We desire to bequest two things to our children-- the first one is roots; the other one is wings. (Sudanese Proverb) Image by Rebecca Thom, Lake Tanganyika, 2010

Tuesday

Lifelong Learning in New York City

Emile, Spring 2008 in Central Park

A Profile of two of my friends in New York City. Their story has developed since my writing this in 2008 and I'm now inspired to reconnect, and to elucidate their growth.

Every Tuesday and Thursday Nadoum Bour comes to an English language class on the 11th floor of the Chanin building on 42nd and Lexington. He says ‘bonjour’ as he walks past the office, and into the classroom for the adult literacy class. The caseworkers and teachers, all women in their twenties respond to his greeting with English enthusiasm and enunciation, ‘Good Morning.’ Bour has been in the United States for eight months. He speaks French, a bit of Arabic and a few varieties of Chadian dialect. He does not speak very much English and has difficulty writing; arthritis makes his handwriting shaky and barely legible. But Bour is determined; he attends the literacy classes, always sitting next to the other elder man in the class, Fieke, from Kosovo, who is also a refugee.

Bour is 6’3,” with a strong build and weathered, soft facial features. At 67, he moves slowly because of chronic back pain. And perhaps because he is from Chad, where the land and culture do not demand the same haste as here in New York. He has endured back pain for many years, since his days on horse and camel back, and driving land rovers over harsh terrain as a government official in the Saharan regions of Chad. Chad is a land-locked country in central Africa; officially the Republic of Chad in 1960 since its Independence from sixty years of French colonial power. Since 1965 the country has endured civil war between the North and South, countless coup d’etats. More recently, the Darfur crisis in neighboring Sudan has spilled over the border, creating further unrest.

Chad covers an area of 485,752 square miles, made up mostly of uninhabitable desert, semi desert, or savannah. The south is the only subtropical zone, and the majority of Chad’s approximately 7 million people live in the more fertile southwest, with a population density of only 77.7 per square mile. Bour had lived for many years with his two wives and family in N’djamena. Bour now lives with one of his wives in Bronx in the most populous city in the United States, with an estimated population of 8.2 million people within an area of 322 square miles – a population density of 26, 403 people per square mile.

Bour has not revisited Chad since he was forced to leave in 1994. Bour had only just been appointed as the Chief Officer of the Douane, customs and taxes, when rebels threatened his life, seized his position, and removed him. The Rebels wanted his desk and title because they wanted control of the country’s imports and exports. Bour had been one of the only Chadian officers working alongside the French during their colonial rule, putting him in a higher economic and social echelon. After Independence, and witnessing over 20 years of change and political turmoil, suddenly the rebels directed their attention towards him and his family. Bour left his first wife to maintain their kinship and property in Chad, while he and Emilie fled the rebels – commencing what would become a fourteen-year exile odyssey.

Chad is considered one of the world’s most corrupt countries. It has battled growing oil wealth, complex ethnic ties that transcend borders, the difficulty of removing Presidents who increase their term while in office, and then take military action when their secured power is challenged. Despite an ever-increasing insurgency Chadian President Idriss Deby has secured his Presidency since 1991.

Bour and Emilie sought refuge in Côte d’Ivoire with one of Bour’s sons, Pepe. They knew someone who worked for BAD, Banque pour Afrique Development (The African Development Bank) which normally deals with micro finance and training. Yet somehow managed to get Bour and Emilie into safety. According to the couple, they faced a great deal of discrimination from the Ivorian people. Emilie described their attitude as overly nationalist.
‘No one would ever say, ‘This is my country in New York City’ Emile said, putting her hand over her heart in exaggerated patriotism. In the fourteen years that they resided in Abidjan neither of them were able to find substantial work; Emilie, who is 20 years younger than Bour, was able to sell fresh juices and textiles earning enough to make money for food.

