United States Commodore Matthew Perry’s “black ships’ arrive in Edo Bay.
As criticism and concerns over the arrest warrant has mounted*, others have stepped in to support the ICC’s decisions. Notably, nearly 4 months after the ICC issued the arrest warrant for Bashir, prominent peace activists and African leaders, including Nobel Peace Prize Laureates Wangari Maathai and Archbishop Desmond Tutu, issued a statement which highlights the potential of the ICC to have a positive role in securing peace and justice in Sudan.
The arrest warrant issued on March 4th, 2009 against Sudan’s president, Omar al-Bashir, represents the first time a sitting head of state has been indicted by the International Criminal Court (ICC). A day after the warrant was issued, Bashir reacted by expelling and disbanding aid organizations that provided at least half of the humanitarian assistance received in the Darfur region. This decision, on top of that of the indictment, has attracted international attention, and people from around the world—students, activists, and concerned citizens—closely follow news that comes out of Sudan. Among those interested people is Chris Waluk, a teacher from North Carolina. On March 6, 2009, two days after the ICC issued the arrest warrant for Bashir, he wrote a blog post titled, “Can the ICC Save Darfur?” He worries that the arrest warrant might cause more harm than good.
Anthropologists argue that all societies educate, train, or mentor their sons and daughters. While many do not have formal schools, they can, nevertheless, have an education system that helps younger generations socialize into the norms and expectations of their parents by learning the language, skills, and values needed to become productive members of society. Indigenous societies were no different. First Nations, Métis, and Inuit people had traditions, histories, and teaching systems that reflected their experience and directed their lives. The idea that Western culture was superior and that the Indigenous Peoples needed to be Christianized and civilized came from the biases of Europeans and their unwillingness to appreciate the complex, largely unwritten teaching processes inside indigenous communities.
What action can bring closure to episodes of conflict and mass violation of human rights? What can help create goodwill and trust between groups in the aftermath of such tragic events? Because of the massive lawsuit it faced, the government was almost forced to focus on the Indian Residential Schools, and it set up a Truth and Reconciliation Commission (TRC) in 2008 to address those issues. So what is a truth and reconciliation commission? What are its goals?
King John of England is forced to sign the Magna Carta by members of the English aristocracy. Although intended for the nobility, the document forced the king to respect certain rights of his subjects and imposed legal limits on his power.
Margaret MacDonald, the executive director of the Montana Association of Churches, came up with the idea of putting up the paper menorahs. She thought it would be a "simple thing" for people to do. Yet when she went to hang the menorah in her own window, she had second thoughts.
On Friday, September 10th, U.S. District Judge Ronald N. Davies ruled that the state could not continue to block integration. Arkansas Governor Orval Faubus responded to the court order by withdrawing the Arkansas National Guard.
The following Monday, about 100 Little Rock police officers placed wooden barricades around Central High as over a thousand angry white men and women from Arkansas and surrounding states gathered in front of the building. To avoid the mob, the African American students entered the school through a side door. After learning the students were in the building, the crowd went on a rampage.
The next day, President Dwight D. Eisenhower, outraged by the violence, ordered the 101st Airborne Division to Little Rock. On September 25th, American soldiers not only dispersed the mob but also escorted the "Little Rock Nine" to school.