That’s the distance I’ve been driving every day this past week to work with two communities of refugee youth living on opposite sides of town in Indianapolis, Indiana. Many of their experiences – moving to a new country, resettling in the US, adapting to life at an Indianapolis high school – are quite similar, yet they aren’t connected in a way that they are able to talk with and support one another. And many other people in the community aren’t even aware that several thousand refugees from Burma have resettled in Indianapolis, much less do they know about the hopes and dreams of these newcomers.

The distance between the two high schools

We’re working to change that.

Project Einstein Indianapolis is over two years in the making, as we first had the idea to recreate Project Einstein in Indianapolis with Burmese refuges in the summer of 2008. In the meantime I’ve remained in close contact with schools and refugee leaders in Indianapolis, and watched as they’ve struggled with the challenges of adapting to a very different life in the US. This year, thanks to support from the Clowes Fund of Indianapolis, we’ve launched Project Einstein Indy to celebrate the lives of Burmese refuge youth in Indy as well as connect them and their classmates to students in Burmese refugee camps in Southeast Asia

I’ve been working with these youth every day for the past week. It’s been inspiring to watch them draw maps of their communities, learn basic digital photography and work on photo essays about the topics most important to them, including life in Indianapolis, how they get around and their faith and values.

This week, we’re reviewing the photos and creating exhibits to be displayed at their schools for their classmates to see, and then in central locations in the community for folks in Indianapolis to learn just how many refugees from Burma now live here. One exciting aspect of this is that we will be bridging the gap between the refugees on the north  and south sides of Indianapolis, who have been so geographically separated yet have gone through such similar experiences.

Last weekend the Open Video Conference hosted by FIT brought together an eclectic and inspiring group of leaders from the fields of business, activism, education, and art to talk about the present and future of online video. The conference’s topics ranged from the latest technological advances with html5 (new tech that’s helping creators re-imagine media for computers and mobile phones), the past year’s video memes and what made them so incredibly popular, to new open source tools in education, and the impact and security issues associated with the growing ubiquity of cameras and human rights video. The 2nd day of the Conference focused on the latter two topics, tools for education and human rights video, and it was this day of the program that interested me particularly given the focus of Dd’s programs on new media literacy, and the production of our online interactive TV series DdTv.

The day’s opening keynote by Mike Wesch, a cultural anthropologist, was an inspiring way to start the day, a magnetic speaker, Wesch spoke about the exchange between teacher and classroom, and how video and the internet can change a classroom from a lecture-based atmosphere into an exchange of ideas, a means of engaging students in ways not done in the past. He closed by saying that “the best teachers are the ones who learn along with their students”, and I couldn’t agree more, especially as we continue to develop our Project Einstein curriculum, using photography, video and mapping to create conversation and collaboration in the classroom and online. The panel on education provided further inspiration, including the introduction of some new open source platforms being developed which integrate video archives in the classroom. Open Vault – WGBH’s media library and archives – enables students to search the thousands of archived video, cut out specific clips from this video and annotate these clips. Mediathread from Columbia’s Center for New Media Teaching and Learning, using Open Vault, takes it a step further, enabling students to create project pages using this archived video while also bringing in a discussion board, a newsfeed showing updates to these pages, and the ability to bring in material from Youtube and Flickr. What an amazing way to revisit historical records while also re-inventing them. It’s great to see the creation of these open source platforms, projects that could potentially be very useful as we continue to develop and launch Project Einstein in Indianapolis high schools this fall.

The afternoon’s focus on human rights video began with a panel focused on the ability for people around the world to use video due to the growing availbility of mobile phones with video capabilities as well as other inexpensive devices. This topic is particularly relevant to Dd, as our series DdTv is filmed entirely with mobile phones and flip cameras, and this inexpensive, small, and easy-to-use equipment enables ease of filming, access, and security on the ground as we’re launching our programming. The panel lead into a workshop, Building Solutions for Human Rights Video, of which I was one of the featured speakers. One of the issues that arose dealt with the safety and security of those filming and of the subjects in video, and so it was important for me, while speaking, to highlight the specific challenges Dd faces as we work with video and work to build trust with our partners and their communities around the world. Of course, building trust is one of the most important elements when working with a new community, and it’s also extremely important to give the people and organizations we work with the opportunity to tell their often inspiring personal stories and have these stories viewed online in a public forum by individuals around the world, but in a way that does not compromise their own safety.

