Education and Resources

What’s the bigger picture behind what is happening in Guinea? A lot of new work and evolving news is coming out every day from Guinea. To stay up to date on it, we encourage everyone to join Alliance Guinea on Facebook and Twitter:

• Alliance Guinea Facebook Group
• Alliance Guinea Twitter

Many people have already reached out to us to get ideas for organizing information and advocacy sessions at their universities and for talking about these issues with high school and middle school students. If you are an educator, student leader, community organizer, journalist, or just want to learn more about the greater historical, political, cultural and economic context of recent events in Guinea, here are some resources (one-pagers, compendiums, etc.) that you can consult, print, share with others.

Please also use this page to tell us what you are doing as an educator or student leader and share ideas for collective action.

• Compilation of the international community’s reaction to the events of 9/28
• Most recent Guinea briefing from the International Crisis Group (ENG)
• Dernier briefing sur la Guinée de International Crisis Group (FR)
• Collection of news stories and press releases from Human Rights Watch (ENG)
• Collection des rapportages et communiqués de presse de l’ONG Human Rights Watch (FR)
• Most recent Guinea report from Amnesty International
• Most recent Guinea report from the International Federation of Human Rights
• Most recent Guinea report from Freedom House
• Report on Guinea from The Independent

If you are planning an event on your campus, here are some talking points to consider including in your presentation:

• Basic facts about Guinea (location, demographics, economy). If you have personal experiences from Guinea, you might share those.
• Overview of political events from December 2008 through the present. A useful resource for this section is the BBC’s Guinea timeline.
• The effects of recent events on women. The following quote from the New York Times has helped presenters illustrate their points: