More Than A Magazine, A Movement
Due to the dual negative impact of regressive policies as well as COVID-19, the U.S. is currently on track to see the lowest enrollment of new international students since World War II, with much of this lost talent being diverted to the U.K., Canada and Australia.
Yet it is exactly times like these, with growing nationalism and xenophobia, that underscore why America needs to keep its minds and doors open, where American students also learn from their international classmates.
Now that Afghan women are aware of their rights and have been introduced to democracy and freedom, it is essential for the international community and Afghanistan’s international partners—the U.S. in particular—to stand with Afghan women after the withdrawal of troops.
With continued international support, hard-won gains by women must be preserved and advanced.
The Gender Equity Education Act would create an Office for Gender Equity inside the Department of Education tasked with developing new gender equity initiatives in schools and addressing pressing issues experienced by women and girls in education, including access to STEM education, athletics, pregnancy discrimination, sexual harassment and assault.
This week in Keeping Score: activists and DOJ defend trans rights; Senate recognizes Juneteenth as federal holiday; New York will offer gender-neutral IDs; Biden judicial nominees include a record number of women; and more.
Strict, gendered dress codes teach that someone with power can, should and will control the choices girls may make about their bodies and sexuality. The best way to reduce sexual harassment and assault is to do the opposite: Let girls have autonomy over their appearance, and demonstrate that no one should ever get to sexualize anyone else without their consent.
Eastern European activists have some important lessons for American activists when it comes to resisting the rise of the right. The most important of which is the maintenance of broad-based organizations.
Women and girls in India seem to be fighting a triple pandemic: One, that is restricting their mobility; two, that is restricting their access to education and employment; and three, that is pushing them into forced child marriages and cycles of violence.
“As a member of the Hazara diaspora, safe in my home in the U.S., it is painful for me to sit front of my computer and write about yet another mass killing. Are you not listening? Why does this continue to happen? … I am calling today for the urgent attention of the United States and the international community. We must re-think the withdrawal of U.S. troops from Afghanistan. The lives of the Hazara depend on it.”
As federal policymakers confront the parallel crises of the COVID-19 pandemic, climate change and racial injustice, a significant investment in our nation’s care infrastructure—and the work force and green jobs that power it—presents an urgent opportunity to address all three.
I embarked upon a three-year mission to advocate for myself and the dozens of victims of childhood sexual abuse. This article provides a #MeTooK12 case study in advocacy and activism and offers suggestions on ways to confront a sexual abuse scandal at a K-12 school, much of which would apply to both public and private schools.
