In January this year I was invited to Maurice Genevoix School in a Paris suburb near Porte D'Orleans to lead workshops on peace and tolerance. The teacher, Sarah El-Bouh, found me via my website because of my experience in working across divided communities and my writings on peace and dialogue. I speak some French, have lived in Paris and visited numerous times and was absolutely delighted to be invited. The school is part of a two year project on peace, with other schools in Europe as part of the
Comenius Peace Project.Like the UK, France is wrestling with its political and social views about ethnic minority groups, immigration and left versus right. A couple of weeks before I travelled, the controversy about the footballer, Nicolas Annelka and
le quennelle, an anti-semitic gesture, was all over the media. As an Anglo/Jewish author, whose great uncle had been deported from Paris to Auschwitz and who had written a novel ( HIDDEN, Albury Fiction) about Muslim asylum seekers, how would I be received in a Paris school? I needn't have worried - I had the most amazing time!!
I worked with three groups of students, aged 15-17 years and all of the work was in English. The students read out my poems and drama scripts, spoke, listened and wrote their own pieces all in English which was very impressive. I told them that I belong to English PEN, "literature and human rights," and that PEN's motto is, "The pen is mightier than the sword." They understood straight away and translated into French, "La Plume est plus fort que l'epee." That became our catch phrase for the day.
My aim with the work was to ensure that the students felt that they could all individually contribute to promoting peace and tolerance in their everyday lives. I therefore chose poems and texts which would inspire them to write their own views and feelings.
The first poem I presented was 'Sorry' by a boy from Bosnia. I had asked the author Hilary Freeman if her partner, Michael, could translate the poem into French for me, which he kindly did. One of the students volunteered to read the French as I read the English.
The students written responses speak for themselves. Here are two examples :-
I have also written my own poems about peace and tolerance and one of the poems asks, What can you do for Peace? The opening stanza gives you a flavour:-
Sunbathe for Peace
go to bed for Peace
strike for Peace
pray for Peace
talk to your son for Peace
love your daughter for Peace
weep for Peace
roll your wheelchair for Peace
strap on your prosthesis for Peace
walk down to the Post Office
and buy a stamp for Peace
swipe your Oyster card for Peace
unpoint your gun
sink your difference
wipe up blood
defuse a bomb for Peace
© Miriam Halahmy
The students loved this idea and of course had plenty of ideas of their own :-
They discussed their writing in groups, wrote in groups and also wrote on their own. But their commitment to expressing themselves in English, despite the difficulty of the subject matter, was outstanding.
Speak with your friends for Peace/grumble with your family for Peace/Ask your teachers for Peace/ Act Now! by Hippolyte QuentinDo everything for Peace.../Be tolerant for Peace/ Help for Peace/ Don't be racist for Peace/ Pray for Peace/ But you must believe in Peace. by J. SamiaBe different for Peace... by Moulin EmelineGive some of your time for Peace... by Maxime M.One of the students, Sami, came to France from Homs in Syria only three months earlier with his sister and knows how hard it is to start again in a new country. I read an extract from HIDDEN and the students then read a drama script at the point where my teens, Alix and Samir, have saved an asylum seeker from the sea and now Samir is trying to persuade Alix to help hide the man to save him from being deported and possibly killed back in his homeland. Alix is faced with an impossible choice.The students discussed the choice in their groups and then fed back to class. Sami felt that as an asylum seeker he could not put himself at risk and would not be able to help. Others were divided as to whether they would help or not. I pointed out that there was no right answer to such a difficult dilemma.
Alizea Girand wrote, "Hidden is my favourite because we see the evolution of Alix. At the beginning she knows nothing about racism but because she becomes friends with Samir, she discovers how hard it is for a foreigner... Peace is something really important in my opinion. We had all the poems before but we didn't know they were as powerful and meaningful as Miriam showed us."Chloe D wrote, " Getting involved in this peace project is really important to me. In this way meeting a writer too is a good experience because you've more experience that us."
We looked at a poem I wrote after an incident in my 'Corner Shop'. The students read the text before my visit and were curious about its origin. During the Gulf War, in the queue one morning at my local shop run by a Muslim family, there were local people from the orthodox Jewish community, my Japanese hairdresser, a group of Hindu ladies, an elderly man and some children. Someone said something about the war. The owner spoke up, saying,"Well, we won't let that come between us," and everyone agreed, nodding their heads and saying, "That's right!" As I told the students, Peace broke out in my Corner Shop that day.
The poem ends :-
We are the peace process, the moderate,
the mother, the brother.
We are the news, the ceasefire
pressed like coriander in a wrinkled palm.
We are the voice, the banner,
the handshake, brown on white on olive.
We are the ear, the eye, the promise,
prisoner released, girl unharmed, bomber stilled.© Miriam Halahmy
This idea really captured the students. Here are some responses:-
We are the peace process/ The ones who give peace a chance/ We can change the minds/ Together against violence and war. by H. OuachekWe are the peace process/ We are the world/ We are the peace army, peace warriors.by Sacha Veilec
Each of our sessions only lasted an hour or an hour and a half and we had a lot to get through. Poems, stories, drama scripts, questions, comments, but I used every single text I had brought with me and was constantly amazed and impressed by how much the students could absorb, comprehend and then respond to in their own independent way. These students had strong political and social views formed by their education, upbringing, reading and observation of the world around them.
