Childhood Learning Along the Way

Established in 2009 and thanks to their constant efforts, volunteer work and collective learning, over time FM4 Paso Libre has managed to increase, strengthen, and institutionalize different processes. Acquiring better infrastructure, strategic alliances at the local, national and international level, creating different areas of comprehensive support and awareness of the complex realities experienced by people in human mobility (Martínez, et. all, n.d). As Héctor Aguilar, the FM4 collaborator whom we interviewed, mentioned to us regarding the organization, the guidelines that they have been advancing are set by the people who “are always behind the reality that we live” (personal communication, 2023).

This FM4 Paso Libre shelter is located in Guadalajara, Jalisco, Mexico, next to the railroad tracks where the train known internationally as La Bestia, passes by. The shelter offers different services according to its institutional capacity: food, showers, clothing, telephone, legal, medical, psychological attention, labor support, social integration, educational support, among others (Martínez, et. all, n.d). In order to highlight the importance of the work done by FM4 Paso Libre, as well as the challenges it faces, we consider it necessary to contextualize some aspects of human mobility in Mexico.

The global migration landscape is complex, so it is necessary to conduct a comprehensive analysis of each of the regions to understand the factors that generate complex dynamics within migration, while observing how various initiatives, government programs and civil society can alter that landscape, the latter being the starting point and the main topic of interest of this research (Centro de Estudios Internacionales Gilberto Bosques, 2015).

Within this framework, Mexico’s geographic positioning cannot be ignored, as it is a strategic territory mainly for migrants from Central America. However, it also has one of the most dangerous borders in the world “The Southern Border”, which is the main migratory route within the territory, this not only puts the physical safety of migrants at risk, but also as it generates emotional exhaustion due to the constant state of alertness required by migrants (Comisión Nacional de los Derechos Humanos, 2018).

During their journey, mainly those migrants who are in transit, are exposed to multiple factors and circumstances ranging from lack of awareness on the part of the Mexican population, threats, dispossession of their belongings and the exercise of different types of violence, which endangers their safety. These situations are related to discrimination, persecution by the authorities, organized crime, gangs and conflicts with other migrants (Comisión Nacional de los Derechos Humanos, 2018).

The migration of unaccompanied children and adolescents is rapidly increasing, making it another complex challenge. Therefore, the strategies have been changing and adapting to the different needs of the migratory profile, which may be men, women, children or adolescents or family groups.

Therefore, due to the context to which migrants are exposed, one of the ways they confront various obstacles on their journey is to be accompanied by family or friends from their country of origin, or failing that the company of other migrants with common goals, which helps to reduce distrust, fear, and uncertainty in relation to their environment. Likewise, shelters play a fundamental role, representing a safe place where migrants can find assistance, accompaniment, and support, which is essential for them to be able to continue to their final destination, be it Mexico or another country (Comisión Nacional de los Derechos Humanos, 2018).

By way of explanation, for this article we did not interview any user of FM4 services, given the multiple and specific conditions of vulnerability with which they live, exposing information about their life history could invite persecution, criminalization, xenophobia and expose them to greater risks than they already face.

FM4 director Luis Enrique Gonzáles-Araiza arranged for us to interview the person currently in charge of running the pilot educational program that they are calling a model for the educational insertion of children and adolescents in human mobility, which was carried out in collaboration with Fondazione AVSI and with the shared financing of the European Union in Mexico (Martínez, et. all, n.d).

Our interviewee is Héctor Aguilar or “Tor”, who introduced himself as an art-educator because he combines both professions in his daily work. Tor was kind enough to tell us more about FM4’s work with respect to education. The latter is an issue in which the organization detected a need, since access to education for children and adolescents who are migrating is a human right.

Interview

Interviewee:  Héctor “Tor” Aguilar, art-educator

Q: What are the main activities you carry out?

We seek to put the model into practice, which I will explain in broad strokes: it is a map that orients certain routes in a territory which, in this case, is the shelter. It has three components that can interact and empower each other: play, design, and share. The play component is designed to provide children and adolescents in the shelter with spaces to engage in play. Its primary goal is to rekindle their curiosity, imagination, and joy, fostering a renewed interest in learning. Often, these young individuals find themselves in situations of deprivation resulting from various challenges, some of which may not be immediately visible. One such challenge is the loss of the ability to experience the pleasure, dignity, and enjoyment of learning. Their initial focus is typically on addressing immediate survival needs.

Many of these young individuals arrive at the shelter from contexts marked by war and physical violence, displacement, trauma, political persecution, natural disasters, guerrilla conflicts, and involvement in drug trafficking. Consequently, the thought of continuing their education often takes a backseat to more immediate concerns. Some of them may even arrive at the shelter without the basic skills of reading and writing. In this context, the play component assumes significant importance. Through various forms of play, it has been observed that these children and adolescents gradually rekindle their interest in education. They express their desire to learn to read and write, and they aspire to attend school once again. I love it when they tell me, “hey Tor I want to learn to read” or ”I want to go to school”.

