MANDY MEKHAIL
Critical Reflection 18: Days 7-11, The Cape Town Experience
All in all, Cape Town blew me away. With it's rich history, wonderful people, and beautiful terrain, I was convinced that I would be visiting again someday. Though it would take me days to attempt to detail the experiences that I had in this city, I will do my best to at least list some of the highlights.
The schools: Each of the schools we visited (including the university) varied so greatly in comparison to their counterparts in Johannesburg. It made me reflect upon the fact that a school's location plays such a large role into the amount of resources, and subsequently, identity that the school then possesses. This is undoubtedly the reality in the United States as well.
The history: Perhaps one of the greatest memories of this journey occurred on my visit to Robben Island. Prior to leaving to South Africa, I had chosen to read Nelson Mandela's autobiography and watch the movie Invictus (I surprisingly hadn't seen it yet!). When I saw the name "Madiba" inscribed upon the side of the ferry I was to board, my heart filled with both joy and pride. Consuming both pieces of media instilled in me both an awareness about the gravity of this journey, but also a feeling of triumph for all those who fought against apartheid and its corruption. I was especially heartened to see that our tour guide was an ex-political prisoner of Robben Island. I appreciated that he was reclaiming such a corrupt institution. I appreciated that he was able to rewrite the narrative for countless generations to come.
The sights: I feel as though I was able to so a tremendous array of terrains during my time in Cape Town. We traveled to the ever-beautiful Cape of Good Hope, hiked through the Botanical Gardens, visited a number of very different cities and townships, and even had the opportunity to visit a number of beaches. Breathtaking does not even begin to do this land justice.
While it is important to note the strides that have occurred post-apartheid, it is all to easy to look at this beautiful city and believe that all is well. Water restrictions are still imposed. A great number of people still live in extremely desolate conditions. Recently, black South Africans were targeted and intimidated to leave one of the beaches. While apartheid has ended, its influence is still permeates through South African society and must be recognized.
The schools: Each of the schools we visited (including the university) varied so greatly in comparison to their counterparts in Johannesburg. It made me reflect upon the fact that a school's location plays such a large role into the amount of resources, and subsequently, identity that the school then possesses. This is undoubtedly the reality in the United States as well.
The history: Perhaps one of the greatest memories of this journey occurred on my visit to Robben Island. Prior to leaving to South Africa, I had chosen to read Nelson Mandela's autobiography and watch the movie Invictus (I surprisingly hadn't seen it yet!). When I saw the name "Madiba" inscribed upon the side of the ferry I was to board, my heart filled with both joy and pride. Consuming both pieces of media instilled in me both an awareness about the gravity of this journey, but also a feeling of triumph for all those who fought against apartheid and its corruption. I was especially heartened to see that our tour guide was an ex-political prisoner of Robben Island. I appreciated that he was reclaiming such a corrupt institution. I appreciated that he was able to rewrite the narrative for countless generations to come.
The sights: I feel as though I was able to so a tremendous array of terrains during my time in Cape Town. We traveled to the ever-beautiful Cape of Good Hope, hiked through the Botanical Gardens, visited a number of very different cities and townships, and even had the opportunity to visit a number of beaches. Breathtaking does not even begin to do this land justice.
While it is important to note the strides that have occurred post-apartheid, it is all to easy to look at this beautiful city and believe that all is well. Water restrictions are still imposed. A great number of people still live in extremely desolate conditions. Recently, black South Africans were targeted and intimidated to leave one of the beaches. While apartheid has ended, its influence is still permeates through South African society and must be recognized.
Critical Reflection 17: Day 9, Athlone (Ned Doman)
Our final facilitation of the CRSTP had the USD and CPUT teams heading to Athlone to a government school called Ned Doman. As with the day prior, we would be working with learners in Grade 12, but would only have around 3 learners in our group. Afterwards, we would meet Dr. Jez, Dr. Meda, and Dr. Mescito and the school’s educators for a workshop on parental involvement in the schools.
I loved having the opportunity to work with the learners of Ned Doman at such an intimate level. I wholeheartedly believe that the CRSTP helps hummanize the learner and helps them reflect, engage, and share their goals in ways that they hadn’t prior. Having the opportunity to engage in more detailed conversations with each of the learners in my group rather than simply guiding them through the exercise added so much depth to my experience.
I also very much appreciated getting a chance to join the CPUT students and the educators of Ned Doman during the workshop regarding parental involvement. Like the CRSTP, I appreciated that the style of the workshop did not revolve around a group of “experts” telling the audience what to do; rather, the workshop encouraged the participants to brainstorm and generate their own answers. Hearing the complexity surrounding increasing parental involvement, such as difficulties surrounding work conflicts, transportation, and safety, reminded me that such an issue is very much a wicked problem. According to Phasa, a wicked problem is a problem that is "complex, dynamic, multi-faceted and intractable" (2017, p.85). Improving parental involvement cannot be solved by any quick or easy solution nor is there only one problem at the heart of the issue. For example, issues of transportation or safety speak to the larger infrastructure of the various communities and ecosystem of South Africa. While we might be able to address these issues by means of technical and temporary solutions, we must dig deeper to look at the underlying causes if we hope to ultimately work towards resolution.
I loved having the opportunity to work with the learners of Ned Doman at such an intimate level. I wholeheartedly believe that the CRSTP helps hummanize the learner and helps them reflect, engage, and share their goals in ways that they hadn’t prior. Having the opportunity to engage in more detailed conversations with each of the learners in my group rather than simply guiding them through the exercise added so much depth to my experience.
I also very much appreciated getting a chance to join the CPUT students and the educators of Ned Doman during the workshop regarding parental involvement. Like the CRSTP, I appreciated that the style of the workshop did not revolve around a group of “experts” telling the audience what to do; rather, the workshop encouraged the participants to brainstorm and generate their own answers. Hearing the complexity surrounding increasing parental involvement, such as difficulties surrounding work conflicts, transportation, and safety, reminded me that such an issue is very much a wicked problem. According to Phasa, a wicked problem is a problem that is "complex, dynamic, multi-faceted and intractable" (2017, p.85). Improving parental involvement cannot be solved by any quick or easy solution nor is there only one problem at the heart of the issue. For example, issues of transportation or safety speak to the larger infrastructure of the various communities and ecosystem of South Africa. While we might be able to address these issues by means of technical and temporary solutions, we must dig deeper to look at the underlying causes if we hope to ultimately work towards resolution.
Critical Reflection 16: Day 8, Gugulethu (ID Mkhize)
Following our initial in-person collaboration with the CPUT students and faculty, we returned to CPUT to prepare for our (or at least my) first attempt at utilizing the CRSTP for students in Grade 12. While the sixteen CPUT and USD would be facilitating the CRSTP exercise with the students, Dr. Jez, Dr. Meda, and Dr. Mescito would be leading a workshop on improving inclusive education for students with different learning barriers at ID Mkhize for the educators.
My facilitation group consisted of Irma, JC, Corné, and myself so I felt incredibly excited to be working amidst such talented peers, friends, and educators. Interestingly, however, I found myself initially intimidated by the size of the student groups of which we would be working despite the size (8-9) being comparable to the attempt of students that we were working with at Esikhisini. In retrospect, I think my intimidation stemmed from a few interrelated issues. For one, the students were preparing to take their Matric. From both classroom discussions and discussions with local educators and partners, I have learned that the results of the Matric essentially determine a learner’s life. As a result, I suppose I was hesitant to put faces to the reality of youth that might have their lives devastated by such an inequitable system. In the US, it’s similar in that standardized tests are not geared with underrepresented populations in mind; moreover, underrepresented students often encounter lower expectations in the classroom, more disciplinary actions, and lessened access to resources relative to their peers and must navigate those disadvantages to enter a system not geared towards their success (Hammond, 2015).
My facilitation group consisted of Irma, JC, Corné, and myself so I felt incredibly excited to be working amidst such talented peers, friends, and educators. Interestingly, however, I found myself initially intimidated by the size of the student groups of which we would be working despite the size (8-9) being comparable to the attempt of students that we were working with at Esikhisini. In retrospect, I think my intimidation stemmed from a few interrelated issues. For one, the students were preparing to take their Matric. From both classroom discussions and discussions with local educators and partners, I have learned that the results of the Matric essentially determine a learner’s life. As a result, I suppose I was hesitant to put faces to the reality of youth that might have their lives devastated by such an inequitable system. In the US, it’s similar in that standardized tests are not geared with underrepresented populations in mind; moreover, underrepresented students often encounter lower expectations in the classroom, more disciplinary actions, and lessened access to resources relative to their peers and must navigate those disadvantages to enter a system not geared towards their success (Hammond, 2015).
