RAPE JOKES - NOT FUNNY NOW, NOT FUNNY EVER
1. Sexual harassment has been taking place in the schools for years, but only recently has it begun to get the attention it deserves. Some have called such attention as an overreaction to normal teenager behaviour who is going through puberty, but sexual harassment can inflict deep psychological damage on young people. Two recent incidents have made it clear to me that we must put our foot down and do something to stop it.
2. Sexual harassment is not an easy topic of discussion, let alone a joke. Derogatory sexual comments and rape jokes are very dangerous. When one person makes a comment that uses derogatory sexual language, others can use that comment and later repeat it to their friends. These friends will then absorb the comment and circulate the derogatory sexual language in their social circles, thinking that “it is okay” to laugh about it thus perpetuating a cycle that is difficult to break.
3. We are aware that the role of a teacher is to inspire, motivate, encourage and educate learners/students. A recent Malaysian student's tweet about her teacher who had joked and underplayed rape has gone viral. It was said that the teacher also made another sickening comment that “if boys get raped it doesn’t get reported because apparently boys would feel ‘good’ about it”. What’s more shocking is the fact that when the student lodged a report to her counselling teacher in school only to be told that it is “normal” for jokes like this to be made as boys feel alright and girls are often too sensitive and emotional. Instead of getting the justice she deserve, she was sent to the same counselling teacher for a “therapy” session.
4. We must put to an end of labelling rape jokes as “part of our culture.” Rape joke was never part of Malaysia’s culture and will never be. The modern society has belittled the voices of survivors, making conventional discussion very one-sided towards the perpetrators. Schools must take the responsibility for preserving an appropriate learning environment that rest primarily with school administrators. Listen to students when they speak up on any form of sexual harassment or approaches made by their teachers, peers, school personnel or any other members in the school. School staffs must never turn a deaf ear to students’ cries for help.
5. Thank you to the student who gathered every ounce of courage that is in her in making a very daring and bold decision of stepping out and speaking the truth whilst still handling her trauma/shock. Sexual harassment is not something young people need to learn to tolerate. Rather, it must be confronted and stopped so that schools can be a safe and positive space for children to learn. Ignoring the situation can often lead to a cycle of ongoing harassment and victimisation. Calling out on people who commit the “humour” of making a joke out of rape or any kind of violence need more efforts. Stern action must be taken to safeguard the safety of our students in school so that in future, actions like these will not be tolerated and it will be put to an end. We should make the elimination of sexual harassment or derogatory actions our top priority. I hope that the Ministry of Education will take action in engaging relevant authorities to make sure this horrendous practice ends.
AINIE HAZIQAH
EXCO Srikandi BERSATU Malaysia
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teacher role in education 在 Facebook 的最佳貼文
“How we treat our children is the kind of culture we get.”
From the @todayonline article:
“Many of us were afraid to write this statement or put our names to it because we recognise that it is still not safe for us as individuals and professionals to publicly express these views,” they said. “Nevertheless, we are making this statement because we believe that it is the right thing to do, and because it is our professional duty to protect and care for all the young people we teach, counsel and guide.” A teacher who signed the petition told TODAY that she did so to support her students, although she chose not to use her real name for fear of losing her job. “My role is to support my students’ education journeys and care for their physical, mental and emotional health, too,” Ms L Lee said. “This case involving Ashlee, the transgender student, seemed to go against all of these aspects.”
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It is quite telling when teachers are afraid to put their names for fear of losing their jobs... just imagine how terrified the children must be. We should all be seen, safe and loved for who we are, in all of our humanity, by the systems that we live in.
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- Hôm nay chúng ta cùng luyện 1 bài đọc và xem những từ vựng hay trong bài đó nha.
THE IMPORTANCE OF CHILDREN'S PLAY
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she's creating an enchanting world. Although she isn't aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.
wicked (adj): độc ác;
gallant (adj): dũng cảm
enchanting (adj): mê hoặc;
repercussion (n): kết quả
Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his 'teacher', she's practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she's learning about the need to follow rules and take turns with a partner.
abandon (v): bỏ rơi
regulate (v): điều chỉnh
'Play in all its rich variety is one of the highest achievements of the human species,' says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. 'It underpins how we develop as intellectual, problem-solving adults and is
crucial to our success as a highly adaptable species.'
achievement (n): thành quả
intellectual (n): người trí thức
Recognising the importance of play is not new: over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.
But we live in changing times, and Whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. 'The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,' he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents' increased wish to protect their children from being the victims of crime, and by the emphasis on 'earlier is better' which is leading to greater competition in academic learning and schools.
International bodies like the United Nations and the European Union have begun to develop policies concerned with children's right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.
mindful (adj): quan tâm
scarce (adj): ít
perception (n): quan điểm
implication (n): ngụ ý
'The type of play we are interested in is child-initiated, spontaneous and unpredictable - but, as soon as you ask a five-year-old "to play", then you as the researcher have intervened,' explains Dr Sara Baker. 'And we want to know what the long-term impact of play is. It's a real challenge.' Dr Jenny Gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child's later life.
Now, thanks to the university's new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.
'A strong possibility is that play supports the early development of children's self-control,' explains Baker. 'This is our ability to develop awareness of our own thinking processes - it influences how effectively we go about undertaking challenging activities.'
spontaneous (adj): bất ngờ
unpredictable (adj): không thể đoán được
impact (n): ảnh hưởng possibility (n): khả năng
self-control (n): tự kiểm soát
In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. 'This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.'
If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.
Gibson adds: 'Playful behaviour is also an important indicator of healthy social and emotional development. In my previous research, I investigated how observing children at play can�give us important clues about their well-being and can even be useful in the diagnosis of neurodevelopmental disorders like autism.'
toddler (n): trẻ mới biết đi
pre-schooler (n): trẻ nhỏ tuổi
unfamiliar (adj): không quen thuộc facilitate (n): tạo điều kiện cho
diagnosis (n): chẩn đoán
autism (n): tự kỷ
Bài đọc trích từ Cambridge IELTS 14, ai chưa có bộ Cam này không?
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