Sex trafficking is the exploitation of human beings through either forced or coerced sex work. Anyone involved in sex work who is under the age of 18 is considered to be trafficked. Contrary to what the name might imply, a person does not need to be smuggled or transported from one location to another in order to be trafficked; trafficking can and does occur to individuals within their own communities. Though every victim’s story looks different, there are several trends in trafficking narratives. In the United States, victims are often teenage girls of color coming from broken homes, and many are tricked, coerced, or threatened into sex work by older boyfriends. Victims often suffer from physical and emotional abuse, and find it difficult to leave the sex work either because of threats from a pimp or because of a lack of other viable options. There is a significant population of LGBT trafficking victims, which stems from the issue of homeless LGBT youth. While it is less common for boys to become victims of trafficking, it certainly happens and usually goes unreported.
This year my internship placement for the Fellowship in Jewish Social Entrepreneurship is with The Advocacy Lab (AdLab), an organization whose mission is to empower youth to take action around human rights. Twice a week, I co-facilitate a human rights course in a Brooklyn public high school to help 10th graders learn advocacy tools to fight for their own rights as well as for wider humanity. After spending the first 3 months of the year discussing human rights issues ranging from racism to child soldiers to gender discrimination to environmental injustices, a majority of my students voted to spend the rest of the school year advocating on behalf of sex trafficking victims. The campaign is multifaceted: They will be spreading awareness of sex trafficking in their school with informational posters, a video that depicts the typical sex trafficking narratives using their own skits, poetry, and music, and a school assembly to present their project. They will also be selling wrist-bands that say “Put an end to sex trafficking!” in order to both spread awareness and fundraise for an organization that provides support for victims. We hope to also incorporate a political advocacy component by having them write to or call politicians demanding better support systems for trafficking victims.
Last semester, the format of the class helped me to develop my teaching skills, and this semester, coordinating the campaign has pushed me in new ways. It’s always a challenge to find a balance between giving the students enough freedom for them to take ownership of their advocacy campaign, and providing enough structure for them to work efficiently and stay on task. Additionally, I’m constantly thinking about ways to continue to engage and inspire the students, because we are now focusing on just one main topic for several months. These are questions I’m still grappling with, and like many things, I’m finding that they require a good deal of trial-and-error.
The human rights lessons last semester opened our students up to a range of various human rights issues occurring at home and abroad. This semester, one of my goals is to help them develop useful skills through running an advocacy campaign. We taught a lesson on effective internet research and finding reliable sources, and then devoted a few class sessions to active research in the school’s computer lab. Students found informational material to put on their awareness posters and in their video, as well as organizations that address the issue of trafficking. A few students were assigned the task of e-mailing the organizations and asking what they might be able to do to get involved in the issue. The Advocacy Lab provides some funding for the students’ campaign, but in order to obtain access to the money, the students must submit a grant proposal outlining the goals of the campaign and the funds they’ll need for each part. This required students to articulate their goals and make the case for why their campaign is important. For most students, research, outreach, and certainly writing grant proposals, was new. It was exciting for me to see my students improve and gain efficiency each day we went to the computer lab, knowing how important these skills will be – especially for the students that go to college in a couple years.
Teaching/facilitating has been a new adventure every single day. I am so grateful to have the opportunity to learn from my students, and share with them my own passion for human rights.
Trafficking has been in the news lately as the world cries out after nearly 300 Nigerian girls were kidnapped from a boarding school and sold into “marriage.” To learn how you can help, this article is informative: http://abcnews.go.com/US/people-world-kidnapped-nigerian-girls/story?id=23623297. To learn more about Judaism’s response to sex-trafficking, check out this AJWS D’var Tzedek written by Rabbi Lisa Gelber, Associate Dean of the JTS Rabbinical School.