Critical Reflection 15: Day 7-9, Meeting and Working with Cape Peninsula University of Technology
When I first started looking into this study abroad experience, I was hesitant about the fact that it focused on the K-12 educational system. As a professional who currently works with college students and systems of higher education, I thought that a program more directly connected to higher education would suit my needs better. Fortunately, however, I made the decision to participate in this program and have one of the greatest experiences in my life. Moreover, I have been reminded of the importance of connecting the K-12 and higher education systems rather than keeping them so segmented.
With all that being said, working with the university students preparing to be teachers from Cape Peninsula University of Technology (CPUT) for three days was likely the biggest highlight of my trip. It was humbling to have the opportunity to meet and work alongside such passionate and talented people, and I genuinely feel like I walked away with a renewed sense of purpose and a number of new friends. During our time together, the CPUT students worked with us on catering the CRSTP to the students that we would be working with at the two high schools that we would be visiting.
My first working group consisted of the General, Brian, Chante, Cristina, and myself. Together, we worked to make the first four slides of the CRSTP better suited to the students that we would be working with in the coming days. The CPUT students did a great job of explaining the cultural context that some of the questions held that I would never be able to understand otherwise. For example, the General made the point that to ask a South African to elaborate on their culture or what languages they speak could cause feelings of shame because the individual would assume that the listener would automatically make assumptions about their background. Instead, we ask them to describe their community and how many languages they speak to leave the level of disclosure up to them. Their insights reminded me so strongly of everything that I had read and learned about culturally responsive teaching. As Hammond describes, one must understand the culture and cultural implications on a student's learning before having the ability to enact interventions for and with that student (Hammond, 2015).
With all that being said, working with the university students preparing to be teachers from Cape Peninsula University of Technology (CPUT) for three days was likely the biggest highlight of my trip. It was humbling to have the opportunity to meet and work alongside such passionate and talented people, and I genuinely feel like I walked away with a renewed sense of purpose and a number of new friends. During our time together, the CPUT students worked with us on catering the CRSTP to the students that we would be working with at the two high schools that we would be visiting.
My first working group consisted of the General, Brian, Chante, Cristina, and myself. Together, we worked to make the first four slides of the CRSTP better suited to the students that we would be working with in the coming days. The CPUT students did a great job of explaining the cultural context that some of the questions held that I would never be able to understand otherwise. For example, the General made the point that to ask a South African to elaborate on their culture or what languages they speak could cause feelings of shame because the individual would assume that the listener would automatically make assumptions about their background. Instead, we ask them to describe their community and how many languages they speak to leave the level of disclosure up to them. Their insights reminded me so strongly of everything that I had read and learned about culturally responsive teaching. As Hammond describes, one must understand the culture and cultural implications on a student's learning before having the ability to enact interventions for and with that student (Hammond, 2015).
Critical Reflection 14: Day 6, Lebone II (and Flight to Cape Town)
Following our second safari drive, we went to Lebone II, a truly phenomenal school in the nearby Phokeng region. Compared to the resources of Esikhisini, the government school outside of Pretoria that was still largely more well-resourced than other schools, Lebone II had an entirely new league of resources. This still remains true even when comparing Lebone II with many of the schools that are in the United States.
To provide more context, Lebone II has approximately 790 learners across Grades R-7. There are no after-school activities or anything that would require the learners to come back to school later in the day; instead extracurriclars and sports are built into their school days. As transportation is often an issue, particularly in regards to safety, for learners in both South Africa and the United States, this structure allows learners to maximize their learning and development without sacrificing their safety, time, or effort. Moreover, it allows more time for caregivers to arrive at the school if they choose to pick up their child directly rather than attempting to arrange child care, alternative transport, or having their child wait or embark on their own. Finally, around 20-30 extracurriculars are offered per terms, with topics ranging from robotics, debate, drama, and much more. They are offered without grades so that learners are able to explore their interests to find their passions and best fit for the futures without feeling pressure to perform for a grade.
Another interesting thing that I observed was Lebone II's emphasis on values. From a very early age, Grades R onward are exposed to values and habits of mind that they should not only embody in the classroom, but carry with them for the rest of their lives. This immediately reminded me of Harambee. Harambee's research and work has helped them identify that young adults largely have gaps in the soft skills surrounding such values and habits of minds. Similarly to my observations during the safari, I feel that the stark discrepancies in what schools are allocated speaks to the stark discrepancies existing among different communities and people in both South Africa and the United States. In both countries, underrepresented communities often lack the access to the resources needed to succeed. Within the United States, "research finds that unconsciously, teachers reinforce learned helplessness among low performing students of color" by "[expressing] sympathy over failure, [lavishing] praise for completing a simple task, or [offering] unsolicited help" which then "[sends] unintended messages of low expectations" (Hammond, 2015, p. 124). In South Africa, discrepancies often revolve issues of access to language resources. Students that need the most support in learning English, for example, are often not the ones that have access to do so before they are required to switch over to writing in English in Grade 4 (Phasa, 2017).
After our visit, we drove to the airport and prepared for our flight to Cape Town. I can't wait!
To provide more context, Lebone II has approximately 790 learners across Grades R-7. There are no after-school activities or anything that would require the learners to come back to school later in the day; instead extracurriclars and sports are built into their school days. As transportation is often an issue, particularly in regards to safety, for learners in both South Africa and the United States, this structure allows learners to maximize their learning and development without sacrificing their safety, time, or effort. Moreover, it allows more time for caregivers to arrive at the school if they choose to pick up their child directly rather than attempting to arrange child care, alternative transport, or having their child wait or embark on their own. Finally, around 20-30 extracurriculars are offered per terms, with topics ranging from robotics, debate, drama, and much more. They are offered without grades so that learners are able to explore their interests to find their passions and best fit for the futures without feeling pressure to perform for a grade.
Another interesting thing that I observed was Lebone II's emphasis on values. From a very early age, Grades R onward are exposed to values and habits of mind that they should not only embody in the classroom, but carry with them for the rest of their lives. This immediately reminded me of Harambee. Harambee's research and work has helped them identify that young adults largely have gaps in the soft skills surrounding such values and habits of minds. Similarly to my observations during the safari, I feel that the stark discrepancies in what schools are allocated speaks to the stark discrepancies existing among different communities and people in both South Africa and the United States. In both countries, underrepresented communities often lack the access to the resources needed to succeed. Within the United States, "research finds that unconsciously, teachers reinforce learned helplessness among low performing students of color" by "[expressing] sympathy over failure, [lavishing] praise for completing a simple task, or [offering] unsolicited help" which then "[sends] unintended messages of low expectations" (Hammond, 2015, p. 124). In South Africa, discrepancies often revolve issues of access to language resources. Students that need the most support in learning English, for example, are often not the ones that have access to do so before they are required to switch over to writing in English in Grade 4 (Phasa, 2017).
After our visit, we drove to the airport and prepared for our flight to Cape Town. I can't wait!
Critical Reflection 13: Days 5 and 6, Safari
This one will be one of my shorter entries, but I would be remiss if I posted nothing about my safari experience. We did a two-part safari game drive, once at dusk and the other at dawn. Apparently these are the best times to observe animals as they prepare to feed or drink. There are five animals commonly referred to as the "Big Five" in South Africa--lions, water buffalos, elephants, leopards, and rhinos. We were tremendously lucky and saw four of these Big Five! Up close too! The only one that managed to allude us was the water buffalo, but we all agreed that we had seen the coolest of these animals. We also got a chance to see giraffes, zebras, impala, wildebeest, and warthogs. Driving out further and further into the land and seeing the animals in their natural habitats with the sun setting or rising in the background was truly a sight to behold.
When asking our professor about the commonality of South Africans attending these safari drives, especially a two-part safari drive, she answered that it was only if they could afford it. From simply what I could observe, most of the people on these tours seemed to be tourists from abroad, not South Africans. Futhermore, when we arrived back at the lodge that we were staying at nearby, I observed that all of the workers were black South Africans. To me, this speaks to what I read in Nelson Mandela's autobiography, learned in our class discussions, and observed throughout the travel--even after apartheid there is still great systemic inequity in South Africa, particularly in regards to black South Africans.
When asking our professor about the commonality of South Africans attending these safari drives, especially a two-part safari drive, she answered that it was only if they could afford it. From simply what I could observe, most of the people on these tours seemed to be tourists from abroad, not South Africans. Futhermore, when we arrived back at the lodge that we were staying at nearby, I observed that all of the workers were black South Africans. To me, this speaks to what I read in Nelson Mandela's autobiography, learned in our class discussions, and observed throughout the travel--even after apartheid there is still great systemic inequity in South Africa, particularly in regards to black South Africans.