Sam Gregory, Program Director of Witness highlighted the issue of ethical responsibility that one has when filming, to not, through this filming, re-violate a person (who’s potentially been a victim of a human rights abuse) by failing to get the consent of the subject. This point is crucial to filming human rights video, and hits home with me as an issue that we confront head-on in the field. Whether it’s women who have been a victims of gender-based violence in Haiti, or former political prisoners from Burma, both of these subjects and people have been highlighted as part of DdTv episodes, and both groups are working with us as we develop programming that enables them to report abuses similar to those of which they’ve been victims. It’s important to make sure that those being interviewed and filmed know exactly where that video will be shown and in what context. When we film, we make sure it’s clear to each person that we film what we’re doing and what it will be used for – and ultimately the relationship between our team and our subjects makes for more compelling interviews and more powerful viewing experience, and also, and importantly does not have a negative effect on the programming that we’re building within these communities. When possible, we also screen the videos that we have produced for the communities that we’ve filmed, and in doing so, this increases the transparency of our organization for our partners.

If these precautions had not been taken then the risk of hurting the subject due to lack of information about the distribution of the content could be potentially dangerous, and reverse any positive results that could come from the video. In a conference setting like OVC, with hundreds of people looking on, and many that are making video of all kinds, it’s particularly important to highlight these issues, to spread awareness throughout the community of people contributing to the constantly expanding presence of video online. As video technologies are constantly changing it’s exciting that people have the ability and inspiration to highlight the issues facing their own communities through this medium, and equally important for those of us who have and continue to work with video, and know these risks, to educate people about the security issues that go hand-in-hand.

Since last year’s PE session the students have been working on a lot of their own interesting projects. In addition to their normal coursework the students formed an organization of their own called the Dream of the Future Group. Last spring DFG visited communities of internally displaced people who have fled fighting between the Burmese government and armed Karen groups to distribute school supplies to children. They spoke with the teachers and community leaders struggling to provide education in the desperate conditions of the IDP camps and discussed ways they could support them.

Soccer in Mae La Refugee Camp

Not only did they successfully complete an extremely difficult (not to mention dangerous) project, DFG had the foresight and savvy to record their trip and put together a DVD showcasing their work through photographs and video. The borrowed equipment for filming and editing from friends, neighbors and relatives. And though I can tell you that this DVD exists – I held it in my hand – I sadly cannot tell you what it contains. On my trip to the school I discovered that my laptop’s CD/DVD drive does not work. Something I didn’t know since, in today’s world of YouTube and downloadable music I hardly ever have reason to USE the drive. To add to our collective frustration, the students only had been able to afford one blank DVD and so had only the one copy. Unfortunately, I could not take it from them, and I had to leave it behind.

Despite my disappointment at not being able to see their work, the fact that they had experience shooting digital video was a great encouragement when I introduced the students to the Life in a Day project, which we posted about on our blog in July. My discussion with the students inspired some very interesting conversations about what one can film to give the world a sense of daily life for young people living inside a refugee camp. We also talked about different ways to protect participants’ identities and security, a critical issue when filming people who have fled political and ethnic persecution.

But once again, the many restrictions on people’s lives inside the refugee camp reared their heads. Despite our best efforts, DHL and Thai customs blocked the cameras from reaching me so that I could bring them to the students. While undoubtedly frustrating the experience also had a lot to teach me about the realities of life in the camp. Somehow, the much-vaunted services of the modern parcel delivery service I am so used to could not get the job done. It was as if the rules that we normally operate under did not apply, indeed I often found that was the case in the camp.

Finally, while with the students I took the opportunity to shared Dd’s recent good news. Very soon, we anticipate a Project Einstein to be connecting the students at LMTC to their Karen and American counterparts in Indianapolis where Emily will soon be preparing the US half of the digital penpal link-up.

Personally, I’m really looking forward to watching this exchange. In my time in Mae La I was constantly surprised by the resourcefulness of the people there. Though certainly deprived of many material things and extremely restricted in their ability to communicate with the outside world they found endless ways to reach out and learn about what’s happening beyond the boundaries of the camp.

