Needlework and Article 301

AYSE KARABAT- Zaman Gazetesi

Although I like needlework and embroidery -- and still do them to relax -- I hated being sent to home economics class when I was in middle school. The reason for my hatred was very simple: While we girls were dealing with household works with a “scientific approach,” the boys were taking classes on how to write and speak beautifully and debate courses.
Make no mistake -- this discrimination in school was not taking place in a far corner of Anatolia but right in the middle of Ankara in the upper-middle class Ayrancı neighborhood, a five-minute walk to the Parliament and directly opposite of the Military Academy.
The school was a mixed one -- the girls and the boys were together in the classroom except for home economics classes and physical education. The school was what we called a simple state school, meaning it didn't give vocational training; instead the boys were sent to writing classes and we were sent to cooking classes.
My brother and I were in the same school. While I was sitting at home doing my homework with a needle on some fabric, he was doing his homework on me, writing speeches and reading them to me. I used to look at him and advise him to change some words while knitting baby shoes. I still remember the jealousy that I felt.
But when it comes to my brother practicing debate, I lost my head. He used to claim ridiculous ideas like milk not being white. At that time I did not know that I should not take ridiculous ideas seriously and tried to convince him using reasonable suggestions. But he didn't listen -- he just repeated the same thing over and over, speaking non stop and making me think I was talking to a wall.
But the next day while we were returning home he would thank me for letting him practice on me. He was considered one of the most gifted debate students. He used to be in the school debate team and compete with other schools.
When I grew up, I realized that this is how men learned to debate: Do not listen and repeat the same thing over and over again to make the other side tired of hearing it. They probably learned this method in school and didn't get rid of it.
For me, debate is still related to this conversation, and I believe it needs the same attention as embroidery, maybe because while I was learning how to wash clothes my mind was not being cleansed.
Every time I hear or participate in monologues about the problems with Turkey I remember those days. I called them monologues because they either take the form of my brother's “debate” on milk not being white, or just the simple approval of them.
Democracy requires a certain culture. It is impossible to impose democracy; it is something that needs lots of time to mature in a conducive culture. An important part of this culture is to know how to have proper and productive debates without shouting, making others agree with you or getting nasty.
Nowadays when I hear all these “debates” about Article 301 of the Turkish Penal Code, the first thing that I want to do is take a needle and fabric because I need to relax before I get the feeling that I am talking to a wall.

Armenia Seeks to Boost Population

BBC reports:

Armenia's parliament has passed a dual nationality bill which allows the granting of citizenship to emigres in the huge Armenian diaspora.

Armenia has a population of 3.2 million but the diaspora is estimated to be some eight million. Many of them live in Russia, France, Iran and the US.

(Read More)

Students Coming Together for Armenia

Students have historically played a critical role in movements for social change. In the United States, students were at the forefront of the civil rights movement and the ferment of the 1960s. In other parts of the world, from Hungary to Indonesia, students often paved the way for the collapse of dictatorial regimes. In modern Armenian history, students were a pivotal force in the 19th century national movement and the struggle for liberation which emerged from it. Armed with knowledge, idealism and the willingness to challenge the status quo, students make up a segment of society that normally has a high potential for activism and involvement.

Thus, when I heard about an event being held at Columbia University titled “Armenia’s Development: The Students’ Role,” I hoped it would be an opportunity to harness some of the untapped potential students possess and direct it toward the development process in Armenia. The conference was held on Feb. 3 and 4 under the auspices of the Columbia Armenian Club. Its two main sponsors were the Armenian General Benevolent Union (AGBU) and the Armenian Center at Columbia University. The first day featured a host of guest speakers, while the second day was made up of workshops where participants were to devise projects aimed at improving specific sectors of Armenia’s economy.

As a participant in the conference, what I enjoyed most was getting to meet other motivated young people with an interest in Armenia. There were over 150 people in attendance, many of them with different backgrounds, experiences and levels of involvement. The informal discussions and connections that were made among the attendees stood out as one of the most beneficial aspects of the two-day gathering.

However, some of the other aspects of the conference fell short of my expectations. For one, most of the speakers had very little to say about the specific role of students in Armenia’s development. Although hearing about such things as the hotels being built by James Tufenkian, the activities of Armenia Fund USA or developments in the field of information technology was certainly interesting, these are all topics that could have just as easily been addressed to a gathering of Armenian investors or retired people. There was very little information or analysis dealing with what role students can and should play. The underlying assumption seemed to be that we should simply assist developments already taking place, exert influence on policy-makers and anticipate the day when we too can have a career and invest in Armenia.

