سێهه‌مین ساڵیادی كۆچی دوایی میدیاكار و ڕۆژنامه‌نووسی ڕۆژهه‌لاتی كوردستان سۆران سه‌قزی

سێهه‌مین ساڵیادی كۆچی دوایی میدیاكار و ڕۆژنامه‌نووسی ڕۆژهه‌لاتی كوردستان سۆران سه‌قزی

ئاماده‌كردنی : ئه‌مین خه‌واله amin-khawaleh_052019

ڕۆژنامه‌نووس و هه‌واڵنێر

٧ی مانگى مه ى ٢٠٢٠

ماوه‌ی ۳ ساڵ به‌ر له‌ ئێستا و له‌ وه‌ها ڕۆژێكدا سۆران سه‌قزی میدیاكار و رۆژنامه‌وان و چالاكیی سیاسی له‌ هه‌ولێری پیته‌ختی هه‌رێمی كوردستان له‌ ڕووداوێكی گوماناویدا گیانی به‌ كوردستان به‌خشی و بۆ هه‌میشه‌ ماڵئاوایی له‌ نیشتمان و بنه‌ماڵه‌ و كۆڕی هاوڕێیانی كرد.

خه‌بات شافێعی ناسراو به‌ سۆران سه‌قزی كۆڕی شه‌هید په‌رویز شافێعی ساڵی ۱۳۵۷ی هه‌تاوی له‌ شاری سه‌قز سه‌ر به‌ ڕۆژهه‌ڵاتی كوردستان له‌ بنه‌ماڵه‌یه‌كی كوردپه‌روه‌ر و نیشتمانپه‌روه‌ر چاوی به‌ دونیا هه‌ڵهێنا و هه‌ر له‌ ته‌مه‌نی زۆر منداڵی باوكی له‌ ڕیگای نیشتمان گیانی به‌خشی و شه‌هید كرا و خه‌بات له‌ په‌نا ده‌ستی دایكی باڵای كرد و گه‌وره‌ بوو. دایكێك كه‌ به‌ ڕاستی نموونه‌ی واڵای مرۆڤایه‌تیی و مێهره‌بانی و فیداكارییه‌ و هه‌موو ژیانی خۆی له‌ پێناو په‌روه‌رده‌ كردن و پێگه‌یاندنی ڕۆڵه‌ تاقانه‌كه‌ی دانا.

Soran Saghezi
له‌ گه‌ڵ باڵا كردن و گه‌وره‌ بوون خه‌بات شافیعی به‌ هۆی هه‌ستی نیشتمانپه‌روه‌ری و ڕابردووی بنه‌ماڵه‌كه‌ی و به‌ هۆی گوشاره‌كانی ناوه‌نده‌ ئه‌منییه‌تییه‌كانی رژیمی ئێران ناچار ڕۆژهه‌ڵاتی كوردستانی به‌ جێهێشت و ڕووی كرده‌ هه‌نده‌ران و له‌ وڵاتی سوئید درێژه‌ی به‌ چالاكییه‌ سیاسی و نیشتمانپه‌روه‌رانه‌كه‌ی دا و وه‌كوو ئه‌ندامێكی چالاكی حیزبی دێموكراتی كوردستانی ئێران تا دوایین ڕۆژه‌كانی ته‌مه‌ن وه‌فادار بوو به‌ ڕیبازی ڕێبه‌رانی شه‌هید قازی و قاسملوو و شه‌ره‌فكه‌ندی و دریژه‌ده‌ری ڕیگایان بوو.