Critical Reflection 12: Days 1-4, The Locals We've Met (Johannesburg)
I feel so incredibly lucky to been able to so many wonderful locals during my stay in South Africa. Some of them were born in South Africa, some of them immigrated for work, school, or otherwise. All of them, however, have carried such warmth, love, and generosity to us.
I’m particularly grateful to have had the opportunity to meet so many of Dr. Jez’s friends. On the very first night that we arrived, we had dinner with Dr. Jez’s friends, Nicky and Esse, at a restaurant called Poppy’s. While talking with them, I learned that Nicky was born in South Africa and Esse immigrated from Uganda. As the night progressed, they proceeded to answer our questions and tell us stories. Many laughs were had! And at the end of the night, Nicky and Esse were kind enough to drive myself and a few others to our nearby guesthouse.
It was only four days later that Nicky and Esse invited us to their home to share a braai. Nicky cooked us several phenomenal meats and Esse made us some delcious pap, kidney beans, mango salsa, and a Ugandan gin drink with grapefruit. After everything was cooked, we sat around the tables outside and shared a wonderful meal. Once again, many laughs were had. All in all, I was absolutely blown away by their hospitality towards people that they had met only a few nights before. It is a memory and feeling that I will certainly never forget.
It was also on this night that we meet another of Dr. Jez’s friends, Liemo. In addition to her sheer kindness, Liemo had such remarkable life to her. I felt joy simply by being in her presence. Her authenticity and fun spirit made everyone gravitate to her like a magnet.
At the dinner the other night, I also had the opportunity to meet Liemo’s friend, Ishane. Ishane shared with me that she was from Morocco, but immigrated to South Africa about a year ago. As I am Egyptian, we talked about the many things that our cultures have in common and bonded immediately. We even shared a dessert! She suggested that we order Malva Pudding--the traditional dessert of South Africa. It was absolutely delicious! Before the night ended, I made sure to take her number down and take at least one picture of us.
I realize now that if we had only visited the schools or only visited different cities and sights, we would have missed such a large part of the culture of South Africa. Not only am I grateful to have met the individuals that I did, but I am grateful to have truly been exposed, immersed, embraced in this culture. This study abroad opportunity (my first international trip associated with school, in fact!) has been one of the most transformative experiences of my life. I can't wait to see what Cape Town is like!
I’m particularly grateful to have had the opportunity to meet so many of Dr. Jez’s friends. On the very first night that we arrived, we had dinner with Dr. Jez’s friends, Nicky and Esse, at a restaurant called Poppy’s. While talking with them, I learned that Nicky was born in South Africa and Esse immigrated from Uganda. As the night progressed, they proceeded to answer our questions and tell us stories. Many laughs were had! And at the end of the night, Nicky and Esse were kind enough to drive myself and a few others to our nearby guesthouse.
It was only four days later that Nicky and Esse invited us to their home to share a braai. Nicky cooked us several phenomenal meats and Esse made us some delcious pap, kidney beans, mango salsa, and a Ugandan gin drink with grapefruit. After everything was cooked, we sat around the tables outside and shared a wonderful meal. Once again, many laughs were had. All in all, I was absolutely blown away by their hospitality towards people that they had met only a few nights before. It is a memory and feeling that I will certainly never forget.
It was also on this night that we meet another of Dr. Jez’s friends, Liemo. In addition to her sheer kindness, Liemo had such remarkable life to her. I felt joy simply by being in her presence. Her authenticity and fun spirit made everyone gravitate to her like a magnet.
At the dinner the other night, I also had the opportunity to meet Liemo’s friend, Ishane. Ishane shared with me that she was from Morocco, but immigrated to South Africa about a year ago. As I am Egyptian, we talked about the many things that our cultures have in common and bonded immediately. We even shared a dessert! She suggested that we order Malva Pudding--the traditional dessert of South Africa. It was absolutely delicious! Before the night ended, I made sure to take her number down and take at least one picture of us.
I realize now that if we had only visited the schools or only visited different cities and sights, we would have missed such a large part of the culture of South Africa. Not only am I grateful to have met the individuals that I did, but I am grateful to have truly been exposed, immersed, embraced in this culture. This study abroad opportunity (my first international trip associated with school, in fact!) has been one of the most transformative experiences of my life. I can't wait to see what Cape Town is like!
Critical Reflection 11: Day 4, The Changemaking Symposium
I had the honor of participating in the Changemaking Symposium and worked with my classmates, teachers from Limpopo, and teachers from Esikhisini. In my group, I had Sister Augustine from Limpopo, Lindi and Mosana from Esikhisini, and Helen from our EDSP course. Despite the differences of our backgrounds, we were immediately struck by so many commonalities between each of our experiences. Charged with the task of creating a framing statement surrounding our differences and commonalities we came up with the following:
We come from different languages, different countries, and different backgrounds, but we have the same problems. We’ve come from the same classroom with a teacher speaking only one language. At the end of the day, we need to adapt to those learners who speak other languages. We see the value and necessity of diversity and inclusion in policy, leadership, and innovative change. For true changes to be made, teachers need to be included in the decisions as well. As educators of different backgrounds, it is necessary to learn from our own diversity and different backgrounds. In both South Africa and the United States, disadvantaged communities have schools with less resources for the children. There’s overcrowding, a lack of resources, and a lack of support from parents for some children. In both countries, immigrant children or children of immigrant families often struggle most. Rather than being able to give a struggling child more support, they are often held back in grades for many years and fall further behind. While we recognize that we don’t have the ability to change all the policies right now, we all have the power to make positive change in our own classrooms and work. Diversity isn’t just something taken up by teachers, it is something taken up by learners as well. In a classroom of children speaking other languages, the children learn words and knowledge from the children around them.
After much discussion, we decided that the challenge we wanted to tackle with a solution-centered focus would be the inequitable access to language resources for students struggling to learn English. We recognized that this was a significant issue that presented itself very clearly in both South Africa and the United States. In regards to students who are attempting to learn English for the first time in grade 4 within South Africa, "research has shown that often South African learners lack of fluency in English could be traced back to their teachers' inadequate command of it (Phasa, 2017, p. 121). Within the United States, "research finds that unconsciously, teachers reinforce learned helplessness among low performing students of color" by "[expressing] sympathy over failure, [lavishing] praise for completing a simple task, or [offering] unsolicited help" which then "[sends] unintended messages of low expectations" (Hammond, 2015, p. 124). Educational strategies and practices that were built to serve oppressive systems will only serve to further oppress students of minoritized identities. Operating within the status quo is a mark of complacency within it. Instead, teachers must shift their practices to that of culturally relevant teaching and disrupt unquestioned assumptions and ways of doing within education and policy. In the United States, there are many children who are either immigrants or children of immigrants who don’t have the same socialization to English in the household as some of their peers. Rather than receiving additional support, these children often fall through the cracks and either held back many years or are simply put into the next grade without ever receiving a solid foundation in English and thus, the courses that have been taught in it.
Together we came up with several solutions housed in multiple categories. My colleagues from South Africa made the connection that teachers who have the ability to speak other languages can often reach children who also speak those other languages. As such, they thought that departments should pay teachers to learn other languages. I also mentioned that teachers could use other teachers or students in the schools as resources for a more immediate solution.
Secondly, we discussed the importance of valuing and respecting the diversity of the children in the classroom. We decided upon this for many reasons. For one, we each agreed that children learn from each other. To emphasize this, we did a skit that showed Lindi (the teacher in that skit) attempting to wake up a child by using their mother tongue. While the other children woke up and spoke other languages than the sleeping child, they all joined in to say the words for “wake up” in the sleeping child’s language. We also discussed the importance of culturally responsive teaching, a term that the South African educators were not familiar with directly, but understood the concepts immediately. We spoke to the importance of understanding how cultural differences can impact a student’s learning and how to implement practices best suited for that student (Hammond, 2015). For example, teachers can use visuals, storytelling, group work, and other mediums to make a student feel valued and heard while also boosting their academic success.
We come from different languages, different countries, and different backgrounds, but we have the same problems. We’ve come from the same classroom with a teacher speaking only one language. At the end of the day, we need to adapt to those learners who speak other languages. We see the value and necessity of diversity and inclusion in policy, leadership, and innovative change. For true changes to be made, teachers need to be included in the decisions as well. As educators of different backgrounds, it is necessary to learn from our own diversity and different backgrounds. In both South Africa and the United States, disadvantaged communities have schools with less resources for the children. There’s overcrowding, a lack of resources, and a lack of support from parents for some children. In both countries, immigrant children or children of immigrant families often struggle most. Rather than being able to give a struggling child more support, they are often held back in grades for many years and fall further behind. While we recognize that we don’t have the ability to change all the policies right now, we all have the power to make positive change in our own classrooms and work. Diversity isn’t just something taken up by teachers, it is something taken up by learners as well. In a classroom of children speaking other languages, the children learn words and knowledge from the children around them.