Neither Emilie, Bour nor his son Pepe were able to return to Chad. Their dire living situation in Ivory Coast compelled them to make desperate contact with the one person they knew in the States. Since the outbreak of ethnic conflict in the mid nineties, many Chadian have fled their country, seeking refuge in France, Canada and the U.S. Bour’s niece had from Chad, to Paris, and finally to New York in her youth and was able to help them by contacting the International Rescue Committee. The IRC helps refugees fleeing war or persecution by providing immediate aid, including food and shelter and education. Last August, after 14 years outside of their country, unable to return for fear of persecution, unable to contact their extensive kin, they were resettled in New York City.

“They told us that it would be the most expensive city in America...but they also said it would be the easiest for transport. We wanted to be here because of our niece, she is the only person that we know.” said Emilie. “It’s good. But my English! Ah, I don’t know English.”

Emilie no longer attends the literacy classes at the IRC. She suffers from hypertension, depression and anxiety, and the hour journey from their home in the Bronx to midtown increases her stress. Emilie only bore one son, who was killed a few years ago in Chad in a motorcycle accident. He was only 19 and had just past his baccalaureate – which was his reason for staying in Chad. Since his death Emilie has not been able to find a quiet mind. She is trying to conceive a child; it is the one thing that she feels like she can create in this new life. She says that the Doctors she has seen are harsh with their words, telling her that ‘In America women her age don’t conceive children.’ They tell her that her body is old. She makes a tsssk noise, putting her tongue between her teeth and says that God is the one she will listen to, not to the inconsiderate proclamations of Doctors.

Like her husband, Emilie is a tall woman, with high cheekbones, almond shaped eyes and a robust figure. She spends most of the day in their basement apartment in the Bronx. She buys vegetables and foufou flour in bulk, and cooks traditional West African stews for Bour and his son, Pepe. Their one-bedroom apartment was found for them by the IRC. It has a small living area in which they built a wall to create another room for Pepe. The exposed piping on the low ceiling echoes and clinks with use, but the heat escapes out of the thin paned windows. Emilie explains that the window allows mildew in, and that the superintendent always says he will come, but never does. Sometimes she yells as him, but he doesn’t understand French, and she can’t understand much of his English.

The apartment is cold, and there isn’t enough money to buy more blankets or space heaters. The couple has been financially independent from the IRC for over two months. The resettlement aid covers the first six months, after which the refugees are left to be self-sufficient. They receive food stamps, and Pepe works nine-hour shifts at a factory operating the machine that covers flat screen TV’s in plastic casing before they are inserted into neat boxes. Bour, in his age and health is unable to work and Emilie doesn’t have sufficient English or confidence to find a job yet.

Emilie is unable to read, like 87% of Chadian women, according to the United Nations Statistics Division. She is learning the English alphabet from the beginning, which is trying when you are in your late forties. In Chad Emilie only went to school for three years. She can’t remember why she had an aversion to school, but she didn’t want to continue, and so she stopped going at 8 years old, and became a full time pair of hands in her home. As the oldest child of six children (two others died) she helped to raise the younger ones, and maintained the homestead with her mother.
‘That is why I am such a good femme de ménage (housewife)’ Emilie says with a wink.

Emilie looks at Bour lovingly as he is trying to fill out a document and his handwriting is slow and shaky, “He used to write so well,’ she said, ‘you wouldn’t know that he used to drive around Chad in an issued Land Rover as the boss of the Douane...he has reverted back to being like a child.”
Not only in the regression of his handwriting but also economically; Bour has gone from being a powerful and wealthy man in his country, to an American life of food stamps and a slim retirement pension because of his age and health.

Emilie, too, faces certain, initiatory aspects of their resettlement, learning the alphabet and other, cultural norms for the first time. She now works on her English from home with a volunteer, struggling over each letter’s pronunciation. Between letters and friendly bantering in French, the television murmurs and flashes in the background with images of America, and such icons as Oprah.
“I like Oprah,’ Emilie says, clasping her hands together and placing them on her lap, decorated in weathered, fading colors of traditional African fabric.
“She is bigger,’ she says, motioning her long fingers like the exaggerated contours of a woman, “something you can hold onto.”

Like Oprah’s fluxing body weight, Emilie’s figure has changed greatly since her arrival last August. After spending the winter in their basement apartment, cooking and cleaning. Her eyes are tired with worry, her face and body swollen with the weight of unhappiness. Last summer and fall she would go to the ESOL (English as a second or other language) with Bour, dressed regally in her African garb. They walk in to class together and greet the other adult students, from Burma, Thailand, and China. She would join one of the other French-speaking ladies, her amies from Togo or Burundi. As fall turned to winter Emilie watched as her fellow classmates stopped coming to class because they were finding work. When the weather turned cold Emilie stopped going to ESOL at all.
The winter months passed with only Bour attending the classes, explaining in French that his wife is suffering from hypertension and depression.

The story of Emile and Bour’s persecution is kept quiet beneath their tired eyes. They only talk about certain aspects of the life that they left behind and are easily brought to discomfort when talking about the past. Although many refugees suffer from post -traumatic stress, in the United States there are few organizations that integrate mental health assessment and therapy into the resettlement process. Emilie and Bour’s story has been documented by a caseworker and then filed away, in an envelope marked as confidential.

The State Department is responsible for overseas processing of refugees. Generally, it arranges for an ‘overseas processing entity’ (OPE) to conduct interviews and to prepare cases for submission. Once the refugees are admitted into the country, they are allocated to a resettlement organization like IRC to handle their case and provide support for the first months. The organization is required to offer cultural orientation. When CO was first developed in the 1980s refugees were given a six-month period of language and cultural orientation training, now they receive a very brief, intensive cultural orientation, ranging in length from 1 to 5 days.

To become culturally oriented Emilie and Bour have relied mostly on family, their niece and occasional visiting family who have settled in Canada. Emilie, unable to read the subway maps and signs is afraid to travel around the city alone. With Bour frequently at his physical therapy, Emilie spends most of her time at home. The apartment always smells of cooking; lamb stew, or baked fish to accompany traditionally cooked rice or grain. Emilie, a natural host, finds delight in times when a visitor will stay for a meal, so that she may feel as though she is bringing sustenance to others in a way that is familiar and natural to her.

Both Bour and Emilie, without work, find a great deal of time to reflect on their life together, and a past that seems so distant. Recently Bour has been taking time to engage in the writing of his life story. He writes his story by hand, in French, to be translated by his brother (who is not of blood, but called a brother nonetheless) who also lives in the city. Three of Bour’s children have settled in French speaking Montreal. His other children and first wife still continue the family name in Chad. Bour was born unto a prestigious village leader who had nine wives; with Bour’s mother alone his father had eight children, and in all he had 37 children. Bour only took two wives, maintaining the tradition; he had six children with his first wife, and only one with Emilie – their son who was killed. Emilie has not seen any of her family since leaving Chad. She speaks to her mother on the phone from time to time; Her mother is 62. She was only 15 when she had Emilie, her firstborn. Emilie would like to find a job in New York so that she can send more money to her mother and family – She dreams of bringing her younger brother here, so that he could work too. She will probably never see her mother again, because as she said, ‘You cannot go back to a country from which you have already been saved. It would be dangerous, and we cannot sabotage our life here.’

Emilie is a devout Christian. When she married Bour she converted from her Protestant upbringing to Catholicism. She prays each day, the family prays together before meals, and sometimes she fasts – to consecrate needs for the family, for health or for the child that she yearns for. With Bour gone so often at the hospital, and little family near by, Emilie has a great deal of time to consider their life – and very little outlet for processing her thoughts. Some nights she doesn’t sleep at all, others, she sleeps for too long. She wants to become integrated, to find a job, to learn English. Yet, life presents continuous set backs and trials. Next week Emilie will undergo a minor surgery to remove uterine fibroids. Fibroids are the most common non-cancerous tumor of the reproductive tract. Merck’s online medical library states that ‘They occur in one fourth of white women and one half of black women.’ Emilie confirmed that they are extremely common among women in Chad, for reasons unknown. The operation affirms that her body can no longer reproduce.

