The world at our fingertips

The children of immigrants make up 20% of all youth in the U.S. These children become interlocutors, speaking the mother tongue at home and navigating the way in the new language and culture for their families. Many immigrants and children of immigrants experience what is called 'dual-consciousness,' or viewing the world with binary lens. As bilingual education is still on the margins of acceptance in the U.S., many children only have the opportunity to speak and learn their mother tongue at home. Most educative experiences for bilinguals do not promote balanced knowledge of two languages, but rather emphasize English at the expense of the native language.For this reason America, the melting-pot, has also been referred to as the cemetery for languages.



Yet with over 300 languages spoken in America the notion of literacy becomes one of culture, as well as multilingualism. It is interesting that parents and teachers alike are recognizing the importance of learning a second language, almost before bilingual or 'mother tongue' education has taken root in our country. In some New York schools Chinese is taking precedence over Spanish. Illustrating how we no longer live by the confines of borders, but by the ebb and flow of global order.

Learning a foreign language has actually never been so accessible. Especially outside of the classroom, in the limitless world of the web. You can read the news in one of 32 languages or do language learning on BBC, get online translations, skype, watch films - and today I discovered a library of children's books at the 'International Children's Digital Library' where you can read and look at thousands of books from around the world. Some of the books are bilingual, which can give the reader a vignette not only into the language, but also the related culture. As a book-lover and proponent of utilizing technology I am beholden by the site and its vision.

Have you heard of the Sapir-Whorf Hypothesis?

It is the belief that language is relative, both structuring and patterning our ways of thinking and acting. This would make the learning of language an important part of understanding other cultures and vs versa.

* All images are from books available to read online at http://en.childrenslibrary.org/

Unschooling

Image from Cyfernet.org

"What children need is not new and better curricula but access to more and more of the real world; plenty of time and space to think over their experiences, and to use fantasy and play to make meaning out of them; and advice, road maps, guidebooks, to make it easier for them to get where they want to go (not where we think they ought to go), and to find out what they want to find out."

~John Holt~ Teach Your Own

As the world is rapidly changing and schools lag behind, many parents are taking their children's education into their own hands. This morning in the New York Times Parenting blog, Chandra Hoffman describes her choice to home school her eight year old son this year. Her personal decision mostly comes down to her want to actually connect with her beaming, bright and cheeky son, rather than constantly falling into the role of nagging parent. Other parents feel strongly that the school, as an institution, has a damaging effect on children. And frankly, most schools are not preparing students for the world they live in. I believe that much of this has to do with the exacerbated American trend of our last two presidencies, standardized testing.

The emphasis on testing, overcrowded classrooms and poor results makes it difficult for teachers to bring life to their curricula - they are too busy trying to 'pass the test' themselves. The most tragic proof that we are not getting it right in schools is this;

"When student's are asked today to finish the question, school is ________, the word they most often use is boring. (Suarez-Orozco, Learning in the Global Era: International Perspectives on the New Millenium)"

This is because we are still using methods of educating that represent the factories of the industrial age - They even resemble factories and most employ rote methods of teaching and learning. But memorization of fact becomes obsolete very quickly in our era. If we want students to thrive, to pass the test, they need to be engaged with the world as they know it - the world as it is today.

The great progressive educator, John Dewey said, 'Education is life.' He is the modern father of experiential education; He believed that student's need to be empowered in their individual learning experience as well as active participants, preparing them to become effective members of a democratic society. Dewey argued that a one way, authoritarian style of teaching will not give students the preparation they need. It will require direct 'educational experiences that enable them to become valued, equal and responsible members of society.'


I argue that this requires more contact with the world, the invitation to use their hands, to do it themselves, and to develop artistry in communication with fellow human beings. Does this require 'Unschooling'? No, I don't think so. But, there is increasing evidence that mentor-style relationships are an important resource for the amelioration of learning in today's world.

Addressing religious pluralism in schools

Are public schools the proper place to consider religion? Although we might agree that religion needs further discussion, a reader and former teacher rightly questioned how this might happen.

How can we engage in religious studies when so many students struggle with basics like simply reading? she asked. What religions would we choose to teach? These are utterly valid and common questions from teachers, parents, and pedagogues, including myself.

It takes me back to the memory of sitting in a classroom on September 11th of 2001. It was the first time that my predominantly white, suburban, privileged class had ever engaged in such riveting dialogue. Because we were forced to wake up. Those atrocious acts of religious fundamentalism 'changed the geopolitical-religious landscape forever (Robert J. Nash).' Suddenly, youth and adults alike were compelled to further question 'Why? why had this happened? And 'what do Muslims really believe?' and 'What is the difference between Shiite and Sunni? These events and the continuing war on terrorism around the world makes it clear that we are now forced to reexamine the core of what we teach in schools in order to make students more globally aware.