After much discussion, we decided that the challenge we wanted to tackle with a solution-centered focus would be the inequitable access to language resources for students struggling to learn English. We recognized that this was a significant issue that presented itself very clearly in both South Africa and the United States. In regards to students who are attempting to learn English for the first time in grade 4 within South Africa, "research has shown that often South African learners lack of fluency in English could be traced back to their teachers' inadequate command of it (Phasa, 2017, p. 121). Within the United States, "research finds that unconsciously, teachers reinforce learned helplessness among low performing students of color" by "[expressing] sympathy over failure, [lavishing] praise for completing a simple task, or [offering] unsolicited help" which then "[sends] unintended messages of low expectations" (Hammond, 2015, p. 124). Educational strategies and practices that were built to serve oppressive systems will only serve to further oppress students of minoritized identities. Operating within the status quo is a mark of complacency within it. Instead, teachers must shift their practices to that of culturally relevant teaching and disrupt unquestioned assumptions and ways of doing within education and policy. In the United States, there are many children who are either immigrants or children of immigrants who don’t have the same socialization to English in the household as some of their peers. Rather than receiving additional support, these children often fall through the cracks and either held back many years or are simply put into the next grade without ever receiving a solid foundation in English and thus, the courses that have been taught in it.
Together we came up with several solutions housed in multiple categories. My colleagues from South Africa made the connection that teachers who have the ability to speak other languages can often reach children who also speak those other languages. As such, they thought that departments should pay teachers to learn other languages. I also mentioned that teachers could use other teachers or students in the schools as resources for a more immediate solution.
Secondly, we discussed the importance of valuing and respecting the diversity of the children in the classroom. We decided upon this for many reasons. For one, we each agreed that children learn from each other. To emphasize this, we did a skit that showed Lindi (the teacher in that skit) attempting to wake up a child by using their mother tongue. While the other children woke up and spoke other languages than the sleeping child, they all joined in to say the words for “wake up” in the sleeping child’s language. We also discussed the importance of culturally responsive teaching, a term that the South African educators were not familiar with directly, but understood the concepts immediately. We spoke to the importance of understanding how cultural differences can impact a student’s learning and how to implement practices best suited for that student (Hammond, 2015). For example, teachers can use visuals, storytelling, group work, and other mediums to make a student feel valued and heard while also boosting their academic success.
Critical Reflection 10: Day 3, Soweto
Our trip to the Backpackers of Soweto began with a meal. It was here that many of us were introduced to pap, a type of food made from maize and water. Before long, our plates were filled with pap, chakalaka, and beautifully spiced stews with vegetable, beef, and chicken. Following the meal, we were more formally introduced to the Backpackers--a group of people from Soweto who lead bicycle tours and provide other forms of programming (like the meal we all shared) to change the narrative surrounding the city of Soweto. To my slight chagrin, my lack of riding a mountain bike for several years meant that I was very rusty. Fortunately, however, Sia, one of the Backpackers, was gracious enough to ride a tandem bike with me so that I could continue with the tour.
The bike tour opened my eyes to so many things, and made me recognize my privilege all the more. One of the most impactful memories of the tour was when we were riding through the narrow streets of Soweto where the men’s (and now families’) quarters are held. For one, I struck by the fact that a tour bus could never fit through such narrow streets, Tourists would only see the “facades” erected to hide the poverty and inequity that still lie at the core of Soweto’s past and present. Our tour guide explained that 1,000 men used to be housed in the extremely small quarters that we stood across. All 1,000 had only four toilets and one common tap for each of them. Later, Nelson Mandela introduced the concept of families living together in those spaces as means to curb violence. While the violence did subside, even more people were made to live in inhuman conditions. The government attempted to elevate this burden by building very nice units across from those quarters in 2010--however, they only built 500 units. The people of Soweto were incensed; the government was not addressing the root of the problem. Furthermore, they believed that if only 500 families could move in, it would cause more division rather than peace. As result, the units have remained vacant for over eight years. Our tour guide shared that instead of building housing for the few, the government should have built a clinic or school for the many.
The bike tour opened my eyes to so many things, and made me recognize my privilege all the more. One of the most impactful memories of the tour was when we were riding through the narrow streets of Soweto where the men’s (and now families’) quarters are held. For one, I struck by the fact that a tour bus could never fit through such narrow streets, Tourists would only see the “facades” erected to hide the poverty and inequity that still lie at the core of Soweto’s past and present. Our tour guide explained that 1,000 men used to be housed in the extremely small quarters that we stood across. All 1,000 had only four toilets and one common tap for each of them. Later, Nelson Mandela introduced the concept of families living together in those spaces as means to curb violence. While the violence did subside, even more people were made to live in inhuman conditions. The government attempted to elevate this burden by building very nice units across from those quarters in 2010--however, they only built 500 units. The people of Soweto were incensed; the government was not addressing the root of the problem. Furthermore, they believed that if only 500 families could move in, it would cause more division rather than peace. As result, the units have remained vacant for over eight years. Our tour guide shared that instead of building housing for the few, the government should have built a clinic or school for the many.
Critical Reflection 9: Day 2, Harambee
Following our first visit at Esikhisini, we went to downtown Johannesburg to meet with Lebo from the non-profit, Harambee. Harambee is a non-profit that works to increase employment for young South African adults (ages 18-34). As a whole, South Africa is plagued by high rates of unemployment. However, the young adults of South Africa experience unemployment at rates double to that of older adults. Harambee works to address the issue of unemployment both by directly connecting individuals with jobs as well as working to change the systematic issues at play in the country.
From the moment I stepped into the building, I was blown away. It was an extremely large building, but every room felt full of life. During our stay, we visited several rooms of the company and learned about many of the different services that Harambee offers such as clothing loans, calls to young adults, and Bridge programs to name a few. The Bridge programs were particularly amazing to me. In these programs, Harambee would take young adults that they matched to a particular company’s job and help them develop the skills they were lacking prior to beginning the job. Lebo mentioned to us that young adults tended to lack “soft skills” such as punctuality, positive attitude, and work ethic rather than the technical skills. As a result, they worked with young adults on these soft skills as well as emphasizing the importance of values rather than simply trying to impact technical skills to make a match; they believe that by using a values-based approach they would be able to make longer and more meaningful matches while addressing the root problem rather than just the symptom. Finally, Harambee has collected so much data over the years that they have increased their scope and hope to affect positive change for policy. Even after I leave South Africa, I hope to follow this organization for many years to come.
From the moment I stepped into the building, I was blown away. It was an extremely large building, but every room felt full of life. During our stay, we visited several rooms of the company and learned about many of the different services that Harambee offers such as clothing loans, calls to young adults, and Bridge programs to name a few. The Bridge programs were particularly amazing to me. In these programs, Harambee would take young adults that they matched to a particular company’s job and help them develop the skills they were lacking prior to beginning the job. Lebo mentioned to us that young adults tended to lack “soft skills” such as punctuality, positive attitude, and work ethic rather than the technical skills. As a result, they worked with young adults on these soft skills as well as emphasizing the importance of values rather than simply trying to impact technical skills to make a match; they believe that by using a values-based approach they would be able to make longer and more meaningful matches while addressing the root problem rather than just the symptom. Finally, Harambee has collected so much data over the years that they have increased their scope and hope to affect positive change for policy. Even after I leave South Africa, I hope to follow this organization for many years to come.
Critical Reflection 8 (cont.): Day 3, Esikhisini
The day after, we returned to Esikhisini to incorporate the CRSTP with Grades 6 and 7 and read children’s books to Grades 1, 2, and 3. We decided upon these approaches with the Changemaking Team of Esikhisini the day prior. Makkie, one of the Esikhisini teachers, mentioned that she would want us to place an emphasis on the importance of reading both within the CRSTP, but also in reading to the younger children. She recognized this as the most important challenge for us to tackle given how important the transition to reading and writing to English is for learners in South Africa.
To provide more context, there are 11 national languages in South Africa. While students are to be taught in their native young until grade 3, they are mandated by law to complete their studies in English or Afrikaans by grade 4 onward (Phasa, 2017). Unfortunately, however, not every student is able to make such an abrupt switch without proper scaffolding. Moreover, not every South African student has access to lessons in English or Afrikaans prior to grade 4 to help facilitate the process. In fact, "according to language and literacy acquisition theories it is ideal that children be taught in their home language or the one spoken at home when they enter school. The proficiency of children in the language spoken at home forms the basis on which they can extend their language knowledge into formal academic learning and acquire reading and writing as language skills" (Phasa, 2017, p. 117). For these reasons, Makkie emphasized that we should encourage reading for both the older and the younger learners. In reading to the younger learners, we would further exposure them to both reading and the fun that reading can contain. In asking questions to the older learners about their relationship with reading, we would ask them to critically analyze the role that reading plays in their lives now as well as their futures and how they can continue to improve that relationship.