An example that never failed to amuse me was arriving in camp on certain mornings and being asked by people there “Did you see the match last night?!” They were, of course, referring to the World Cup. From what I gathered they would find a friend or relative that had a TV and satellite hook-up, or perhaps a computer (all technically contraband in the camp) and crowd the set a dozen at a time. And so despite the obstacles they watched the games – watched them live – and were eager to discuss the relative merits of the German and Argentinean offenses or that blown call just before half-time. And while discussing sports may seem a trivial thing I found it extremely significant that people who are restricted to this small, remote corner of the globe find ways to stay connected, on their own terms, to the rest of the world.
There is no doubt in my mind that without technology like cell phones the camp residents’ insatiable interest in the outside world would never have been fulfilled (DHL clearly won’t do it for them). I believe that Project Einstein has the potential to be a transformative new tool for the students at LMTC and, ultimately, for the people of Mae La in general.

I should say, too, that I am excited to see all the things that the students in Mae La have to teach their American counterparts. The students in Indianapolis are in for an education the likes of which they have never imagined. Though as Americans they have access to all the information they could ever want, there is still much of the world they do not know and much they can learn from their fellow students in the refugee camp.

In the end, I left LMTC humbled. If ever I thought my own work was admirable, it seems small compared to the drive and commitment of these young people who, though refugees themselves, didn’t hesitate to face considerable dangers in order to help those less fortunate than they. I am proud to count them among Dd’s partners and I look forward to the day when their American colleagues in Project Einstein get to meet them. And when all of you can hear their stories and get a glimpse into their lives directly from them.

In this episode of DdTv venture back with us to January 2008 to see the origins of Project Einstein. Mark and Emily spend several days working with youth in Kutupalong refugee camp in Southern Bangladesh, home to thousands of Rohingya refugees from Burma. Stateless, the Rohingya, a muslim ethnic group from Western Burma have fled to Bangladesh to escape the human rights violations they’ve suffered in Burma, where they are also denied citizenship.

In the camp, Mark and Emily train a group of youth ages 9-14 in digital photography skills, enabling the kids to explore where in their lives they encounter such universal themes as peace, happiness, the disabled and sadness. See their photographs, listen to them as they reveal their dreams, their hopes for the future, and become the inspiration behind the creation of Project Einstein.

Government slogan in Ruili: “Speak Civilized, Act Civilized, Be Civilized.”

In 2008 Digital Democracy sent a team of researchers to China to investigate the state of Kachin youth in community-based and human rights organizations and their use of technology on the China-Burma border. The team conducted interviews with Kachin youth leaders and educators and led new media literacy and photography trainings. We are now releasing the results of that research and our recommendations in a new report.

For more information about our work there, please see the following report:
Digital Democracy China Report 2008

Digital media & learning are intrinsically tied and Digital Democracy is looking to use free and open source tools to support the future of education around the world. One of these projects is called Roebling – Bridging international cultural and social divides among refugee youth and their classmates.

The Digital Media & Learning competition and conference was recently held and we were proud to submit an application, and thrilled to be one of the  contenders with the most comments. Thank you to all who have contributed. While commenting has ended, we want to be transparent in our process and learn from the skills that all of YOU bring to the table. If you weren’t able to comment then, please comment now. Your thoughts are extremely helpful as we move forward in thinking about how our programming can have the biggest impact.

Our proposal

Named for the builders of the Brooklyn Bridge, Roebling is the first educational platform targeting the tens of thousands of refugees that are resettled into the US every year. Empowering marginalized youth through community storytelling, Roebling connects schools in the US and in refugee camps through a multi-lingual platform that facilitates collaborative projects, equipping them with the tools they need to be 21st Century global citizens.
Internally, Roebling is a free and open source online portal built on Open Atrium, a Drupal-based content management system. The Drupal community offers thousands of add-on modules for student-led design and localization. Functioning as a secure intranet, Roebling is a lightweight safe space is a sandbox for students and teachers, with an easy and fun user interface. This online platform is coupled with a cross-disciplinary curriculum that emphasizes participatory learning and new media literacy, using mapping, photography, and video. Students share media, blog posts and homework assignments. Through the skills they develop, Roebling affects studentsâ!TM academic performance in math, sciences and the humanities and encourages civic participation through mapping cultural landmarks and resources in their communities.
Externally, Roebling encourages offline exhibitions and connection to social media. Projects finished can be filtered for interaction with online communities like Flickr, Facebook, Myspace & Twitter and virtual worlds like Second Life & Open Street Maps. Coding sites like GitHub will spread youth- initiated innovations, and interactive gallery exhibitions will allow viewers to text comments, bridging offline and online community involvement. Initial projects have been launched at schools in Haiti, Bangladesh, Thailand and South Africa. Roebling is piloting to connect a school in a Thai refugee camp with resettled refugees and their classmates in Indiana. Other partners include development teams at MIT’s Center for Future Civic Media and Eyebeam: Art & Technology Center, plus sponsorship from Nokia.

