen zu Orten des Friedens und der Akzeptanz zu machen, an denen Rassismus und Sexismus bekämpft werden, es bedeutet, nationalistische Strömungen innerhalb von Bildungsprozessen zu beseitigen, Modelle von Gewalt und Gewalttaten und die irrationale Angst vor einem “Feind” (innerhalb und außerhalb der nationalen Grenzen) auszumerzen, der ad hoc als Sündenbock geschaffen wird. Die Schule zu “entmilitarisieren” bedeutet, ihr die soziale Rolle zurückzugeben, die in der italienischen Verfassung vorgesehen ist.
Wir glauben an die grundlegende Rolle der Schule als Labor, in dem wir gemeinsam (Gutes erreichen – H.B.) können. Wir bitten daher Schulleiter, Lehrer, Erzieher, Studenten, Intellektuelle und Bürger, sich der Beobachtungsstelle gegen die Militarisierung der Schulen anzuschließen, indem sie diesen Aufruf unterzeichnen und ihre Schule zu einem Ort des Friedens, des Willkommens und des gegenseitigen Respekts erklären.
Wir fordern sie auf, sich aktiv an der Anprangerung zu beteiligen, die wir gegen jede Intervention der Sicherheitskräfte in Schulen und gegen jede missbräuchliche Nutzung von Schuleinrichtungen durchführen wollen. Wir fordern sie auf, sich an einer kohärenten Anstrengung der Mobilisierung und der Verbreitung von Informationen zu beteiligen, um die Kultur des Krieges aus den Schulen zu verbannen.
Erstunterzeichner*innen:
- Donatella Di Cesare, Professorin für Theoretische Philosophie, Universität Rom La Sapienza
- Angelo d’Orsi, Historiker und Journalist, ehemaliger Professor der Universität Turin
- Giovanni Ricchiuti, nationaler Präsident von Pax Christi
- Alex Zanotelli, Comboni-Missionar
- Serena Tusini, Dozentin, Cobas Scuola Massa Carrara
- Antonio Mazzeo, Dozent, Friedensforscher
- Alessandro Portelli, ehemaliger Professor für Anglo-Amerikanische Literatur, Universität La Sapienza La Sapienza Roma
- Tomaso Montanari, Rektor der Universität für Ausländer von Siena
- Lucio Russo, Mathematiker, Universität Tor Vergata
- Carlo Rovelli, Physiker und Essayist Romano Luperini, Literaturkritiker
- Geminello Preterossi, Philosoph des Rechts und der Politik
- Rosa Siciliano, Redaktionsleiterin von “Mosaico di pace”
- Fulvio Vassallo Paleologo, ehemaliger Professor für Asylrecht an der Universität Palermo und Vizepräsident der ADIF (Vereinigung für Rechte und Grenzen)
- Costanza Margiotta, Priorität an der School
- Tano D’Amico, Fotografin
- Ludovico Chianese, Lehrer, Cobas Scuola Napoli
- Giovanni Carosotti, Lehrer
- Ilenia Badalamenti, Lehrerin, Cobas Scuola Pisa
- Giuseppe Burgio, Professor für Allgemeine und Sozialpädagogik, Universität Enna “Kore”
- Sara Conte, Lehrerin, Cobas Scuola Grosseto
- Massimiliano Andretta, außerordentlicher Professor für Politikwissenschaft, Universität Pisa
- Anna Angelucci, Dozentin Rom
- Stefania Arcara, Fakultät für Geisteswissenschaften, Universität Catania
- Rossana Barcellona, Dozentin, Universität Catania
- Tindaro Bellinvia, Forscher, Universität Messina
- Cesare Bermani, Historikerin
- Barbara Bertani, Dozentin, Reggio Emilia
- Mauro Biani, satirischer Karikaturist
- Marco Bistacchia, C.E.L. der italienischen Sprache, Universität Pisa
- Stefano Bufi, Lehrer, Cobas Scuola Molfetta
- Silvano Cacciari, Anthropologe, Labor für Cybersicherheit und internationale Beziehungen (CIRLab) des Universitätscampus Città di Prato – PIN 6
- Enrico Calossi, Professor für Internationale Beziehungen, Universität Pisa
- Cristina Cassina, außerordentliche Professorin für Geschichte der politischen Doktrinen, Universität Pisa
- Antonino De Cristofaro, Dozent, Cobas Scuola Catania