Engaging with the learners across each grade was so incredibly impactful. I was inspired while having conversations with the older children about their future careers, desires for greater education, and explicit interest in things like education, respect, and happiness. One of the learners in Grade 6 even drew me a little paper sign saying “I love teacher Mandy”; I no doubt that I will do whatever it takes to get it framed as soon as I go home. Reading to the younger children also warmed my soul in the greatest possible way. One of the books that I brought was The Wheels on the Bus. Some of the children were familiar with the toon while others were not. All of them, however, were so incredibly excited to sing, make the noises, identify the objects on the page, and ask me questions. Some of the children would even teach the others how the song went! If I could do it all over again, I would do anything to read to those children once more. Finally, after we had finished working with each grade, the entire school came out of their classrooms to sing and wish us a very grand farewell. I was so touched that I was nearly moved to tears.
To provide more context, there are 11 national languages in South Africa. While students are to be taught in their native young until grade 3, they are mandated by law to complete their studies in English or Afrikaans by grade 4 onward (Phasa, 2017). Unfortunately, however, not every student is able to make such an abrupt switch without proper scaffolding. Moreover, not every South African student has access to lessons in English or Afrikaans prior to grade 4 to help facilitate the process. In fact, "according to language and literacy acquisition theories it is ideal that children be taught in their home language or the one spoken at home when they enter school. The proficiency of children in the language spoken at home forms the basis on which they can extend their language knowledge into formal academic learning and acquire reading and writing as language skills" (Phasa, 2017, p. 117). For these reasons, Makkie emphasized that we should encourage reading for both the older and the younger learners. In reading to the younger learners, we would further exposure them to both reading and the fun that reading can contain. In asking questions to the older learners about their relationship with reading, we would ask them to critically analyze the role that reading plays in their lives now as well as their futures and how they can continue to improve that relationship.
Engaging with the learners across each grade was so incredibly impactful. I was inspired while having conversations with the older children about their future careers, desires for greater education, and explicit interest in things like education, respect, and happiness. One of the learners in Grade 6 even drew me a little paper sign saying “I love teacher Mandy”; I no doubt that I will do whatever it takes to get it framed as soon as I go home. Reading to the younger children also warmed my soul in the greatest possible way. One of the books that I brought was The Wheels on the Bus. Some of the children were familiar with the toon while others were not. All of them, however, were so incredibly excited to sing, make the noises, identify the objects on the page, and ask me questions. Some of the children would even teach the others how the song went! If I could do it all over again, I would do anything to read to those children once more. Finally, after we had finished working with each grade, the entire school came out of their classrooms to sing and wish us a very grand farewell. I was so touched that I was nearly moved to tears.
Critical Reflection 8: Day 2, Esikhisini
On our second day in South Africa, we visited Esikhisini, a school for Grades R-7. We had the opportunity to meet several educators and better understand the challenges that they face. Before I speak of that, however, I want to talk about my experience shadowing a teacher of Natural Sciences for Grade 7. As suggested by Dr. Jez, I wanted to observe the experience from a strength-based approach. However, it wasn’t too hard to spot this teacher’s strengths--he did an absolutely wonderful job! For one, he connected the present lesson to previous lessons across different subjects that the students had encountered in Grades 5 and 6 and asked them critical thinking questions based on this knowledge. This technique speaks largely to the techniques that I learned in Hammond’s Culturally Responsive Teaching and the Brain. Making connections across different subjects, repeating the lessons learned, and challenging students to think critically enables students to increase their intellective capacity (Hammond, 2015). On a similar note, the teacher also mentioned that the would always ask the class what they learned the day, week, or month prior so that way to can continue to remember and engage with the lessons. I also noticed that he wouldn’t immediately point out when a child had answered a question incorrectly. Instead, he would ask the other children what they thought and why. Later on in the class, he made it a point to emphasize that the way he teaches class requires the children to listen, think critically, provide their opinion, and explain their reasoning. Once again, such an approach mirrors Hammond’s emphasis on increasing children’s ability to think critically so as develop as independent learners who can carry the majority of the cognitive load on their own during their educational journey with support from teachers and others as well (Hammond, 2015). Finally, I’ll mention the teacher knew all 58 of the children’s names on the second day of classes, allowed laughter so long as it didn’t interfere with the sharing of another learner, and left space for questions and comments; he also encouraged the students’ to remember that mistakes might happen, such as not completing homework, and that they should have a conversation with him rather than try to lie. In doing all of these things, he created an environment of safety and undoubtedly has a relationship of trust with several, if not all, of the students, another key component to maximizing a student’s learning through culturally responsive teaching (Hammond, 2015).
Critical Reflection 7: Day 1, The Apartheid Museum
On the first day of our arrival into the beautiful country of South Africa, we visited The Apartheid Museum. Before even entering the space, I was immediately grateful to have read Nelson Mandela’s autobiography and to have even watched the movie Invictus for this class. Prior to enrolling in the course, I was familiar about apartheid--a corrupt system that stripped Black South Africans of several of their rights while reinforcing white supremacy by elevating White South Africans--but I did not truly know it. Nelson Mandela’s autobiography introduced layers of humanity and complexity. In many ways it followed the life, struggles, and triumphs of one man--Nelson Mandela--but so too did it detail the life of many and the reality of South Africa.
In much the same way, I felt that the Apartheid Museum provided so much humanity to the lives of those involved in the Apartheid and Post-Apartheid era while also shining a light on South Africa’s past, present, and future. I found the videos to be especially impactful. A video that I found most fascinating featured the trial of Winnie Mandela during the Reconciliation Committee regarding her involvement with the United Football League’s murder of two boys. Despite her prestige and regard to many especially in Post-Apartheid era, she was found guilty. To me, this spoke to the new government's dedication for justice and the country’s hope that no one be exalted above another once again. However, the end of the museum made it evident that the crimes of the past have not all gone away--several tribes who had their land stolen during the Apartheid era are still without land despite being promised otherwise. I see many connections to this with land taken from the Native Americans of the United States and ways that we as a nation that we continue to wrong them.
The hope for the future does not mean our pursuit of what is good, fair, and right is done, but rather that it has just begun. I feel that the same can be applied to the United States.
In much the same way, I felt that the Apartheid Museum provided so much humanity to the lives of those involved in the Apartheid and Post-Apartheid era while also shining a light on South Africa’s past, present, and future. I found the videos to be especially impactful. A video that I found most fascinating featured the trial of Winnie Mandela during the Reconciliation Committee regarding her involvement with the United Football League’s murder of two boys. Despite her prestige and regard to many especially in Post-Apartheid era, she was found guilty. To me, this spoke to the new government's dedication for justice and the country’s hope that no one be exalted above another once again. However, the end of the museum made it evident that the crimes of the past have not all gone away--several tribes who had their land stolen during the Apartheid era are still without land despite being promised otherwise. I see many connections to this with land taken from the Native Americans of the United States and ways that we as a nation that we continue to wrong them.
The hope for the future does not mean our pursuit of what is good, fair, and right is done, but rather that it has just begun. I feel that the same can be applied to the United States.
The Start of the Journey!
It’s hard to believe that the start of my journey to South Africa began almost a week ago on January 7th. I was filled with several emotions when I arrived at the San Diego airport: slight dread and nervousness about the length of travel time (the trip to South Africa from San Diego took 24+ hours of travel!) and sheer excitement. I haven’t been abroad for a little over 10 years so the opportunity to travel to South Africa with a bonafide expert and my colleagues seemed like too good of a thing to pass up. With 5 days completed, I can honestly say that deciding to take this class and embark on this eye-opening journey with my professor, friends, and colleagues has already proven to be one of the most life-changing experiences of my life. Though the days are long and the opportunities to journal are few, here is a bit about my experience thus far.
Critical Reflection 6
A revolutionary in the field of education, Freire asserted that educational systems are founded and maintained by the notion that educators will not give those who they are teaching the tools to then take their place. Such a system establishes a stark difference in power and undoubtedly preserves the status quo. It is oppressive in nature though it may even slip under the conscious radar of those who maintain them. The school to prison pipeline and the lack of translanguaging are prime examples of how educational systems remain oppressive even in the present.