On a recent spring day Emilie had a picnic in Central Park. The park was alive with people running, professionals walking, lovers loving, children playing. Sitting on a grassy knoll, Emilie was dressed in a traditional, tailored skirt and shirt in bright fabrics of red and green. She looked out at the baseball field and fondly remembered the Mets game that she and Bour went to on an IRC outing, when they first arrived. She noticed all the different kinds of people, making comments about their style, admiring the vibrancy of a few Indian women in their saris. Se watches a long line of NYPD vehicles pass, surveying the park from the tarmac road. Emilie is smiling, saying that the sun and heat reminds her of Africa.
‘I love New York.’ Emilie says with conviction, ‘It’s wonderful because no one is going to take it away from you. Rebels aren’t going to come and steal away your life or livelihood. You can live however you want.’

Freedom and Education

...Without freedom they (the oppressed and oppressor) cannot exist authentically...
Paolo Freire

"A person's freedom of learning is part of his freedom of though, even more basic than his freedom of speech."
John Holt

"Let childhood ripen in chidren...let the germ of his character reveal itself freely."

Man is Free but is everywhere in chains."
Rousseau




Freedom in Education is as urgent as the idea of 'development as freedom,' for without self liberation how can we reflect and then create transformation and action in the world? The above illustration is from the cover of a book about the educational models of Paolo Freire, who is famous for his 'Pedagogy of the Oppressed.' His main ideas are focused around the practice of:

conscientização: learning to perceive social, political, and economic contradictions and to take action agains the oppressive elements of reality...


reflection,
action,
transformation,

humanization


Freire seeks to awaken the people unto themselves, using dialogue and reflection about the state of society and injustice. Furthermore, working to self-liberate and transform dynamics of oppression.


"Those who authentically commit themselves to the people must re-examine themselves constantly." -Freire, Pedagogy of the Oppressed


Freire's liberation of learning is in dissent to the industrialization approach to education. During the era of industrialization schools began to emulate the supply and demand approach to labor. There was a need for factory workers and so children were trained to be disciplined, to repeat back, and to copy. Rote learning and the structure of standardized testing are indicators of this archaic dynamic in classrooms today. Freire spoke out against oppression, especially of rural, local populations in Brazil. The change which this pedagogue was conjuring was a dialectic that stems from the people themselves. Community circles of sharing were an important way to learn the needs and wants of the village through the use of embodied speech, rather than empty word.
This calls for leaders to step forth and become actors in intercommunication.

Therefore, no change is prescriptive. What works for one group of people in schools, or learning, may not work for another group of people at another time and place.



"The starting point for organizing the program content of political action must be a present, existential, concrete situation reflecting the aspirations of the people
."


In terms of education and development this issue of place-based initiative is of paramount importance. All too often western ideals of education are applied haphazardly to other nations around the world, while they are often incongruous to the culture of the place and people. Freire's notion of pedagogy is still revolutionary and inspires many to become masters of their own thinking.

Friday

Ken Robinson says schools kill creativity | Video on TED.com


This video is one of my personal favorites on TED - Ted, in case you don't know it, is a nonprofit devoted to the spread of good ideas in Technology, Entertainment and Design. They have an annual conference in California, as well as events and talks worldwide. On their website you can access amazing talks from all different kinds of thinkers, and speakers. Every talk is 20 minutes. You can see Jane Goodall's TED talk by clicking on the link at then end of that post below.

Robinson's speculation hails apon Howard Gardner's approach to the notion of 'Multiple Intelligences.' Garnder's Multiple intelligences has immense educational implications because the student's success in school is greatly affected by the ways that the individual's strengths are either explored and nurtured or contained. Garnder focuses on the goal of education geared towards understanding and the student's direct involvement in the learning process. The empowerment of the student to engage meaningfully in their own learning is the schools most essential task. This is increasingly placed on the back burner as standardized testing and assessment take precedence in classrooms. Testing does not take human development into consideration, nor is it contextualized to culture. And the fact that tests are being standardized and applied to different cultures around the world, as a benchmark for intelligence is careless because definitions of intelligence are clearly shaped by time, place and culture.


