× Introduction~ Institute on Statelessness and Inclusion
Mobilising to address childhood statelessness: The experience of the European Network on Statelessness through its #StatelessKids campaign~ Chris Nash
Schools outreach in Poland~ Katarzyna Przybyslawska
Excerpts from the ENS Schools Outreach Toolkit~ Institute on Statelessness and Inclusion
Campaigning for gender equality in nationality laws~ Catherine Harrington
Mobilising to address childhood statelessness in Nepal~ Subin Mulmi
Interview with a child in Nepal who is stateless due to gender discrimination in the nationality law~ Amal de Chickera
The mobilisation of Bidoon youth~ Marie Brokstad Lund-Johansen
Being accountable to stateless children and youth: The 2016 UNHCR NGO Consultation session on statelessness~ Amal de Chickera
Introducing statelessness to Model United Nations conferences~ Aleksandra Semeriak Gavrilenok
Researching childhood statelessness~ Charlie Rumsby
Street theatre to address statelessness in the Dominican Republic~ Laura Quintana Soms
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Institute on Statelessness and Inclusion


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Author:

Institute on Statelessness and Inclusion


About the topic

Essay Schools outreach in Poland by katarzyna Przybyslawska in Chapter 13 (cross reference)

European Network on Statelessness, No Child Should be Stateless (microsite)


Further reading

Excerpts from the ENS Schools Outreach Toolkit

Institute on Statelessness and Inclusion

The ENS Toolkit, for students aged 15 – 17, reflects on the key question “what is childhood statelessness and why is it a problem? It is designed to be taught in three class periods. Through this programme, students will be helped to reflect on the role that nationality plays in their lives, learn why some children have no nationality, understand how statelessness affects children and develop arguments against childhood statelessness. Below are two activities that have been taken from the Toolkit.

Activity 1a. My nationality – Belonging (15-20 minutes)

Start the activity by holding up the (picture of) a passport. Ask the students: “what is this?” and “what is it for?” Collect a few different answers then summarise the key points.

Key points: The passport is a travel document and a type of identity document; it is for establishing your identity and nationality, for instance when you want to cross an international border; it is also the document in which an entry visa can be attached, for instance for visiting a country as a tourist.

Next, ask the students who has a passport (they can raise their hand if they do). Ask one of the students who has a passport to explain how they got it. Can they explain what they had to do? Who issues the passport? Who else can get one?

Key points: Probably not all students have a passport because they are under the age of majority and may not yet have needed one, they may not have travelled much yet or – if inside the EU – they may travel on a national ID card; a passport is issued by the national authorities / government of the country of which they are a national; to apply for one, certain documents/paperwork need to be completed, a passport photo handed in and probably a fee paid; passports are usually only issued to people who hold the nationality of the country – they are proof of ‘membership’, i.e. nationality.

Next, ask the students which nationality they have. Do they have the nationality of the country the school is in? Or another country? Or more than one? Can they explain when, why and how they got their nationality? How do those students who do not have a passport, know that they have a nationality?

Optional: if there is still time within this assignment, recap what different ways there are that a person can get a nationality (family and territory links), then as, can the students think of a reason why nationality is given in these ways? What does this have to do with belonging?

Key points: Link through family = link to culture through upbringing, close connection to the ‘tribe’ or community, way to keep nationality ‘within the group’, ethnic conception of belonging. Link through territory = link to society through place in which a person grows up and participates, close connection to land, way to integrate immigrants and forge new belonging.

CLASSROOM ASSIGNMENT FOR WEEK 1, “Missing out on nationality” Picture 1

 Describe:

Analyse:

Interpret:

Background on the picture to help with discussion with the students… 

This photograph is from the series ‘Legally invisible in Serbia’ and was taken in 2014 (can be viewed in Praxis slideshow, http://www.praxis.org.rs/praxis_gallery/by/greg_constantine.html): 

“Roma throughout Serbia are some of the most vulnerable people in the country. Though many Roma were born in Serbia or have lived in Serbia for decades, many continue to be unsuccessful in proving their identity, registering their birth or acquiring citizenship and are ‘legally invisible’, like this young girl who lives in an informal Roma settlement in Belgrade. Recent changes in Serbian court procedures for the determination of date & place of birth have helped Roma in Serbia receive proper birth registration, but many have not benefited from the recent changes and continue to be at risk of statelessness because they still face challenges in acquiring documentation and citizenship”