The school to prison pipeline speaks to the overwhelming occurrence that students of minioritzed identities are more likely to receive punitive actions in school that then result in missed instruction or their complete dismissal and ultimately find their place in prison rather than a classroom. Coupled by systemic injustice that people of minioritized identities, including youth of minioritized identities, are disproportionately arrested and incarcerated in comparison to their peers. Rather than utilize cultarally responsive teaching geared toward understanding one's own implict biases, recognizing the effects that cultural differences have on a student's behavior and learning, building a relationship of trust with the student, and then serving as a teaching ally to the student on their educational journey, these educators immediately resort to punitive measures designed to oppress the student (Hammond, 2015).
Translanguaging refers to the practice of utilizing a student's native tongue to aid in their learning journey rather than punish them for using it or demanding that they switch to a "proper" language of instruction. Naturally, this practice reflects the desire to empower with one's students and engage in a mutually beneficial and developing educational journey. In most cases, however, translanguaging is often not thought of, encouraged, or even prohibited. In South Africa, for example, students are taught in their native young until grade 3; they are then mandated by law to complete their studies in English or Afrikaans by grade 4 onward (Phasa, 2017). Such an abrupt switch often hurts students who wouldn't have access to lessons in English or Afrikaans at an earlier lesson, thus preventing them from truly and meaningfully expanding their education.
Hammond suggests a number of strategies to help shift the mindset of a student in the classroom, particularly ones of minioritized identities. For example, she suggests that teachers must establish a learning partnership with their students and provide them the tools to take charge of their own learning, such as helping the student combat their negative self-talk, expanding their mind with quotes, arts, and songs, as well as helping them develop their own culturally and educational narrative (Hammond, 2015). To create strategic learners, Brownell et al. suggest that educators must utilize learning strategies that specifically cater to a student's understanding in a variety of different subjects and mediums, such as visualization or word identification (Brownell et al., 2012). Then, to increase a student's intellective capacity, an educator must get the student's attention, make the information understandable, allow the student time to process, and then review the material once again (Hammond, 2015).
I am very excited to travel to South Africa. In order to remain safe and maximize my educational journey, I will ensure that I have my professor's number and always travel with at least one other peer.
To prepare for my trip, I read a current events article that discussed how land that was taken during apartheid has still not been returned to its natives of that land. Reading it made me truly sad because it reminded me of how the we treat Native Americans and their land here in the United States. Moreover, it shows that even a blatant system of oppression has ended, oppression still remains pervasive in both countries systems.
References
Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Guilford Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Phasa, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
The school to prison pipeline speaks to the overwhelming occurrence that students of minioritzed identities are more likely to receive punitive actions in school that then result in missed instruction or their complete dismissal and ultimately find their place in prison rather than a classroom. Coupled by systemic injustice that people of minioritized identities, including youth of minioritized identities, are disproportionately arrested and incarcerated in comparison to their peers. Rather than utilize cultarally responsive teaching geared toward understanding one's own implict biases, recognizing the effects that cultural differences have on a student's behavior and learning, building a relationship of trust with the student, and then serving as a teaching ally to the student on their educational journey, these educators immediately resort to punitive measures designed to oppress the student (Hammond, 2015).
Translanguaging refers to the practice of utilizing a student's native tongue to aid in their learning journey rather than punish them for using it or demanding that they switch to a "proper" language of instruction. Naturally, this practice reflects the desire to empower with one's students and engage in a mutually beneficial and developing educational journey. In most cases, however, translanguaging is often not thought of, encouraged, or even prohibited. In South Africa, for example, students are taught in their native young until grade 3; they are then mandated by law to complete their studies in English or Afrikaans by grade 4 onward (Phasa, 2017). Such an abrupt switch often hurts students who wouldn't have access to lessons in English or Afrikaans at an earlier lesson, thus preventing them from truly and meaningfully expanding their education.
Hammond suggests a number of strategies to help shift the mindset of a student in the classroom, particularly ones of minioritized identities. For example, she suggests that teachers must establish a learning partnership with their students and provide them the tools to take charge of their own learning, such as helping the student combat their negative self-talk, expanding their mind with quotes, arts, and songs, as well as helping them develop their own culturally and educational narrative (Hammond, 2015). To create strategic learners, Brownell et al. suggest that educators must utilize learning strategies that specifically cater to a student's understanding in a variety of different subjects and mediums, such as visualization or word identification (Brownell et al., 2012). Then, to increase a student's intellective capacity, an educator must get the student's attention, make the information understandable, allow the student time to process, and then review the material once again (Hammond, 2015).
I am very excited to travel to South Africa. In order to remain safe and maximize my educational journey, I will ensure that I have my professor's number and always travel with at least one other peer.
To prepare for my trip, I read a current events article that discussed how land that was taken during apartheid has still not been returned to its natives of that land. Reading it made me truly sad because it reminded me of how the we treat Native Americans and their land here in the United States. Moreover, it shows that even a blatant system of oppression has ended, oppression still remains pervasive in both countries systems.
References
Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Guilford Press.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Phasa, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
Critical Reflection 5
Educators play a critical role in a student's learning, particularly in the case of students from underserved communities. These students have been told, both directly and indirectly, that they are not good enough in the classroom nor will they ever be relative to their peers. Establishing a relationship of care and empowerment with these students is one of the critical steps an educator must take (after understanding one's own biases and how systemic oppression creates barriers that then effect a student's learning) to work collaboratively with that student as they begin their educational journey (Hammond, 2015). Showing care does not mean being especially soft, however; such behavior could result in lowered expectations for the student and feelings of inadequacy within the student. Showing care means displaying warmth rooted in the belief that the student is capable of so much and must be held accountable with supports along the way as needed.
In addition to this firm warmness, providing feedback is also an excellent tool to supporting a student. In order for feedback to be effective, however, the feedback must be rooted in the student's performance in specific, grounded examples rather than the student's overall skill level (Hammond, 2015). Providing feedback in this manner keeps the relationship between student and teacher strong because the student does not feel looked down upon, frustrated, or inadequate. Instead, the situation can be transformed into a vulnerable teaching moment.
In many ways, South African schools are bound to legal requirements and curriculum that can hinder a student's educational growth. This becomes especially evident when the student is abruptly required to complete their studies in English or Afrikaans beginning in grade 4 when they were previously taught in their mother tongue. While teachers are legally required to have their students in grade 4 and up complete their studies in a language that is potentially different from their mother tongue, there are some work-arounds. For one, teachers can allow students to converse in class in groups or for independent groups in their mother language so that the students are able to think the problem through and then complete their studies in English or Afrikaans. This method scaffolds on what the students already know and can enhance their critical thought and connection. Another method could be to incorporate more examples into the curriculum that the students would be familiar with so that once again, they can continue making critical connections.
To enhance my knowledge of helping students throughout their educational and aspiration journey, I collaboratively worked on the CRSTP project with my younger cousin who is in the 7th grade. The link to this project can be found here: docs.google.com/presentation/d/1l5_vZ4s-vie2tBeaHdVimI_-d4jFvhvwsGX0jMrNgTI/edit?usp=sharing. As Rachel identifies as a person without disabilities and could not really grasp the concept of identifying as such, I did not ask her questions that correlated directly with her ability status that then went into the project. However, we did have a conversation surrounding people with disabilities and disability studies which warmed my heart because it is a topic very near and dear to my heart (I was a Disability Studies minor in college) and it was something that I was very unaware of at her age. Despite feeling as though I knew my younger cousin well prior to working on the project with her, I was blown away by her answers and insights. In a way, this project brought to light the subconscious deceit model within me of expecting her to not know how to answer things. Moreover, I believe that working on such a project empowers the learner to choose their path and know that the educator can both understand and serve as a believer and support system.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students.
In addition to this firm warmness, providing feedback is also an excellent tool to supporting a student. In order for feedback to be effective, however, the feedback must be rooted in the student's performance in specific, grounded examples rather than the student's overall skill level (Hammond, 2015). Providing feedback in this manner keeps the relationship between student and teacher strong because the student does not feel looked down upon, frustrated, or inadequate. Instead, the situation can be transformed into a vulnerable teaching moment.
In many ways, South African schools are bound to legal requirements and curriculum that can hinder a student's educational growth. This becomes especially evident when the student is abruptly required to complete their studies in English or Afrikaans beginning in grade 4 when they were previously taught in their mother tongue. While teachers are legally required to have their students in grade 4 and up complete their studies in a language that is potentially different from their mother tongue, there are some work-arounds. For one, teachers can allow students to converse in class in groups or for independent groups in their mother language so that the students are able to think the problem through and then complete their studies in English or Afrikaans. This method scaffolds on what the students already know and can enhance their critical thought and connection. Another method could be to incorporate more examples into the curriculum that the students would be familiar with so that once again, they can continue making critical connections.