Their teachers have sent me their feedback on our sessions :-
It was an honor to meet you - you're searching for peace and you want to share your fight with us. Thank you for coming, I enjoyed this moment. H. Ouachek
Miriam enjoys her work and defends a lot of the essential values like peace, tolerance and respect. She listened to us with an intensive respect. Benjamin
This meeting was very important ...Miriam permitted to us to develop her poems with our opinions. C. Julie
You made me learn a lot of things about the Palestinians resistance and I learnt that I have to be in other people's shoes to understand them. Aime B.
I didn't know what to expect with this meeting... I was very surprised I understood each word. I like the fact we don't only talk about peace but racism and tolerance. I lie if I say that it change my life, but it teach me a lot. A. Ashley
I was unable to include everything that the teachers sent me but I have learnt just as much as the students during our sessions and I came away inspired to continue writing on social and political issues for young people. They are clearly so interested and keen to widen their knowledge and formulate their own opinions.
I hope that I can return to see the students again one day.
I will leave you with the words of Aime B :-
You don't have to be sorry because we are all human and we can live together.
We are pleased to introduce author Miriam Halahmy, who has written novels, poetry and short stories for children, teens and adults. Her work has been read on the radio and performed on stage. HIDDEN is her debut Young Adult novel. It is in the first in a cycle of three novels set on an island off the south coast of England. A minor character in the previous novel becomes the major character in the next. Otherwise they are stand alone stories. The second and third titles, ILLEGAL and STUFFED, will be published in 2012.Miriam was a teacher for 25 years and now mentors writers. She has worked with refugees and asylum seekers for many years, helping them to write their stories. Some of the inspiration for HIDDEN comes from her husband and his large Iraqi family. Miriam believes that all young people have a future and that reading helps to provide the route map forward. You can visit her online at http://www.miriamhalahmy.com/ or http://miriamhalahmy.blogspot.com/.
How do you weave edgy contemporary issues into teen fiction?
By Miriam Halahmy
My novel HIDDEN deals with the complex issues of immigration and human-rights laws, through the eyes of teenage Alix. A coming-of-age novel it focuses on courage, prejudice, judgement and the difficulty of sorting right from wrong.
Fourteen year old Alix lives at the bottom of Hayling Island, near the beach. It is a quiet backwater, far removed from the international politics of war, terrorism and refugees. Alix has never given a thought to asylum seekers, she has enough problems of her own; Dad has a new life that doesn’t include her, Grandpa is dead and Mum is helpless and needy.
Then one day on the beach Alix pulls a drowning man out of the incoming tide; a refugee escaping certain death in Iraq. Alone, helpless and desperate not to be deported, Mohammed’s destiny lies in Alix’s hands. However, hiding an injured refugee is fraught with difficulties. Faced with the biggest moral dilemma of her life, what
By:
Miriam Halahmy,
on 1/27/2011
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For the past year Leslie Wilson and I have been having ‘a big conversation.’ Leslie is half English/ half German. I am Anglo/Jewish. We both believe that dialogue is the way to build bridges across divided communities and to promote healing and reconciliation. We regard our deepening friendship as a contribution towards the defeat of Hitler and Nazism. We therefore decided to do a joint blog for Holocaust Memorial Day 2011.
MIRIAM HALAHMY
Memorial to 7000 Jews of the town of Kerch, Crimea, shot in an anti-tank ditch.
As a Jewish child growing up in England after the Holocaust I saw the faces of my grandparents on the victims in the newsreels. However for my friends the victims looked like foreigners, a people far away about whom they knew almost nothing.
The Nazis organised the rounding up and murder of one and a half million Jewish children and I often thought, That could have been me. My family come from Poland, right in the heart of the killing fields.
But the Nazis threatened all children. Every single German child whether their background was Christian, Jewish, Moslem, Black, gay, gipsy or political was at risk. Kitty Hart who survived Auschwitz and a death march says, “We believe it can happen to anyone, anywhere, anytime.” She has given her testimony since 1946 and has even taken neo-Nazis back to Auschwitz.
Like most J
Hidden sound intriguing and opens a world that many don't realize is happening right under their noses.
Wow! You've had lots of unique experiences. That's great you are using them in your book. It sounds fascinating.
Absolutley, LM, that's why I set the book in a quiet place. And Natalie, its great to be able to use the different experiences of life in fiction. Thank you both for your comments.
Your book sounds fascinating and I think your approach is a great way to get teens interested in the subject of illegal immigrants. It'll hopefully get them asking themselves what they would do in the same circumstances.
That is a neat idea, taking a minor character from one book and making him/her the major character in another book. :) Sounds like you are a good person to write these stories, with your background! And it's great for teens to have an exposure to world-aware topics, to balance out the lighter/shallower YA fare.
Loved your post. It's hard to deal with the illegal immigrant issue, whether you're a teen or an adult.
Thanks for your comments. I did a lot of research and had my facts checked by an expert on immigration as I was worried about making errors. But the humour definitely helped to keep thing moving.
I completely agree!! Don't be afraid to tackle the hard stuff, but keep it engaging. Great!
This was great, thanks. I love reading books about challenging subjects. Often I read about another side to an issue I hadn't thought of. It opens our minds, and that's a good thing.
Loved hearing about your background, and how this story came to be. And your final paragraph is so important -- we're here to challenge, not lecture, our readers.
Glad you are all up to the challenge!