له‌ گه‌ڵ دامه‌زراندن و ده‌ستبه‌كاربونی ته‌له‌ڤیزیۆنی تیشك تی ڤی وه‌كوو یه‌كێك له‌ ئه‌ندامانی چالاكی ئه‌و ناوه‌نده‌ به‌رنامه‌ی لاوان و چه‌ندین پڕۆگرامی دیكه‌ی پیشكه‌ش كرد جێگای ئاماژه‌ پیكردنه‌ ناوبراو پیشتر وه‌كوو ئه‌ندامی یه‌كیه‌تی لاوانی حیزبی دیموكرات له‌ ولاتی سوئید پیشكه‌شكاری ڕادیۆ لاوان بوو له‌ وڵاته‌ و به‌رده‌وام بوو له‌ چالاكییه‌كانی. ساڵی ۲۰۰۷ی زایینی ماڵپه‌ڕی ناوه‌ندی هه‌واڵنێری سه‌قزی دامه‌زراند و ماوه‌ی چه‌ند ساڵ له‌ به‌شی هه‌واڵ و ئێدیت و به‌ڕیوه‌به‌رایه‌تیی ناوه‌نده‌كه‌ هاوڕی له‌ گه‌ڵ كۆمه‌ڵێك ڕۆژنامه‌نووسی چالاك له‌ ناوخۆ و ده‌ره‌وه‌ی وڵات چالاك بوو تا ئه‌وه‌ی ئه‌و ناوه‌نده‌ له‌ لایه‌ن هێزه‌ ئه‌منیه‌تییه‌كانه‌وه‌ بۆ هه‌میشه‌ داخرا.

سۆران سه‌قزی پێشكه‌شكار و میدیاكار به‌شداری چه‌ندین پڕۆگرام و چالاكی ڕاگه‌یاتدنی دیكه‌ بوو له‌ ناوه‌نده‌ ڕاگه‌یاندنه‌ نه‌ته‌وه‌ییه‌كان و له‌ هه‌موویان به‌رچاو و به‌ ڕیژه‌یه‌كی زۆری بینه‌ر پڕۆگرامی سه‌یر و سه‌فه‌ر بوو كه‌ وه‌كوو پێشكه‌شكار كولتوور و فه‌رهه‌نگی هه‌موو نه‌ته‌وه‌كان و وڵاتانی دوور و نزیكی پێشكه‌ش به‌ بینه‌رانی كرد و خزمه‌تێكی به‌رچاو و شایانی باسكردنی به‌ میدیا و هۆنه‌ری كوردی كرد. سۆران سه‌قزی قسه‌خۆش و نیشتمانپه‌روه‌ر تا دوایین ساته‌كانی ته‌مه‌ن وه‌فادار بوو به‌ به‌ها مرۆڤایه‌تییه‌كان و ڕێبازی ڕیبه‌رانی نیشتمان و نه‌ته‌وه‌ی كورد و هه‌موو ئه‌رك و توانای خۆی دابینكرد بۆ خزمه‌ت به‌ گه‌ڵ و نه‌ته‌وه‌كه‌ی و تا دوا پشوو هه‌دای نه‌دا.

 زۆر به‌ داخه‌وه‌ سێ ساڵ به‌ر له‌ ئێستا و له‌ وه‌ها ڕۆژێك دا له‌ ڕێكه‌وتی ۱۸ی گوڵان به‌رانبه‌ر به‌ ۷ی ئایار له‌ ڕووداویكی دڵته‌زین و گۆماناوی گیانی به‌ نیشتمانی به‌خشی و له‌ پارچه‌یه‌كی نیشتمان شه‌هید كرا و له‌ مه‌زاری شه‌هیدانی حیزبی دیموكراتی كوردستانی ئێران له‌ نزیك شاری هه‌ولێر گیانی پاكی به‌ خاكی پارچه‌یه‌كی نیشتمان ئه‌سپارده‌كرا و دڵه‌ گه‌وره‌كه‌ی بۆ هه‌میشه‌ له‌ لێدان كه‌وت و ڕۆحی له‌ په‌نای ڕۆحی شه‌هیدانی نیشتمان و له‌ سه‌رووی هه‌موویانه‌وه‌ باوكی شه‌هیدییه‌وه‌ ئۆقره‌ی گرت. یادی پیرۆزی هه‌رمان و ناوی به‌رز و به‌ڕیز و رۆحی هه‌تا هه‌تایه‌ شاد بێت.

Textbook co-authored by Kurdish scholar offers marginalized youth and those with disabilities fair access to education

Textbook co-authored by Kurdish scholar offers marginalized youth and those with disabilities fair access to education

Cklara Moradian_2018

May 05-2020
By: Cklara Moradian

KURDISTAN24

 

It is with great honor and a deep sense of pride that I share with you Dr. Soraya Fallah’s textbook Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities, co-authored with two other leading national educational experts Dr. Bronte Reynolds and Dr. Wendy Murawski. I have so much respect and admiration for the work they have been able to contribute to our world.