To enhance my knowledge of helping students throughout their educational and aspiration journey, I collaboratively worked on the CRSTP project with my younger cousin who is in the 7th grade. The link to this project can be found here: docs.google.com/presentation/d/1l5_vZ4s-vie2tBeaHdVimI_-d4jFvhvwsGX0jMrNgTI/edit?usp=sharing. As Rachel identifies as a person without disabilities and could not really grasp the concept of identifying as such, I did not ask her questions that correlated directly with her ability status that then went into the project. However, we did have a conversation surrounding people with disabilities and disability studies which warmed my heart because it is a topic very near and dear to my heart (I was a Disability Studies minor in college) and it was something that I was very unaware of at her age. Despite feeling as though I knew my younger cousin well prior to working on the project with her, I was blown away by her answers and insights. In a way, this project brought to light the subconscious deceit model within me of expecting her to not know how to answer things. Moreover, I believe that working on such a project empowers the learner to choose their path and know that the educator can both understand and serve as a believer and support system.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students.
Critical Reflection 4
Two global barriers to learning are the lack of equitable access to education, often proliferated by policies, and insufficient teaching for students of minoritized identities.
We first begin with the conversation of access using South Africa's policies as a model. In South Africa, there are 11 national languages. While students are to be taught in their native young until grade 3, they are mandated by law to complete their studies in English or Afrikaans by grade 4 onward (Phasa, 2017). Unfortunately, however, not every student is able to make such an abrupt switch without proper scaffolding. Moreover, not every South African student has access to lessons in English or Afrikaans prior to grade 4 to help facilitate the process. In fact, "according to language and literacy acquisition theories it is ideal that children be taught in their home language or the one spoken at home when they enter school. The proficiency of children in the language spoken at home forms the basis on which they can extend their language knowledge into formal academic learning and acquire reading and writing as language skills" (Phasa, 2017, p. 117). In essence, the laws in place strip children of their ability to best receive a quality and equitable opportunity to access and obtain education.
Continuing on from the example above, instruction is also often lacking to serve students who need the assistance the most. In regards to students who are attempting to learn English for the first time in grade 4 within South Africa, "research has shown that often South African learners lack of fluency in English could be traced back to their teachers' inadequate command of it (Phasa, 2017, p. 121). Within the United States, "research finds that unconsciously, teachers reinforce learned helplessness among low performing students of color" by "[expressing] sympathy over failure, [lavishing] praise for completing a simple task, or [offering] unsolicited help" which then "[sends] unintended messages of low expectations" (Hammond, 2015, p. 124). Educational strategies and practices that were built to serve oppressive systems will only serve to further oppress students of minoritized identities. Operating within the status quo is a mark of complacency within it. Instead, teachers must shift their practices to that of culturally relevant teaching and disrupt unquestioned assumptions and ways of doing within education and policy.
These readings remind me of my own experiences as the eldest child to Egyptian immigrants. One of my earliest memories is that of my grandmother attempting to teach my the Arabic words for "water" and "egg" with my mother telling her that there was no point in me learning and that English was the only language that mattered in the United States. In school, my occasion use of Arabic and other slight mispronunciations had my teachers refer me to a speech language pathologist who then told my parents to stop using Arabic in the house even amongst themselves. Now, two of my best friends are speech language pathologists and I know full well how misinformed and misguided such beliefs were. As a child, however, I internalized them and resisted every opportunity to even pick up conversational Arabic. My reluctance to embrace my culture growing up is one of my most salient regrets of my youth.
With all this being said, please refer to my group's powerpoint on Culturally Responsive Teaching and the Brain: https://docs.google.com/presentation/d/1i1XK_2xECtH-8oBI3rZzViPQAsC_rIhpg6pACliEyb8/edit?usp=sharing.
References
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Phasa, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
We first begin with the conversation of access using South Africa's policies as a model. In South Africa, there are 11 national languages. While students are to be taught in their native young until grade 3, they are mandated by law to complete their studies in English or Afrikaans by grade 4 onward (Phasa, 2017). Unfortunately, however, not every student is able to make such an abrupt switch without proper scaffolding. Moreover, not every South African student has access to lessons in English or Afrikaans prior to grade 4 to help facilitate the process. In fact, "according to language and literacy acquisition theories it is ideal that children be taught in their home language or the one spoken at home when they enter school. The proficiency of children in the language spoken at home forms the basis on which they can extend their language knowledge into formal academic learning and acquire reading and writing as language skills" (Phasa, 2017, p. 117). In essence, the laws in place strip children of their ability to best receive a quality and equitable opportunity to access and obtain education.
Continuing on from the example above, instruction is also often lacking to serve students who need the assistance the most. In regards to students who are attempting to learn English for the first time in grade 4 within South Africa, "research has shown that often South African learners lack of fluency in English could be traced back to their teachers' inadequate command of it (Phasa, 2017, p. 121). Within the United States, "research finds that unconsciously, teachers reinforce learned helplessness among low performing students of color" by "[expressing] sympathy over failure, [lavishing] praise for completing a simple task, or [offering] unsolicited help" which then "[sends] unintended messages of low expectations" (Hammond, 2015, p. 124). Educational strategies and practices that were built to serve oppressive systems will only serve to further oppress students of minoritized identities. Operating within the status quo is a mark of complacency within it. Instead, teachers must shift their practices to that of culturally relevant teaching and disrupt unquestioned assumptions and ways of doing within education and policy.
These readings remind me of my own experiences as the eldest child to Egyptian immigrants. One of my earliest memories is that of my grandmother attempting to teach my the Arabic words for "water" and "egg" with my mother telling her that there was no point in me learning and that English was the only language that mattered in the United States. In school, my occasion use of Arabic and other slight mispronunciations had my teachers refer me to a speech language pathologist who then told my parents to stop using Arabic in the house even amongst themselves. Now, two of my best friends are speech language pathologists and I know full well how misinformed and misguided such beliefs were. As a child, however, I internalized them and resisted every opportunity to even pick up conversational Arabic. My reluctance to embrace my culture growing up is one of my most salient regrets of my youth.
With all this being said, please refer to my group's powerpoint on Culturally Responsive Teaching and the Brain: https://docs.google.com/presentation/d/1i1XK_2xECtH-8oBI3rZzViPQAsC_rIhpg6pACliEyb8/edit?usp=sharing.
References
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Phasa, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
Critical Reflection 3
In both South Africa and the United States, systems of oppression continue to undermine people of minioritized identities in a myriad of ways, both visible and invisible. These systems perpetuate the horrendously false message that the minioritized individual is to blame, whether because they are born to be lesser or because that's simply the way that the world works. Inclusive education counters these messages by placing the blame on pre-existing structures, not the individual. In the realm of Disability Studies, Dudley-Marling and Brown speak about this by juxtaposing the medical model of disability--in which the individual is inherently at a deficit--and the social model of disability--in which it is society that actually disables the individual (2014). In regards to the classroom, Hammond speaks to the fact that educational instruction that does not take into account the ways that cultural influences a student's learning results in poorer outcomes for the student and proliferation of the achievement gap between student of minioritized identities relative to their non-minioritized peers (2015).
While education, particularly inclusive education, is a key component in combating systems of oppression, it too is founded upon oppressively systemic roots. In both South Africa and the United States educational systems, for example, instruction and structure are founded upon catering to wealthy white men. Moreover, even if more diverse students are able to enter into educational settings now, think of how many more are excluded due to a lack of resources or access and are often quite from pursuing future opportunities as a result . In many ways this is what Phasa refers to as a wicked problem-- a problem that is "complex, dynamic, multi-faceted and intractable" (2017, p.85). Often times, people try to solve these wicked problems by means of technical and temporary solutions rather than attempting to dig deeper to look at the underlying causes. As such Phasa makes the powerful claim that "inclusive education that is merely concerned with ways of accommodating learners with additional support needs in ordinary classrooms" will not actually solve the problem; "instead, it needs to be a social and political project that is bold enough to identify and challenge the impediments to meaningful inclusion and make the radical changes necessary to ensure quality education for all" (2017, p.85). Only by attempting to identify, name, and tackle the underlying issues can we actually attempt to eliminate the symptoms of inequitable education and societal structures for the long term.
https://docs.google.com/presentation/d/1yg3IQeyfqVn4oksDyWEiPdBj4lsRmgu_iwKYp4yZrw8/edit?usp=sharing
References
Dudley-Marling, C. and Burns, M. (2014). Two perspectives on inclusion in the United States. Global Education Review (1).