Girls recall the day's lesson, via 'rote learning' after school in a sand-floored classroom. Keta Peninsula, Ghana, 2009


Are schools using varied methods of production, perception and reflection? Is the process being assessed, or merely the results in standardized form? How can youth be empowered to access and activate their own styles of learning, their individual talents?
These questions are not only for students in their youth, but for all of us who have been marked by the limited western notion of intelligence. Individually, am I actualizing my strengths, in the light of my specific community? Learning and the empowerment of individual capabilities is a lifelong process.

One particular tool that Gardner suggests is the time-honored tradition of apprenticeship. This relationship not only allows an experiential process to help guide and distinguish the student in their individual talents, but also offers the possibility of empowerment. Also, the mentor or master is able to witness the student in their approach and growth. The student's strengths should become the map for their educational development and learning style.

Wednesday

Development as Freedom

The remarkable economist Amartya Sen is known as the 'Mother Theresa of economics' for his innovative work in the field of development. His theories of social and economic welfare go well beyond the standard ideas of what it means to be 'developed.' Rather than seeing development as an end (i.e. GDP, industrialization), he sees it as a means to expand substantive freedoms. In his book, 'Development as Freedom' Sen describes development as the process of expanding the real human freedoms people can enjoy. I really like this approach.

What is individual freedom?
Sen sees freedom as achievement. What people can positively achieve is influenced by economic opportunities, political liberties, social powers, and the enabling conditions of good health, basic education and the encouragement and cultivation of initiatives.

What are some forms of unfreedom?
Famine, lack of water, healthcare, unnecessary morbidity, gender inequality...to name just a few.


The problem with the notion of development, and even the code of the 'Declaration on Human Rights' is that it often requires the adoption of western values.

"People need to be actively involved -
given the opportunity to shape their own destiny,
not just passive recipients of cunning development programs."
-Amartya Sen, Development as Freedom

It makes sense then that most people who are living in poverty often describe their situation or life as, 'without choice, without a voice, 'on the outside,' I use these words after having read the World Banks series of books called 'Voices of the Poor' which contain the stories and views of the people who are actually living in poverty.

Poverty is like living in jail, living under bondage, waiting to be free.
— a young woman in Jamaica

This is why grassroots and community initiatives are usually more effective than ones applied from the outside or from western models. Because the people who are living it know the needs and wants of the community. And perhaps one group of people places more importance on a community ritual or feast rather than on independent financial gain. This would make them happier, thus more able to make individual decisions, act upon those decisions and then thrive, perhaps even economically. It takes a re-imagining of our ideas of development. Let us even trace back to the Aristotelian notion of eudaimonia; εὐδαιμονία which means happiness, or flourishing. -Eu- means a general state of well being, and -daimon is the spirit that lives within or about you. Thus, eudiamonia means a deep connection to self within the world, or living in accordance with yourself in order to flourish. Therefore, development and human flourishing very much depends on the culture, needs and talents of the individual, and their participation in the world.


Happy young woman in the market, Kumasi, Ghana, 2009

The approach should vary case by case.

With all this in mind, I am more skeptical about development initiatives and even many volunteer programs today. I don't think that should stop us from engaging in development strategies, because many do benefit from these aims. However, I think we are still suffering from an ethno-centric development model - not one based on individual freedoms. In general I believe that the leaders and administrators of the world do
too much talking and not enough listening.
On this return to Tanzania I want to close my mouth and use my eyes, and ears in order to better understand that which I will encounter.
More importantly, I want to be given more opportunities to amplify the voices and stories of those who are not often heard.


Roots and Shoots


Jane Goodall is one of the most inspiring and dedicated woman of our time. She was just like any other girl whose mother told her 'you can do whatever you set your mind to.' Except, when Jane was 22 and had the opportunity to go to Kenya - she seized it. Her energy and passion towards animals led her to assist Louis Leakey, the famed archaeologist and paleontologist. It was he that asked her to take on the study of a group of chimpanzees in western Tanzania. This area is now Gombe Stream National Park, a world renowned haven for chimpanzees and home to the Jane Goodall Institute.