I write this note from a dual perspective. First and foremost, I am the daughter of a scholar and so a witness to the journey from the book’s inception in those early dissertation days to what is now a remarkable accomplishment of a scholarly, peer-reviewed reference source meant to provide guidance and knowledge to educators, teachers, administrators, social workers, clinicians, and parents. But maybe, more importantly, I am sharing my thoughts about this book as a former student with a disability from an understudied and underserved population myself, and as a current professional Social Worker and Psychotherapist serving Culturally and Linguistically Diverse youth with disabilities at a leading pediatric hospital.

Educational Text book_Soraya FallahThis book is the culmination of over five years of scholarship, research, thought-provoking exchanges, conversations, revisions, and edits. It does more than point out learning challenges, the textbook also sheds light on the existence and educational needs of a population of students that are often erased or misrepresented (namely, students with disabilities from Middle Eastern and North African backgrounds) and offers a culturally humble approach to looking for solutions and serving this population within the United States Special Education system.

The book is grounded in a mixed methods rigorous research program that Dr. Fallah conducted directly with this population. Her study was one of the first in the country to look specifically at the experiences of Middle East, North Africa, and Southwest Asian (MENASWA) families with their children’s special education system. The research coined the umbrella term MENASWA to encompass a group of people who are often stereotyped and racialized together in the US, but this term is not there to further erase the nuance and multiplicity of identity. Rather, it helps us have an inclusive approach to the many ethnic and religious minorities that exist in a vast region gripped in conflict.

The developed book delves into issues of equity, intersectionality, stigma, ableism, and systemic oppression. It also does not shy away from difficult conversations about the role of cultural norms that impact service utilization for these families. I remember very early on we had heated but fruitful conversations about making sure the initial study did not further stigmatize or alienate, that it did not leave out the voices of those most impacted, and that it remained rooted in a liberatory and anti-oppressive theoretical framework. As with all studies, it had its limitations, but I know intimately that it honored the spirit of the disability justice motto: “Nothing About Us Without Us!” The book builds on that study and adds guidance for administrators and educators to further serve this population.

Another critical development in the book is that Dr. Fallah identifies what she calls “A Triple Threat” or Triangle of Triple Threat (TTT) model of looking at this population. In short, this population faces both internal and external stressors of being a minority group, as well as facing structural and institutional barriers to success. I will be the first to critique our education system as often failing our most marginalized students, and we routinely, if not intentionally, leave behind students with disabilities.

We see it today. As COVID-19 forces us to adapt to distance learning, IEP meetings have been cancelled, and very little focus has been given to accommodating students with disabilities. But this has historically been the norm, and this book speaks to that reality. When we add on issues of power and privilege, historic intergenerational trauma, direct experiences of consecutive wars in the Middle East, and a basic erasure of identity and difference, the effects are compounded to create an environment where learning is not just a challenge, but rather a hostile feat. The Triangle of Triple Threat begins to detangle some of these intertwined challenges.

I can say that many of the Culturally and Linguistically Diverse youth and families I serve have institutional trauma from their interactions with the education system. Some of that trauma is caused by lack of understanding from seemingly well-meaning, well-intentioned educators and administrators, but it is also caused by policies and practices on a larger scale, such as the fact that the specific needs of this population have been veiled under the category of “white,” and yet they continue to be racialized, stigmatized, and marginalized. This book tackles these issues head-on.

At the core of this book and central to its mission is this idea that we simply have very little information about the experiences of  MENASWA families with their children’s special education system, and we must begin by asking them and learning from them in the hopes of creating a more inclusive space where learning can be possible. This should be the beginning of a longer conversation and I hope this book leads to other young scholars and researchers picking up this work, not just to fill the gaps in the literature, but to contribute to policy shifts that will help serve our students.

I am hoping that as people are forced to stay home in safety, they can find refuge in imagining new possibilities for a better world, one where the needs of all our students are considered and met. This book helps guide us toward that possibility.

You can access the webpage and book cover here.

Cklara Moradian, MSW is a adolescent Psychotherapist, a diaspora Kurd, former refugee, survivor, social justice advocate, spoken word poet, and writer.

The views expressed in this article are those of the author and do not necessarily reflect the position of Kurdistan 24.

Editing by Karzan Sulaivany

Source: https://www.kurdistan24.net/en/opinion/ee69c809-50b4-4ce6-80c9-25fde180478b

 

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