I return to Professor Robert J. Nash, who teaches religious pluralism at the University level, who writes, "...Much of what we in the United States believe to be moral - or immoral - is largely a legacy of the Judeo-Christian heritage, as well as of the European Enlightenment." And this is visible today. Let's go to the Texas school board this summer, for a frightening example of how religion in schools can go wrong. Allow me to introduce Cynthia Dunbar, who is part of a coalition of Christian evangelicals who have taken over the Texas School board.

Dunbar and her education board is on the brink of changing what kids in Texas learn. She said;

"We are fighting for our children's education and our nation's future. In Texas we have certain statutory obligations to promote patriotism and to promote the free enterprise system. There seems to have been a move away from a patriotic ideology. There seems to be a denial that this was a nation founded under God. We had to go back and make some corrections."

Some of these corrections drop references to the slave trade, while highlighting the considerable efforts of Confederates and sidelining Thomas Jefferson. This is when religion in schools gets scary. Unfortunately, Texas also has a great influence on text book production because they buy so many. So, if Dunbar is so close to changing history with the strength of her Conservative Christian cohorts, then the rest of us should be able to make some more liberal minded adjustments too?

I don't believe the important dialogue that is needed will come from text books, or policy change, although that would be helpful. It will come from teachers willingness to engage in the subject. It will come from the integration of religion into other core subjects, such as global studies or literature. Hindi and Arabic texts were never in my school curriculum, but are immensely rich. It will come from reading the daily news and then discussing fact. I'm talking religious literacy. Like, what is Jihad? Perhaps this kind of sensitive exploration can only commence in Secondary School, though I would imagine that the younger the children, the more open they are to speak and listen without fear or dogma. Teachers are masters at speaking with a voice that holds no bias, thus, discussion about religions can be carried forth in casual, factual dialogue.

Nash, in his exploration of religious pluralism often begins by raising the Hindu insight that although religious truth may indeed be one, there are an infinite number of ways to reach, interpret, and practice that truth. Rig Veda, the oldest and most sacred Hindu text puts it this way:

"Ekam sat vipraha bahudha vadanti"

or Truth is one, but the wise call it by many Names" (Rig Veda 1.46.46).

The only way youth will begin to operate with that mind set is when we are free and capable of discussing religion. The best time to do this is when it is relevant; either on the news, or on the day of some religious holiday or ritual. When children see people walking around their city with ash smeared on their foreheads, they should be able to have a discussion in school about its significance. We need our children to be literate for the world they are entering. I am no authority on the subject, or its manifestation in schools, but I am a strong believer in educating citizens for global awareness.

Ramadan

'Ramadan Kareem'

Ramadan is Generous (greeting)

Today marks the first day of Ramadan, 2010. More than 1 billion Muslims around the world begin their holy month of spiritual purification through fasting, self sacrifice and prayer. According to Islamic tradition, the month of Ramadan represents the time when Allah revealed the Qu'ran to the Prophet Mohammad. During this month people over 12 years old fast from sunrise to sunset. The meal before sunrise is called sahur, and the breaking of the fast is named iftar. Travelers, the ill, and menstruating women usually do not fast.

The Arabic word الامتناع for fasting literally means to refrain, not only from food and drink but also from all physical desire, profane language, and gossiping. It is an overall awareness of the body and a complete Surrendering of the soul. It is an important time to reevaluate ones convictions and deeds. It is time to forgive and be forgiven, to mend and nurture relationships and refocus toward Allah, الله‎ (God.)

"The act of fasting is said to redirect the heart away from worldly activities, its purpose being to cleanse the inner soul and free it from harm. It also allows Muslims to practice self-discipline, self-control, sacrifice, and empathy for those who are less fortunate; thus encouraging actions of generosity and charity." -Zakat

This year, as with most there is uncertainty about the exact starting day of the fast. It depends on the moon. The Ramadan moon looks like this;

A waxing crescent at about 3%. The month of fasting will commence Wednesday, August 11th and end with a three day festival called Eid ul fitr on September 9th. Based on sightability of the moon in North America, some say the fasting will begin and end a day later.

Even if we don't live in a Muslim country, or hold the same beliefs as the billion people who embark on purification today - it is good to recognize practice of purification, as with other sacred customs around the world. Islam may be the most misconceived religion of our time, especially illustrated by fanatic acts. But truly Islam means Submission to God, and that in and of itself is a peaceful conduct.

Although I live in a Secular Nation, I do believe that in a world of such great and ever developing pluralism - We should be teaching religion in schools. Dialogue is needed, understanding is needed in order to prepare students for a life characterized by diversity and hybridization. This is not about promoting one religion over another, but engaging in a comparative consideration of all major religions. It is an essential base for understanding history and current global happenings.

What is Global Competence anyway?

Today I am loving the Asia Society's 'education and learning' stockpile. Asia society has created efforts across domains to form the Partnership for Global Learning. It is an innovative educational movement.