Another component is the design aspect, which involves educators and professionals in the educational field dedicating time to create learning activities tailored to the specific needs of these students. It’s recognized that many of them face significant educational gaps, and these activities are designed to help bridge those gaps, enabling them to catch up and not feel disadvantaged in comparison to children who have had the privilege of continuous education.

The final component is sharing, which entails employing various strategies to raise awareness among schools and their members about the importance of welcoming these children who aspire to attend educational institutions. This effort aims to overcome a multitude of obstacles, such as the fact that these students often arrive mid-school year, with significant educational deficits, and varying language backgrounds (e.g., Creole or French for some Haitian students). Additionally, they may lack the necessary documentation for enrollment and might stay for only a short period due to their family’s life plans.

Indeed, the challenges are substantial, and the situation demands an extraordinary school rather than an ordinary one. These schools should be capable of embracing the complexities of diversity, adapting to the unique realities of these students. The term “extraordinary” here implies that such schools must be not only exceptional but also centered on the idea of play. Through play, children understand the world around them and learn to interact with the people and things that inhabit it, making it a fundamental aspect of their educational experience.

Q: What actors are involved, or should be more involved?

Among the actors involved in this initiative are the Ministry of Public Education, which currently lacks an education program for migrants, leaving a significant gap and an invisibility of the educational needs of individuals in human mobility. The engagement of the artistic community is also crucial, as their workshops and contributions enrich the educational experience. UNICEF has actively participated by collaborating with local schools and sharing insights into the school integration of mobile children, aligning with the play and design components of the initiative. Additionally, teachers in subjects like Spanish, mathematics, and English have expressed their interest in participating, offering vital support for tailored education. A community of volunteers has also offered their assistance, further enhancing the learning environment. Together, these actors form a collaborative network aimed at addressing the educational challenges faced by children in human mobility, ensuring they have access to quality education and opportunities for growth.

Q: What are the challenges you face as an organization on this issue?

The challenges we face are numerous. For insA few lines would not be enough to do justice to the entire story of the non-profit organization FM4 Paso Libre Dignidad y Justicia en el Camino, A.C (Dignity and Justice on the Road), nor are they enough to tell the work they do every day inside and outside their facilities to defend and promote the rights of migrants, as well as to recognize each person who contributes in different ways to the cause and allows them to sustain actions that build bridges in a world full of territorial, physical, ideological and cultural borders.

This organization was legally estance, we encountered a young man who believes he is “too old” to play, and the lessons we’ve learned from such instances highlight the need to eradicate this idea and prejudice. How can we recover the disposition to play in individuals facing dispossession? These are profound questions. Another challenge stems from the situation of those in transit, as they typically spend only three days in the shelter. Despite this limited timeframe, we’ve learned that something meaningful can still be achieved, although it is clear that the goal is not to change the world or individuals drastically. The challenge lies in working within these constraints and addressing the levels of deprivation they face, including what I would call a form of spiritual deprivation when someone claims they no longer play or forgets how to play. Convincing them of the importance of nurturing the desire to study, akin to nourishing oneself, is essential.

Another significant challenge has been attempting to establish a sense of community upbringing. This concept entails fathers, mothers, and caregivers collectively agreeing on times and schedules to care for all the children in the shelter, aligning with the notion seen in some African communities where a child’s development depends on the entire village, not just their parents. While this idea sounds promising, the reality is that, for instance, in our current shelter with 57 people, there aren’t enough individuals to responsibly care for the 5 or 6 children present at any given time. Unfortunately, our model has not yet effectively addressed this particular challenge.

Reflections

It was an honor for us to be able to talk about the complex reality of our country as a place of transit and final destination for many migrants and refugees. This causes the urgency to provide them with dignified attention and to guarantee the protection of their human rights, which becomes especially complicated due to a series of factors that we mentioned at the start of this report, such as the risk to which these people are exposed during their journey. This journey of migration is driven by the search for improved living conditions, often prompted by a complex interplay of internal and external factors in their places of origin. It’s crucial to understand that the decision to leave one’s home is not made lightly.

In light of this context, FM4 has taken the initiative to integrate a program aimed at providing comprehensive care for both accompanied and unaccompanied children. They have outlined some of the activities they undertake and the underlying principles of their action plan, which are not only important but also inspiring and necessary. What might initially seem as simple as offering a space within the shelter for play and designing activities that align with the children’s reality becomes an indispensable component in reigniting their inspiration and subsequently, their desire to learn.

FM4’s commitment extends beyond the organization’s walls. They actively seek to carry out their mission by raising awareness and persuading other schools to transform conventional structures and spaces into extraordinary environments capable of welcoming and integrating children from diverse backgrounds. These children may face academic challenges due to gaps in their education and may stay for varying durations dictated by their family’s circumstances, over which they have no control. FM4 also endeavors to bring elements of the school directly to the shelter, such as engaging supportive teachers, involving volunteers in homework workshops, and incorporating artistic activities, among other strategies.

One important aspect of this article is the ability to identify commonalities among different realities. In this instance, we use the AIDS ACTION AND RESEARCH GROUP program as a point of comparison. Upon analyzing our research and insights from our colleagues in Malaysia, it becomes evident that the organizations we have collaborated with address entirely different issues. The Malaysian project focuses on the population affected by AIDS, irrespective of gender or age, while the Mexican project centers on migrant children of any gender or age.

