Unholy Matrimony: Forced Marriage in New Zealand

<p>This study explores the issue of forced and underage marriage in Aotearoa New Zealand. It documents the stories of survivors of actual and threatened forced marriage. It also records the survivors‟ analyses of their experiences and their recommendations for changes that may deter the practice in New Zealand. This study postulates that forced marriage is not a cultural issue per se, but a form of violence against women, shaped by socio-political forces and practised by some. It examines notions of „honour‟ and „shame‟ which are often inextricably linked to the issue of forced marriage. The study goes on to provide an overview of genderbased violence in Asia, Africa and the Middle East as well as diaspora communities internationally and in New Zealand. This research study is heavily influenced by GAD thought and by various epistemologies including postcolonial feminism, subaltern studies and participatory action research. As such, it emphasises self-reflexivity and focuses on „gender relations‟ than „women‟ as the category of analysis. The views and potential contributions of eleven stakeholder agency participants in terms of addressing the issue of forced marriage are also included in this study. The study also examines relevant existing New Zealand legislation in light of the country‟s international obligations regarding marriage. Specific recommendations on both social and legislative reforms are provided in an attempt to promote a collaborative, multi-sector response to address the issue from the perspectives of both intervention and prevention. In conclusion, this study, which is the first of its kind in New Zealand, hopes to shed light on an issue that is a human rights violation. It aims to promote action to deter the practice and to progress the rights of ethnic minority women in New Zealand without fuelling an anti-minority discourse. Finally, it attempts to fill a number of knowledge gaps in academic, policy and legislative literatures.</p>

Unholy Matrimony: Forced Marriage in New Zealand

<p>This study explores the issue of forced and underage marriage in Aotearoa New Zealand. It documents the stories of survivors of actual and threatened forced marriage. It also records the survivors‟ analyses of their experiences and their recommendations for changes that may deter the practice in New Zealand. This study postulates that forced marriage is not a cultural issue per se, but a form of violence against women, shaped by socio-political forces and practised by some. It examines notions of „honour‟ and „shame‟ which are often inextricably linked to the issue of forced marriage. The study goes on to provide an overview of genderbased violence in Asia, Africa and the Middle East as well as diaspora communities internationally and in New Zealand. This research study is heavily influenced by GAD thought and by various epistemologies including postcolonial feminism, subaltern studies and participatory action research. As such, it emphasises self-reflexivity and focuses on „gender relations‟ than „women‟ as the category of analysis. The views and potential contributions of eleven stakeholder agency participants in terms of addressing the issue of forced marriage are also included in this study. The study also examines relevant existing New Zealand legislation in light of the country‟s international obligations regarding marriage. Specific recommendations on both social and legislative reforms are provided in an attempt to promote a collaborative, multi-sector response to address the issue from the perspectives of both intervention and prevention. In conclusion, this study, which is the first of its kind in New Zealand, hopes to shed light on an issue that is a human rights violation. It aims to promote action to deter the practice and to progress the rights of ethnic minority women in New Zealand without fuelling an anti-minority discourse. Finally, it attempts to fill a number of knowledge gaps in academic, policy and legislative literatures.</p>

Modele pamięci o Holokauście na Ukrainie w kontekście marginalności i marginalizacji dyskursów pamięci

Models of Memory about the Holokaust in Ukraine in the Context of Marginality and Marginalization of Memory Discourse There are two main models of memory in Ukraine: nationalist and post-Soviet. After 1991, Ukrainian historiography concerning the Holokaust was influenced by Soviet and emigration historiography. It was reactive to the allegations that the Ukrainians are anti-Semitic. In the nationalist model of memory, there is no space for the memory of the Holokaust in Ukraine, it is rather a strategy of displacing trauma and guilt or emphasizing the contribution of Ukrainians to saving Jews. The post-Soviet model also goes without a narrative about the Holokaust, but rather because of the lack of tradition in the USSR of describing war as a multi-ethnic experience. In this sense, both models are similar – both are mono-ethnic narratives. The minority discourse (ethnic model) about the Holokaust in Ukraine has not yet advanced to the rank of a nationwide narrative.

Diskursus Minoritas Melalui Kurikulum, Buku dan Kultur di Sekolah

This paper is concerned to explain minority discourse through the curriculum, books, and culture in schools. Conflicts between minorities and majorities can occur in Indonesia, whenever and wherever, whether motivated by differences in ethnicity, ethnicity, religion, or groups. The problem is whether the education sector has contributed to its prevention aspects. Moreover, the national education curriculum is still oriented on cognitive abilities, while aspects of social intelligence have not been touched. The various references available have also not opened students' awareness in accepting the existence of minority groups. School education still merely raises passive tolerance, has not yet fostered active tolerance. Educational orientation must be stressed on the importance of a transformative, dialogic approach and inclusive to diversity. Then, it also refers back to the achievement of Ki Hajar Dewantara's ideals of liberation and humanizing education.