Comments

Written by Ejacobi 2 days ago This educational exchange has the power to transform students into engaged global citizens. Check out the work our team has already done …
Eyebeam – the leading center for art & technology in the US – is creating transformative projects that merge technology & art with new educational practices – http://eyebeam.org/
MIT’s Center for Future Civic Media is a leader in developing technologies that support community media - http://civic.mit.edu/
Digital Democracy has pioneered educational exchange, conducting trainings with refugee youth in Bangladesh & Thailand, and marginalized youth in South Africa & Haiti. http://digital-democracy.org/
How do YOU think refugees & their classmates around the world can be connected through technology ?

What is particularly compelling about this project is the connection between online collaboration and offline classroom-based curriculum. Students will have the full benefit of connecting to their peers around the world, while also connecting to the communities in which they live. By increasing interaction offline, as well as providing a connection to other communities globally online, this program limits social alienation/exclusion of these student participants/creators. The program provides a way for resettled refugees to become engaged with their new communities and culture, without losing the culture and sense of place from which they came. How do resettled refugees view their new communities? What can American and refugee students teach each other about their differing and similar world-views through the use of community mapping and the creation of video projects? It is with this program, that these questions will be answered. With the use of skills and technologies that are only now developing and improving, the program will provide a forum that will give these youth a voice, and enable them to be future leaders.
Written by Agoldberg 2 days ago Amazing work. I love how this project is using ICT tools and new media to develop youth diplomacy and engagement with the world. And Roebling, what a great name!! I look forward to seeing this develop…
Written by Emmalloyd 2 days ago This is a project based on the belief that through the spirit of openness, creativity and innovation are fostered, challenges are overcome and real change happens. The platform is a vehicle to share open source technology, skills and peer to peer feedback thus creating informed global youth who can participate in shaping the world they are inheriting. It aims to provide them with the tools, expertise and support to become not just consumers of culture but change makers. Roebling, built on cutting edge open source software is determined to break down borders, whether they be technological, financial or physical.
Written by Danwalmsley 2 days ago This project sounds amazing. I’ve worked building education software in Australia for many years, and this kind of open platform is the way of the future. Time and time again we saw closed platforms enter the marketplace with slick features, only to chain teachers, schools and kids to an inflexible platform that was quickly out-of-date.
A project like this will provide a great example to the world of how educational software _should_ be done.
Written by Mushon 2 days ago This project can switch reality on its head.
Refugee youth are dealing with the harsh reality of growing us away from their culture often misunderstood in a different and not always welcoming environments. Using communication technologies and constructive collaboration tools Roebling can turn a marginalized immigrant kid stuck in some small neighborhood to a leader in with a global outlook on her role and potential in life.
This is a brilliant and inspiring project. I do hope it gets the support it deserves.
Written by Leducmills 2 days ago A really inspiring project with a lot of potential to do good in the world – especially with such an interesting collaborative team – MIT, Eyebeam, and Digital Democracy all have their own strengths and together one would assume that this project is actually going to get out into the world and fundamentally change how refugees tell their stories and how other people receive them. Very cool.
Written by Pazonada 2 days ago What I especially like about this project is its potential to connect youth in completely different places by utilizing the latest technologies and allowing kids to do what they’re already doing — taking pictures, using phones, chatting, connecting with one another via social networks — but on a platform that aggregates that content for the purpose of bridging cultural divides. I would have loved to have had this as a teenager, especially the opportunity to connect with refugee youth in other countries as digital penpals. Great to see how kids will use this.
Written by Ewiles 1 day 16 hours ago I have 12 New York City high schools already interested in hosting it in their classrooms and developing curriculum with it. It would be a blessing to our New York City public high school youth if this project received the support it deserves. Our kids and our communities are eagerly waiting…
Written by TimBulkeley 1 day 14 hours ago I am a tertiary teacher who has visited the Mae La camp twice (a month in 2008 and three weeks in 2010) this project sounds great. Bearing in mind the social and physical conditions both in the camp and previously in Burma I hope that the plans include adequate support for the young people in Mae La to use the system effectively, and to maintain the infrastructure needed so that they can continue to use Internet based means of staying in contact after the competition is over. Please don’t misunderstand, I think the project is great and could have large benefits at both ends, I love the way refugees in Indiana will be involved I am just a little concerned that the project does not raise expectations that will later be dashed.
Written by Corrine 1 day 13 hours ago Beautiful project with endless potential, can’t wait to see what these kids are able to do with these tools!
Written by Bentonc 1 day 9 hours ago The most challenging aspect of Roebling may make the most powerful impact. When refugees flee to America, connecting with their community will likely be dangerous or at least technically difficult. When social structures and tech infrastructure back home are in disarray, the social media element of Roebling could be as vital for the refugees and those they left behind as the education component.
Written by Cjzed 17 hours ago As a teacher working with refugee youth and adults, I see this as a powerful tool for refugees now living in the US, especially students making the transition into public schools. It could also have great potential as an educational tool for non-refugee students and teachers. I’d also love to see this extended in the future to include adult education programs for refugees.
Written by Srduncombe 17 hours agoFantastic project. I hope it gets the support it deserves.
Written by Callaghan1964 15 hours ago Groundbreaking + very important – deserves every bit of support possible. Related pilot activities between hard-to-reach NYC/Liverpool young people and communities proved incredibly successful and truly inspiring for all those involved. Global hyperlocal is where its at…
Please fund this internationally significant creative initiative!
Written by Fungalicious 15 hours ago This is a very worthwhile project. An online and offline connection is important to secure participation. Open source module-based structure invites future community developments. This project deserves support to realize their goals! This is great. I look forward to seeing their result.
Written by Rbrown 13 hours ago This is a fantastic project – a great way to use new technologies to bring together members of the diaspora and empower students to tell their own stories and recognize the importance of the experiences. This initiative has the potential to inspire and support a generation of marginalized youth by bringing them together into supportive networks so that they can learn and enhance their own skills and confidence.
Written by Rid1O 13 hours ago This is an amazing project which will be looked down as phenomenal. A great way to bring people together.
Written by Ytorf 11 hours ago Really excited to see this project come to fruition, and to see what it does for these kids. It’s an engaging way to teach teenagers about emerging technologies and what it means to be a creator, not just a consumer. It will also be just as important for the non-refugee students in broadening their worldview.
Written by Robran 10 hours ago A beautifully conceived project that will have an extraordinary impact on the lives of young people. WHO
Written by Mounton 10 hours ago I’m a creative writing and literature teacher and really recognise the value of such an exciting project. It will certainly open up new worlds to the students and create wonderful opportunities.