Interestingly, several speakers took it upon themselves to suggest that we must move beyond “old” diaspora organizations and unite around new institutions. According to this argument, Armenia is facing new obstacles and challenges that are outside the scope of “traditional” Armenian organizations. Unfortunately, proponents of this argument fail to realize that these “old” organizations have a long history of accomplishments for our people that cannot simply be disregarded. They have withstood the test of time, established their credibility, demonstrated an ability to adapt to changing circumstances, and continue to play a vital role in both the homeland and Diaspora. Those concerned with Armenia’s development would do well to learn from and support such organizations rather than attempt to write them off.

Another topic that was brought up more than once was the need to mend differences within the community and work more collaboratively together. Of course, the principle of collective unity is an important one. However, the question is not whether we need unity but, rather, just exactly what principles must we unify around? Once we all come together, where will we go from there? This is where vision, principles and platforms come in. In this respect, the issue of bringing us closer to uniting around a specific set of goals did not find much articulation at the conference. Indeed, it was somewhat amusing to hear people talk about unity at a conference where significant segments of the Diaspora were not properly represented.

As for the workshops on the second day, they were well-intentioned but too constrained by time restrictions and differing perspectives among participants. Not only had most of us in the workshops never met each other before, but it was unclear how we would sustain whatever proposal we came up with. At times, it seemed we were going through the motions of a classroom exercise rather than planning sustainable ways of improving Armenia’s economy.

To be fair, any time students are brought together to think constructively about the role they can play for Armenia’s future, I think it is a positive thing. In this sense, the conference helped provide a venue for us to do so. Yet, beyond this, what is needed are strategies for activism on campuses, building bridges with fellow students in Armenia, and initiating critical, long-term projects that reflect the initiative of students themselves. Ultimately, students must understand the importance of organizing and joining with others around clearly defined principles and goals. This is the formula students have historically used to affect change and the same holds true for today. If more steps are taken in this direction, students will have much more potential of playing a pioneering role in Armenia’s future prosperity.

Winter 2007 Issue of HAYTOUG

Winter Issue of HAYTOUG has been released.

Special Javakhk Issue.

Today their are over a quarter million Armenians living in the country of Georgia. Javakhk is a region in southern Georgia which is part of the historic Armenian homeland. The inhabitants of the region are 90% Armenian, however they live in dire socio-economic conditions with almost no voice within their government.

The region is plagued with rampant unemployment, crumbling infrastructure and fraudulent elections. The Armenian population, in search of a better life and work, has been consistently emigrating from the region. If current trends continue the region, which has been home to Armenians for thousands of years will become void of any remnants of an Armenian identity.

Educate and activate yourself.

(Read the Winter HAYTOUG)

Rwanda Genocide Accusation Causes an Uproar

A French judge says the current leader, Paul Kagame, ordered the killings that set off the genocide.

PARIS — More than a decade after the genocide, a mystery still lies at the heart of Rwanda's darkness.

But France's most celebrated anti-terrorism magistrate believes he knows who assassinated two African presidents on April 6, 1994. The shooting down of the Rwandan presidential jet that night was followed by the killings of an estimated 800,000 people, most of them members of the Tutsi minority.

In a report to French prosecutors late last year, Magistrate Jean-Louis Bruguiere accused the Tutsi leader who is now president of Rwanda, Paul Kagame, of ordering the assassination.

(Read more)

ANCA Outlines Foreign Aid Priorities

WASHINGTON, DC – The Armenian National Committee of America (ANCA), today, called on key Congressional foreign aid appropriators to maintain current levels of U.S. assistance to Armenia, expand the Nagorno Karabagh humanitarian and developmental aid package, and keep in place the agreement to ensure parity in U.S. military assistance to Armenia and Azerbaijan.

The ANCA's roll-out of the Armenian American community's foreign aid priorities comes in the wake of the Administration’s recent release of its fiscal year (FY) 2008 proposed budget request. The President’s request would reduce U.S. assistance to Armenia from $75 million to $35 million, breaks military assistance parity between Armenia and Azerbaijan, and makes no specific mention of U.S. assistance levels for Nagorno Karabagh.

(Read more)

*UPDATE TIME Magazine DVD

Earlier we reported that TIME Magazine would be including a documentary DVD in its new European Edition. (See post)

Please follow the following link to watch the nearly hour-long documentary

(Watch Documentary)