"As a membership network, its purpose is to provide leadership and structure to move international education from the margins to the mainstream by connecting policy and practice to prepare American students to excel in an interconnected world."

The interconnected programs and schools are pushing boundaries in order to advance global competence in youth. So, what exactly is global competence? Broken down, it works like this....

Investigate the world

Children are naturally curious. A Montessori school toy.

Students investigate the world beyond their immediate environment.

This means they are able to Generate and explain the significance of locally, regionally or globally focused researchable questions.

Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages.

Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems.

Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.

Recognize Perspectives

Image from Pieterse's 'Globalization and Culture'

Students recognize their own and others’ perspective.

Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective.

Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives.

Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena.

Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.

Communicate Ideas 传达想法

deel Ideeën mee

communiquez les idées

Teilen Sie Ideen mit

Επικοινωνήστε τις ιδέες

Comunichi le idee

考えを伝えなさい

아이디어를 전하십시오

Comunique idéias

Связывайте идеи

Comunique las ideas
Kuwasiliana wawazo
لإيصال الأفكار

Students communicate their ideas effectively with diverse audiences.

Recognize that diverse audiences may perceive different meanings from the same information.

Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences.

Explain how effective communication impacts understanding and collaboration in an interdependent world.

Select and effectively use appropriate technology and media to communicate with diverse audiences.

Take ACTION

Image from Change.org on Social Entrepeneurship

Students translate their ideas and findings into appropriate actions to improve conditions.

Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally.

Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference.

Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.

Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

*all of this information came from Asia society, 'What is Global Competence'

Pay Attention

Unveiling Humanity: Sebastio Salgado

Refugee in Mali, 1986

A Community above Chimborazo, Ecuador 1982

Mali, 1986

Korem Camp, Ethiopia, 1985

Ethiopia 1984

'All that is solid melts into Air'

"Constant revolutionizing of production, uninterrupted disturbance of all social relations, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier times. All fixed fast-frozen relationships, with their train of venerable ideas and opinions, are swept away, all new formed ones become obsolete before they can ossify. All that is solid melts into air, all that is holy is profaned, and men at last are forced to face with sober senses the real conditions of their lives and their relations with their fellow men."

- Marx, Engels, The Communist Manifesto

Gutter being dug and filled with concrete, Kigoma, Tanzania, 2010. Par Moi.

When I boarded the small Air Tanzania flight to Kigoma I found my seat in the back of the plane, next to a Chinese man. The seats behind us and before us were also filled with Chinese men in their 40s. None of them spoke Swahili and the man next to me spoke very little English. I was able to uncover that he had been living in Dar es Salaam for ten years. He doesn't like it. He travels back and forth to Tabora in the middle of the country, where he buys a particular hard wood, which he then sells to China for fine-furniture production.

There have been Chinese in Tanzania as early as 1891. With waves of migration to Zanzibar in the 1930s, workers sent by the government in the 60s and 70s and continued interest from private entrepreneurs and traders who began doing business there in the early 90s. Since the era of Julius Nyerere there has been a bilateral relation between the two Nations. In 1965, China and Tanzania signed "The Treaty of Friendship between the People's Republic of China and the United Republic of Tanzania", as well as many other agreements on bilateral co-operation in the fields of economy, trade, culture and health. Nyerere, like other Nationalist leaders across the continent, looked to China as an example, as quoted in Donald Robinson's 'The Hundred Most Important People in the world Today, he said,

"You don't have to be a Communist to see that China has a lot to teach us in development. The fact that they have a different political system than ours has nothing to do with it." (New York, 1970)

That was one era of the relationship between Tanzania and China. Back then it was seemingly linked more with ideology and the Chinese government. Now, it is more of a relationship between Tanzanian government and Chinese corporations. China needs Tanzania's raw resources. Does Tanzania need China? The reply is undoubtedly divided between government, the corrupt and individuals who are called to work under the Chinese business thrall. It is both an interesting and imperative relationship to examine. Is it a mutually beneficial relationship, or neocolonialism? We don't want to reflect upon this era with remorse.

"The bourgeoisie has resolved all personal honor and dignity as idyllic into exchange-value; and in place of all the freedoms that men have fought for, it has put one unprincipled freedom - Free Trade." (The Communist Manifesto)

Mythological imagery by Nick Brandt

Nick Brandt has been taking photographs in East Africa since 2000. His method is to use medium format film, and to get as close to the animal as possible - he doesn't use telephoto lens in order to see the animal in the expanse of its environment.

East Africa's bush is an iconic and magical world, and represents a kind of wild that most children will not know in their lifetime. I propose the use of photography, especially such riveting and romantic images as these, to grasp the attention of students. Free-writing about these unique images and then further studying the greater, more tragic accounts of the animal's impending decline is a alluring way of bringing disciplines together.

Brandt writes; "They're are my elegy to a world that is steadily, tragically vanishing."

See more of his photos here.