Written by Natty148 hours ago With this project a new world of opportunities would be open for those who don’t get the chance to share their stories. this could be what we’ve been waiting for,m hope it gets all the votes needed.
Written by Lizslagus 7 hours ago Introducing youth to technology is not enough. However, a project that not only allows youth access to technology, but also encourages community, resourcefulness, creative/critical thinking and sharing via technology and literacy is a project that WILL have impact and make a difference in the lives of the refugee youth for which it has been developed.
In addition to this project’s beautiful commitment to open access and supporting youth to support themselves and their peers, I believe strongly in the partners involved. Each one engages in social issues via creative technological applications and solutions with heart and passion.
Written by Raydot 5 hours ago What a fantastic idea! When so many schools are having trouble figuring out their digital strategies, here’s a project that really makes sense. I think the potential for what could follow is endless — it could help inner city schools close the digital divide, for instance. Can’t wait to see what comes out if it.
Written by Treasurecrumbs 2 hours 58 minutes ago Highly capable, creative and ambitious team. Fantastic project.
Written by Pdip 2 hours 4 minutes ago This is a very promising and necessary project. I am pleased to see that the team has an understanding that this online initiative has to be synergistic with education groups in the trenches. This is by far the best proposal I have read, with the most appropriate use of technology as it applies to an “online pedagogy”.
I believe that education is one of the most sustainable practices we can invest in, and if I were in a better position to do so, I would help bank roll this project personally.

The Competition

HASTAC and the MacArthur Foundation are excited to launch the third year of the Digital Media and Learning Competition. Today, young people are learning, socializing, and participating in civic life in dramatic new ways and assessing information in ways never before imagined. They are reimagining learning on a daily basis and are engaged in what is called “participatory learning.” The 2010 Digital Media and Learning Competition challenges designers, entrepreneurs, practitioners, researchers, and young people to put participatory learning to work on behalf of science, technology, engineering, math and their social contexts in the 21st century.