However much Goodall would like to be out in the forest each day - she travels 300 days a year, giving talks in schools and conferences about the critical nature of our era. Jane usually greets her audience in chimpanzee, and always travels with a stuffed chimp called Mr. H, her gentle, yet determined nature makes her one of the most inspirational and eloquent speakers I have ever seen. I had the great fortune of seeing her speak during the fall of my senior year of high school. I remember that I went alone, not quite knowing what I was in for. Within the short talk she had convinced me of the great importance of my role here, and she gave place to the energy of my youth, which somehow felt stifled by my little high school existence.


"Every individual counts.
Every individual has a role to play.
Every individual makes a difference."

It was this talk that validated my thirst to do something different after high school. Having such an ordinary, plain Jane woman of such immense humanity and nobility stand before a disquieted teenager offered a great deal of hope. I promptly began searching for the right organization to volunteer with and read a few of her books, I recommend "A Reason for Hope."


The Jane Goodall institute has been working on the Roots and Shoots program since the early 1990s. The work is primarily with schools, working with teachers on how to incorporate notions of conservation in the classroom.

"The global Roots & Shoots program is about empowering young people to take action through service projects—creating positive change for people, animals and the environment."

The program emphasizes the role of the student, their thoughts, ideas and hopes as well as using experiential learning to engage the learner. Instead of teaching about fish, teachers can take students to fish markets where they can engage with the topic with all their senses. Then they can talk about different breeds, their origins, life cycles and most importantly, how to conserve their species and environment. Youth's connection and awareness surrounding food is used by many progressive educators as a compelling way to teach responsibility and interconnectedness. Goodall's recent books have been focused on mindful living and eating - "Harvest for Hope" is just one of the titles.


Monday

International Women's Day 2010

First, read Kristoff's NY Time's article about Three Steps to Advance the World's Women.

"It is impossible to realize our goals while discriminating against half the human race.
As study after study has taught us, there is no tool for development more
effective than the empowerment of women."


-Kofi Annan, Then UN Secretary-General, 2006.




Photo by Rebecca Thom
, Togo, 2009
This woman was carrying the stool in her hands, the boiled eggs upon her crown and her babe on her back.


Here are just a few of the efforts toward female emancipation and empowerment:
  • CAMFED- Campaign for Female Education supports schooling for girls in Africa
  • Women's Refugee Commission is linked to the International Rescue Committee and focuses on refugee women and children.
  • Pro Mujer supports women in Latin America through microfinance and business training.
  • International Women's Health Cohilition is based in NY and has been at the forefront of the struggle for reproductive health rights around the globe. They accept interns.
  • Girls Helping Girls was founded by a fifteen year old California girl, Sejal Hathi. It builds relationships across continents and supports education and health programs in fifteen countries.


Friday

African Proverb


It takes a village to raise a child.

'Women hold up half the sky' -Chinese Proverb





"Reasonable People adapt themselves to the world.

Unreasonable people attempt to adapt the world to themselves.
All progress therefore, depends on unreasonable people."

-George Bernard Shaw quote from 'Half the Sky'







I highly recommend the book, 'Half the Sky.' Kristof and WuDunn have been writing and engaging with development and international relations for the last 25 years. The book offers vignettes into the oppression, transformation and courage of women worldwide.

'In the nineteenth century, the central moral challenge was slavery. In the twentieth century, it was the battle against totalitarianism. We believe that in this century the paramount moral challenge will be the struggle for gender equality in the developing world (excerpt from Introduction).

Through the stories we are helped to understand that the key to economic and human progress today "lies in unleashing women's potential."

The more I uncover about development and progress the clearer it becomes that real change usually begins on the ground. Being exposed to the reality of our world today can begin with reading a book like Kristof and WuDunns, or through travel and communication with different kinds of people. It is not through pouring foreign money into developing nations, but through understanding and fighting against modern forms of slavery and inequality that impede individuals from flourishing. Freedom is development. And no matter what any skeptic says, this book illustrates that great change can start with the efforts of just one person.

Swahili Proverb


Elimu maisha si vitabu.



(Image by Rebecca Thom, Grandmother in Togo, 2009)


Education is Life, not books.