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Phasha, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
While education, particularly inclusive education, is a key component in combating systems of oppression, it too is founded upon oppressively systemic roots. In both South Africa and the United States educational systems, for example, instruction and structure are founded upon catering to wealthy white men. Moreover, even if more diverse students are able to enter into educational settings now, think of how many more are excluded due to a lack of resources or access and are often quite from pursuing future opportunities as a result . In many ways this is what Phasa refers to as a wicked problem-- a problem that is "complex, dynamic, multi-faceted and intractable" (2017, p.85). Often times, people try to solve these wicked problems by means of technical and temporary solutions rather than attempting to dig deeper to look at the underlying causes. As such Phasa makes the powerful claim that "inclusive education that is merely concerned with ways of accommodating learners with additional support needs in ordinary classrooms" will not actually solve the problem; "instead, it needs to be a social and political project that is bold enough to identify and challenge the impediments to meaningful inclusion and make the radical changes necessary to ensure quality education for all" (2017, p.85). Only by attempting to identify, name, and tackle the underlying issues can we actually attempt to eliminate the symptoms of inequitable education and societal structures for the long term.
https://docs.google.com/presentation/d/1yg3IQeyfqVn4oksDyWEiPdBj4lsRmgu_iwKYp4yZrw8/edit?usp=sharing
References
Dudley-Marling, C. and Burns, M. (2014). Two perspectives on inclusion in the United States. Global Education Review (1).
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Phasha, N., Mahlo, D., & Dei, G. J. S. (Eds.). (2017). Inclusive Education in African Contexts: A Critical Reader. Springer.
Critical Reflection 2
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For the majority of my life, I actively worked to deny some of the main characteristics that comprise my background, namely that of my race, class, and gender. In readily shunning and degrading my Egyptian heritage, I sought to become more “American”. In hiding my family’s wealth, I sought to become “just like everyone else”. And lastly, in ignoring gender roles as a child, I sought to avoid the expectations of the already-present force of body image and beauty amongst my peers and within the media. For the majority of my life, I lived in fear of my identity, or perhaps more accurately, lived in confusion by it. Yet, for the majority of my life, I lauded myself a staunch advocate of those different from me and a steadfast believer in the abilities of all. However, in denying my own identity, I denied my own frame of reference; in silencing myself, I perpetuated the very status quo I claimed to fight against. While it is important to note the entirety of my identity is not synonymous to my race, class, and gender, make no mistake—my race (Arab American), my class (upper-middle), and my gender (female) have all contributed to my lived experiences. They have affected my upbringing, my schooling, and even my way of thinking. As I now work and continue upon my journey as a Student Affairs Professional, I realize all the more power that identities play in an individual's life, not only because of what they given as a result, but of what they are not.
In learning about inclusive education, I found it incredibly important to keep in mind the role that colonialism played in both countries. In many ways, the native majorities of both countries were excluded and subjected to extremely harsh, inhumane levels of oppression that still exist to this day. While the United States still largely perpetuates systems of oppression, expressions of discrimination can be more subvert, though overt forms of oppression and discrimination still exist as well. In South Africa, these forms of oppression and discrimination seem to be much more overt overall. All in all, both countries describe inclusive education as a means to provide a right to someone, not just to keep them from being excluded, but because they have a right to be included. I thoroughly enjoyed reading my group's text regarding Culturally Relevant Teaching. Essentially, the text describes the achievement gap and provides a means by which to combat it. In using the term achievement gap, I am referring to the persistent disparity existing between students of prioritized populations relative to other students in regards to achieving academic success. However, the text points out that these students don't fail because they are incapable; they fail because educational instruction and educational expectations are less challenging and therefore do not help them develop higher level thinking skills. Culturally Relevant Teaching confronts this trend by encouraging educations to become aware of the impact that cultural differences have on an individual's way of learning and processing information, incorporating techniques that then capitalize on that knowledge, and create a supportive yet intellectually challenging environment for students. As I mentioned earlier, identities, particularly cultural identities, play a large role in an individual's development. It should only follow that it plays a powerful role in their cognitive development as well. Overall, I hope this Changemaking experience expands my worldview. I never strive to walk into a room claiming all the answers. Instead, I hope work directly with the people affected and enter into a mutually beneficial learning experience that leads to positive social change. |
Critical Reflection 1
The name of this course--Healthy Environments in Inclusive Education in a Global Society--immediately caught my eye when I was reviewing the Global Study options provided by SOLES for this academic year. The focus of my work, both personally and professionally, is framed by two of my core principles--incorporating a holistic and intersectional sense of wellness and promoting inclusion. For example, my current action research project involves my desire to better foster a sense of belonging for students of color in Wellness-affiliated spaces at USD.
Though I was initially hesitant to take a course geared towards K-12 students, I am now excited for the opportunity. Prior to this year, I viewed K-12 and Higher Education as completely different structures, While it is true that both systems have their autonomy, it is important to see the connections that exist between them. I am optimistic that South Africa will be a place in which I can learn the importance of creating structures so that all students can succeed, and I look forward to learning from the South African educators who have undoubtedly seen the effects that a lack of access has on a student's success.
As I am currently in the Master's of Higher Education Leadership Studies program, I decided to read Long Walk to Freedom: The Autobiography of Nelson Mandela to better understand the contextual landscape of South Africa while also gaining more insight into the workings of such an impactful leader. While it was certainly a long read, it was a tremendously worthwhile read. I found it fascinating to see how Nelson Mandela's perspective shifted over time from allowing the status quo, being uncomfortable of the status quo, challenging the status quo with an emphasis on a black South Africa, and finally pushing for reconciliation talks for a multinational South Africa. What shocked me most was the government's ability to bully, impede, charge, and/or imprison people who opposed them so quickly and readily during the time of apartheid. Upon reflection, however, similar things have happened and continue to happen in the US. During the Civil RIghts Movement, thousands of people were treated viciously by law enforcement despite protesting peacefully and were often imprisoned thereafter. Even to this day, we see a disproportionate amount of people of color in the US who are wrongly accused, imprisoned, or killed.
Finally, I watched the movie Invictus. I found it fascinating how invested the people of South Africa (or at least the white-identifying people of South Africa, initially) were in the the nation’s rugby team. Due to the fact that the rugby team stood as a symbol of the apartheid era, many members of the ANC wanted to have the team stripped of its colors, emblems, and anthems. Nelson Mandela opposed this though; he believed that removing something so powerful to people would further perpetuate the notion of an “us vs. them” mentality from that point forward. I found it inspiring that despite his own experiences, Mandela wanted to focus on unifying the country. I think this is an especially powerful message given how decisive and ununified the United States is at the moment given the political divide. We need to tear down the oppressive structures, yes; but afterwards, we must work together to create a country in which we are proud to be called Americans.
Though I was initially hesitant to take a course geared towards K-12 students, I am now excited for the opportunity. Prior to this year, I viewed K-12 and Higher Education as completely different structures, While it is true that both systems have their autonomy, it is important to see the connections that exist between them. I am optimistic that South Africa will be a place in which I can learn the importance of creating structures so that all students can succeed, and I look forward to learning from the South African educators who have undoubtedly seen the effects that a lack of access has on a student's success.
As I am currently in the Master's of Higher Education Leadership Studies program, I decided to read Long Walk to Freedom: The Autobiography of Nelson Mandela to better understand the contextual landscape of South Africa while also gaining more insight into the workings of such an impactful leader. While it was certainly a long read, it was a tremendously worthwhile read. I found it fascinating to see how Nelson Mandela's perspective shifted over time from allowing the status quo, being uncomfortable of the status quo, challenging the status quo with an emphasis on a black South Africa, and finally pushing for reconciliation talks for a multinational South Africa. What shocked me most was the government's ability to bully, impede, charge, and/or imprison people who opposed them so quickly and readily during the time of apartheid. Upon reflection, however, similar things have happened and continue to happen in the US. During the Civil RIghts Movement, thousands of people were treated viciously by law enforcement despite protesting peacefully and were often imprisoned thereafter. Even to this day, we see a disproportionate amount of people of color in the US who are wrongly accused, imprisoned, or killed.
Finally, I watched the movie Invictus. I found it fascinating how invested the people of South Africa (or at least the white-identifying people of South Africa, initially) were in the the nation’s rugby team. Due to the fact that the rugby team stood as a symbol of the apartheid era, many members of the ANC wanted to have the team stripped of its colors, emblems, and anthems. Nelson Mandela opposed this though; he believed that removing something so powerful to people would further perpetuate the notion of an “us vs. them” mentality from that point forward. I found it inspiring that despite his own experiences, Mandela wanted to focus on unifying the country. I think this is an especially powerful message given how decisive and ununified the United States is at the moment given the political divide. We need to tear down the oppressive structures, yes; but afterwards, we must work together to create a country in which we are proud to be called Americans.
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