The Digital Media and Learning Competition, created in 2007, was designed to find “and to inspire” the most novel uses of new media in support of learning. Projects explore how digital technologies are changing the way people learn and participate in daily life. Awards have recognized individuals, for-profit companies, universities, and community organizations using new media to transform learning.

The 2010 Competition, launched in partnership with National Lab Day, challenges designers, inventors, entrepreneurs, practitioners and researchers to build learning labs and/or learning experiences for the 21st Century, environments that will help young people interact, share, build, tinker, and explore in new and innovative ways.

Flowers left at Google headquarters in China

In August 2008, Digital Democracy conducted research with Burmese community groups operating in southern China, near the Burma/Myanmar border. While researching the use of communications technologies, one young Kachin man explained the difference between the Internet in China and Burma, stating, “To me the web in China is totally free.” Censored though the Chinese web may be, his statement helps us keep in mind the complex realities – and differing degrees – of modern communication tools.

This fall, Digital Democracy submitted testimony to US Congress at the US-Helsinki Commission briefing, “Twitter against Tyrants: New Media in Authoritarian Regimes.” In our statement, we stressed that repressive regimes thrive on the distortion of truth, and the need for better understanding of how communications technology is used on the ground by grassroots organizations. We emphasized the critical need for dialogue on security, new media literacy and the meaning of freedom of speech.

Just 24 hours after Google announced a shift in their China policy, a conversation of this nature is well under way. With their statement A new approach to China, the Fortune 500 company has openly described the difficulties of operating within the country, conforming to China’s censorship policy and facing cyberattacks on their users.

“We have taken the unusual step of sharing information about these attacks with a broad audience not just because of the security and human rights implications of what we have unearthed, but also because this information goes to the heart of a much bigger global debate about freedom of speech.”

We read Google’s statement as not just an update on attacks on its server, but an attempt to develop a more responsible approach to complex issues of freedom of information. From a company whose motto “don’t be evil” has often been met with cynicism (and serious privacy concerns) we applaud this beginning of a debate on freedom of information.

One concern we hope to closely monitor is what impact this decision will have on the end users in China. Our Congressional statement made four recommendations based on the idea that in the current information age, knowledge is power. However, as our Burmese colleague in southern China reminded us, even restricted information can play a valuable role. We hope to hear from friends and colleagues what effect Google’s decision has among Internet users in China. Amidst the uncertainty, we’re compelled to revisit our recommendations to the Helsinki Commission.

1. Security continues to be a priority and access to information can continue to happen anywhere in the world when accessed with knowledge of the right tools.
2. Local partners continue to have the best information about ICT realities on the ground in any particular country, and it is critical to connect and dialogue with them on their needs.
3. Tools should be developed and adapted to address changing circumstances.
4. Education is critical. Reducing barriers to freedom of information requires an evolving new media literacy.

Ultimately, we view Google’s move as a teachable moment in a global conversation about our individual, collective and corporate responsibility in supporting freedom of information. From Yahoo!s previous missteps handing information to Chinese authorities, to Facebook’s founder recently declaring that the age of privacy is over, Google’s step is an important one, and one we hope will raise the conversation of secure methods every internet user should employ. We are pleased to see that Gmail now defaults to encrypted access, an important protection. We hope other companies will consider similarly appropriate steps, and hope that more will contribute their thoughts to an honest and open dialogue about responsible ICT practice in the year 2010 and beyond. As we wrote,

“A lack of legal infrastructure prevents US corporations from protecting new media users in repressive regimes. Site owners are culpable for content in foreign states, even when data is physically housed on US soil in data farms, and legal frameworks have not yet been fully established for US companies to protect end-users.”

How momentous will Google’s decision be, ultimately? Will this moment be a turning point in the US, China, and our relations between both countries?  In China, the following meme is spreading quickly:

90后：今天我翻墙，看到一个国外网站叫Google的，妈的全是抄袭百度的。00后：翻墙是什么？ 10后：网站是什么？ 20后：国外是什么？

People born in 90s: Today I stepped out of the Great Firewall and saw a foreign website named Google. Shit, it is all but a copy of Baidu.
Born in 00s: What do you mean by stepping out of Great Firewall?
Born in 10s: What do you mean by website?
Born in 20s: What is ‘foreign’?