- Marco Celentano, Professor für Ethik und Moralphilosophie, Universität Cassino und Südlatium
- Salvatore Cingari, Institut für Internationale Human- und Sozialwissenschaften, Universität für Ausländer von Perugia
- Catia Coppo, Dozent, Cobas Scuola Terni
- Franco Coppoli, Dozent, Cobas Scuola Terni
- Miguel Mellino, außerordentlicher Professor für Kulturanthropologie, Identitätsprozesse und globale Szenarien, Postkoloniale Studien und interethnische Beziehungen, Universität L’Orientale Neapel
- Andrea Cozzo, Professor für griechische Sprache und Literatur, Universität Palermo
- Ernesto de Cristofaro, Professor an der juristischen Fakultät der Universität Catania
- Fabio de Nardis, Professor für politische Soziologie, Universität Foggia
- Giovanni Di Benedetto, Essayist und Lehrer am Gymnasium Vittorio Emanuele II, Palermo
- Candida di Franco, Lehrerin, Cobas Scuola Palermo
- Enrico Di Giacomo, Journalist, Direktor von Stampalibera.it
- Salvatore Distefano, Präsident der Etnea Association of Historical-Philosophical Studies
- Gabriella Falcicchio, Institut für Pädagogik, Psychologie, Kommunikation, Universität Bari “Aldo Moro”
- Giuseppe Follino, Dozent, Cobas Scuola Grosseto
- Elena Gagliasso, Professorin für Wissenschaftstheorie an der Philosophischen Fakultät der Universität Rom La Sapienza
- Gloria Ghetti, Professor Faenza
- Marcello Ghilardi, Professor für Ästhetik, Universität Padua
- Nella Ginatempo, Soziologin
- Salvatore Giuffrida, PO für Geometrie, auf Exerzitien, Catania
- Eric Gobetti, Historiker des Faschismus und des Widerstands
- Elisabetta Grimani, Professorin für Literatur, Cobas Scuola Terni
- Donatella Guarino, Lehrerin, Cobas Scuola Napoli
- Irene Landi, CEL für italienische Sprache, Universität Pisa
- Simona La Spina, Professorin für Literatur, Cobas Scuola Catania
- Rossella Latempa, Redaktion “Brüllen”
- Roberta Leoni, Lehrerin, Cobas Schule in der Tuscia
- Simona Loddo, Lehrerin, Cobas Schule Cagliari
- Laura Marchetti, Professorin für Allgemeine Didaktik an der Mittelmeer-Universität Reggio Calabria und Professorin für Didaktik der Kulturen an der Universität Foggia
- Federico Martino, ehemaliger Professor für Geschichte des italienischen Rechts, Universität Messina
- Mina Matteo, Dozentin, Cobas Scuola Lecce
- Elena Mignosi, Professorin für Allgemeine Sozialpädagogik, Universität Palermo
- Paolo Missiroli, Dozent, Faenza
- Teresa Modafferi, Cobas Schule Catania
- Federico Oliveri, leitender Forscher am Interdisziplinären Zentrum “Wissenschaften für den Frieden” der Universität Pisa
- Fausto Pascali, Lehrer, Cobas Scuola Pisa
- Lorenzo Perrona, Lehrer, Cobas Scuola Siracusa
- Valentina Petillo, Dozentin, Cobas Scuola Napoli
- Gianni Piazza, Dozentin, Universität Catania
- Antonio Pioletti, emeritierter Professor, Universität Catania
- Renata Puleo, “NiNaNd@”
- Riccardo Loia, Dozent, Cobas Scuola Varese
- Michele Lucivero, Dozent, Cobas Scuola Molfetta
- Giuseppe Restifo, Historiker, unabhängiger Forscher
- Onofrio Romano, Soziologie des Wandels, Universität Roma Tre
- Cristina Ronchieri, Lehrerin, Cobas Scuola Massa Carrara
- Citto Sajia, Filmkritikerin, ehemalige Professorin an der Universität Messina
- Mario Sanguinetti, Cobas Scuola della Tuscia
- Giuseppe Saraceno, Lehrer, Cobas Scuola Pisa
- Felice Scalia, Jesuit
- Attilio Scuderi, Dozentin, Universität Catania
- Mariella Setzu, Lehrerin im Ruhestand, Cobas School Cagliari
- Alessandro Simoncini, Institut für Internationale Geistes- und Sozialwissenschaften, Universität für Ausländer von Perugia
- Alessandro Somma, ordentlicher Professor für Rechtsvergleichung, Universität Rom La Sapienza
- Matteo Vescovi, Dozent, Bologna
- Viviana Vigneri, Dozentin, Lecce
- Rosa Bartiromo, Lehrerin
- Maria Teresa Silvestrini, Professorin für Humanwissenschaften und Philosophie, Istituto Einstein Turin
- Davide Borrelli, Professor für Soziologie von Kultur- und Kommunikationsprozessen Suor Orsola Benincasa Universität -Neapel
- Norberto Julini, Koordinator Pax Christi Italia
- Carlo Salmaso, Cesp Veneto
- Giuseppe Zambon, Cesp Veneto
- Matteo Boscarelli, Lehrer
- Angelo Gagliani, Lehrer, Umweltschützer, Cobas School Brindisi
- Walter Sfratato, pensionierte Beamtin
- Tiziana Volta, Freiwillige Welt ohne Krieg und ohne Gewalt
- Sara De Carlo, Lehrerin -Neapel
- Ester Fusar Poli, Musikerin und Lehrerin
- Renzo Craighero, Dokumentationszentrum des Internationalen Pazifistischen Manifests
- Claudia Ortu, Forscherin für Englische Linguistik, Universität Cagliari
- Angelo Baracca, Anti-Atom- und Antikriegsaktivist, Florenz
- Gregorio Piccin, Nationaler Beauftragter für Frieden und Abrüstung, Rifondazione Comunista – Sinistra Europea
- Vittorio Pallotti, Ehrenpräsident und Mitbegründer des Dokumentationszentrums des Internationalen Pazifisten Manifests – CDMPI, Genua
- Haidi Gaggio Giuliani, Dozent i.R.
- Mohamed Wisam Ambrosini für EINE BRÜCKE FÜR
- Angelica Romano, Co-Präsidentin von UN PONTE PER
- Carmelo Teresi, professor Palermo
- Gabriella Casa, ehemalige Dozentin
- Patrizia Farronato, ehemalige ANPI-Lehrerin des Val Leogra: Schia-Santorso, Torrebelvicino- Valli del Pasubio (VI) Presidio per la pace Alto Vicentino
- Ludovico Basili,
- Luciano Zambelli Repression Observatory, Liga für einseitige Abrüstung
- Francesco Lo Cascio, Sprecher des Rates für Frieden, Gewaltlosigkeit und Menschenrechte der Gemeinde Palermo
- Norma Bertullacelli, Lehrerin im Ruhestand
- Emanuele Negro, Umweltphysiker Volksunion
- Manfred Bergmann, Lehrer, Sozialarbeiter
- Alex Carlazzoli, Journalist, Lehrer, Schauspieler
- Fulvia Gueli, Lehrerin, Reggio Emilia
- Norma Bertullaccelli, “Jetzt in der Stille für den Frieden”
- Vimille Fallavollita, Erzieherin, Perugia
- Giorgia Listi, Lehrerin, Catania
- Stefano Uliana, Professorin für Philosophie und Historikerin, Udine
- Caterina Martuccio, Leiterin der Chemie Arpa, Kampanien
- Elena Fabrizio, Dozentin,
- Monica Capo, Lehrerin und Sprecherin von Teachers Future Campania
- Agata Iacono, Soziologin, Rom
From USA
Just like Osservtorio contro la militarizzazione delle scuole works in the schools to stop spreading of militarism, in America anti-war veterans and their allies are working together in an effort to stop the U.S. military from reaching its recruitment goals. We agree with the necessity to shift the view of military all over the world, beginning from USA. Join the link to read the article on popularresistance.org.
From Belgium
Global women for peace united against Nato – International Meeting Bruxelles 2023
Below you can see the speech by Cristina Ronchieri of the Osservatorio contro la militarizzazione delle scuole at the international meeting in Brussels 6-9 of July 2023. Global Women for Peace say no to NATO war policy.
From Australia
Defence/Questacon inspiring kids with elementary engineering
To read the article, join the link.
From UK
Demilitarise Education – a world where university champion peace
dED_UCATION is a community and guide for modern day peacemakes, working to see universities break their ties with the global arms trade and become champions
Do you want to know how much your university support the global war machine? Join the link