Although these two projects may initially seem dissimilar, this is not entirely accurate. In both situations, there exists a significant degree of discrimination and stigma directed toward migrants and individuals with AIDS, respectively. These challenges pose complex obstacles for the organizations involved. Both investigations underscore the importance of fostering openness, awareness, understanding, and knowledge among the general population, as this is the most effective means of facilitating the reintegration of both population groups into society.

Another point of convergence is the significance of collaboration with various stakeholders. Despite the commendable daily efforts of civil society organizations, both our interviewee and our Malaysian counterparts emphasized the necessity of involving the organization’s beneficiaries, their families, volunteers, other organizations, and the government sector.

Additionally, we observed that in both realities, family support is indispensable. In the case of migrant children, Tor mentioned that due to the hardships they have endured, they often lose their sense of childhood. Consequently, beyond providing a space for play, active family involvement in their learning and play processes is crucial. Establishing a collective caregiving dynamic within the shelter would be ideal for task distribution. Similarly, for individuals with AIDS, family support is fundamental. As our colleagues’ project demonstrated, many of these individuals may feel excluded or have lost their confidence. Therefore, receiving support and assistance that restores their confidence greatly facilitates their reintegration.

Through this research, we have identified that many of these challenges persist due to the absence of government programs. Hence, it is imperative for the government sector to collaborate with civil society organizations in order to promote support and awareness of the situations faced by vulnerable populations, such as migrant children and individuals with AIDS. This collaboration should aim not only to raise visibility but also to enact transformative change.

References

García, N. Jacaranda, G. Martinez, M. (2015). México en la encrucijada: Implicaciones internas e internacionales de la migración. Centro de Estudios Internacionales Gilberto Bosques.

Comisión Nacional de los Derechos Humanos. (2018). Informe especial: La problemática de niñas, niños y adolescentes centroamericanos en contexto de migración internacional no acompañados en su tránsito por México, y con necesidades de protección internacional.

Martínez, P., González-Araiza, L., García, B., Aguilar, S. Jiménez, J., Chavolla, M., González, L., & Ramírez, M. (n.d). Acompañamiento integral a personas en situación de movilidad humana: Manual de buenas prácticas de FM4 Paso Libre. Dignidad y Justicia en el Camino A.C “FM4 Paso Libre”. https://fm4pasolibre.org/wp-content/uploads/2023/06/1CompAcompan%CC%83amiento_integral_a_personas_en_situacio%CC%81n_de_movilidad_humana-1.pdf

(1) FM4. [fm4pasolibre]. (October 31st, 2019).If I don’t pass right now and if I’m not given the opportunity, I’ll come back and come back… [photography]. https://www.instagram.com/p/B4TqlA0l0_w/

(2) FM4. [fm4pasolibre]. (September 23rd, 2019).What we are seeing today is forced migration caused by violence, climate change, disasters, armed conflicts… [Photography]. https://www.instagram.com/p/B2vwrJPAXB1/

(3) FM4. [fm4pasolibre]. (June 22nd, 2022). Today we would like to thank all our partners in solidarity who have joined our campaign “a dignified path for migrant children” [Photography] https://www.instagram.com/p/Cet3vC2uGFT/?igshid=MzRlODBiNWFlZA==

(4) FM4. [fm4pasolibre]. (October 22nd, 2022).You can be a child and at the same time a migrant, you can be an adolescent and at the…[Photography] https://www.instagram.com/p/CjmIQU5u137/?igshid=MzRlODBiNWFlZA==

(5) FM4. [fm4pasolibre]. (March 8th , 2023). We are all movement, we are all migrants. Today we honor, recognize and name women in human mobility.[Photography] https://www.instagram.com/p/Cpi0lRfu3kX/?igshid=MzRlODBiNWFlZA==

(6) FM4. [fm4pasolibre]. ( Octuber 31st, 2022).During October, as part of the INCLUSIÓN DIGNA project, we continued with the piloting of our care and education models. [Photography] https://www.instagram.com/p/CkZCJc4uHEZ/?igshid=MzRlODBiNWFlZA%3D%3D

Researchers

Hello everyone, my name is Neymar and I´m 22 years old. I’m a student of International Relations at the Universidad de Estudios Superiores del Occidente in Guadalajara, Mexico. My interests are related to researching and learning about social issues such as migration, gender studies and other topics that incorporate the study and analysis of the society in which we live. In my free time I enjoy spending time with my friends and my family. I also enjoy learning interesting facts about other countries and cultures. Thank you very much for inviting me to participate in this incredible project.

I’m Nátaly Nuño Silva, a student of international relations at ITESO, in Mexico. I’m 22 years old and I am interested in issues of migration, gender, education, childhood, and culture, so I volunteered in the organization we presented here in this report. I’m a research fellow at my university, where I also tutor Spanish writing to other students, and I’m involved in mural painting projects with social themes. My passions are reading, writing, dancing Cuban salsa, sports, cooking and other activities that allow me to feel and connect with myself and with others. I’m thankful for and I have enjoyed being part of this project.