On Mondays and Fridays, I teach at the African Cultural Research Education Foundation or ACREF for short. ACREF was founded by a religious organization and picks orphans up off of the streets who have no choice but to support themselves. The school is not recognized by the government and therefore is not funded but these students whave no other opportunity for education elsewhere. The director of the school is a headteacher at a primary school and donates half of his salary to ACREF and uses the remainder to sustain himself. Half of the teaching staff there are volunteers who teach part time at ACREF and work full time to sustain themselves. All of the students at ACREF are incredibly grateful for the opportunity to learn but that doesn't mean that they don't encounter challenges. The students raise themselves and must pay for all of their expenses including rent and food because they no longer have parents. Most of their parents have passed because of complications related to HIV/AIDS. These students sometimes have to choose work over school to afford the basic necessities and all of the students have gaps between their Class 8 education (Grade 8) and beginning Form 1 (Grade 9) at ACREF. However these students are far from the uneducated like you might assume.
If I could use one world to describe kids, I would use the word unafraid. When your a kid- you'll do anything: eat a bug, skate without fear of falling down, try that one roller coaster you shouldn't but do anyway and most of all kids are unafraid to ask any question without thinking and without hesitation.
I allowed the students to ask me questions to get to know me and I asked the students questions to get to know them. I was asked in all of my classes (form 1, 2, 3; Grade 9, 10, 11) how old I was to which I responded, 'old enough to be your teacher' which garnered a good laugh and a strong command of respect from the students. But this wasn't the question that made me speechless. A form three (Grade 11) student asked, 'Is this classroom environment conducive to successful learning?'
The setting of the school is right smack dab in the middle of a slum, worse than the one that I live in. The school is located next to a construction site that offers valuable work to vulnerable workers and the average temperature of the tin shack they call a class room is 45 degrees Celsius. Students have no desks, instead they site on plastic lawn chairs on gravel floors. Learning can take place anywhere - but lets get real: this is not an environment conducive to successful learning.
What is a teacher to do? I was asked a question; I had to answer. My pause let another student ask two very jabbing questions, 'Is a Canadian Classroom better? Is the blackboard big enough for you?' The students obviously knew the answer to all of the questions they asked. They understand that the Canadian classroom offers more picturesque scenes and a better quality education. There teenagers - they aren't stupid. But I still owed them an answer.
I said, 'I can't give you an answer to the question, you have to figure out the answer for yourself. If you believe this isn't a conducive learning environment then I think it is your responsibility to become as educated as possible and fight like hell to change it.'
In many ways, the answer was a non-starter but I think it was the closest to honesty that I could come to taking their livelihoods into consideration. I am proud of the student asking me the tough questions because this is what needs to happen in order for progressive action to take place. Students need to take hold of the power and be assisted in doing so.
Why does Caning continue to take place even though it was outlawed in 1998 in Kenya? Why are teachers not required to be qualified? Why are students forced to learn in environments that the wild dogs won't even go into? Why do students still not have equal access to a quality education?
A student stood up for their basic right to education; a right so many students take for granted. It is shameful to think that more students need to adopt this exact attitude. Luckily, on my journey so far; I have met so many vibrant children unafraid to ask the tough questions and relentless enough to demand the honest answers. I hope I gave them the honesty they rightfully deserve.
The Premise...
- Sebastien
- Kitchener, ON, Canada
- After completing a 3-month intensive placement in Nairobi, Kenya teaching grades 5-11 in 2011 and completing a post-grad degree in Education in 2012; Sebastien (Me!) is embarking on a new exciting challenge #teachingawesome ... The Journey begins soon!
5.31.2011
5.28.2011
Pardon me, I hadn't Realized I'd Won the Lottery...
Its depicted as the jackpot. You win and you win big. Famous American television shows depict what it would be like to win the lottery including Friends and Roseanne. But really, what is winning the lottery?
If anyone believes universal education exists anywhere in the world --- I'm here to tell you your sadly mistaken. When you go without money; equality in education is wiped away. Even in Western countries like Canada where primary and secondary education doesn't cost money directly per student - money is a factor. How do families afford school supplies like backpacks and pencil cases or nutritional food for breakfast to give students the strong start they need in the morning to function throughout the day? Then there is the obvious: the cost of education at the post secondary level. The largest barrier for post secondary students is the cost of higher education and the biggest challenge for students attending university or college is working. Student struggle to maintain a healthy work-school balance that allows them to do well in school academically and afford it financially.
The Education pyramid shows us that less and less people progress through the education system generally. Students have difficulty maintaining a higher education at a higher level. Its difficult to think about in the context of Canada and almost unbearable to think about in the context of the developing world.
Lets look at some of the people who are cut off from the education pyramid in Kenya:
-Those children who are malnourished: Malnourished children do not perform on par with children that are fed well and have a harder time focusing on schoolwork and performing well on tests.
-Poor performing children: To be considered to go on to secondary schooling (9-12) you must score a 430 on your primary exams to attend a national secondary school (the best government secondary school there is in Kenya) or a 400 to get into a provincial secondary school (the only real other option for students that can't afford private education). At one of the schools only one student out of a class of 92 scored a 400. The truth is this statistic holds up to most government schools in Kenya.
To go onto post-secondary education is even more difficult because you have to have the money. Only 1% of people are able to move up the pyramid and attend university. One young man I met, James was an orphan on the streets at the age of 10. James won the lottery. Not actually, but an American by the name of Tammy adopted him on her first trip to Africa 9 years ago. Because of that adoption, James was able to progress through the education pyramid and was taken off the streets and given a real home. James is now beginning his post secondary education at a good university on time in comparison to when most students begin post secondary studies.
There is a two-tier education system here. If you are in a government school in the slums, the fact is there is little chance for you to continue your education. The chances of successfully graduating and getting a good paying job are slim to none. I talked with an Education for Life worker and she said to me, 'If you get the chance to visit a well to do school or school for the rich, its just sad to see how much better off they are and how smart they are.' I look at myself and my beyond borders colleagues and the truth is that we have all won the lottery just by the system in which we grew up in. We are so fortunate to have good families, good schools and good options. You really do pay for the education system you have and there is something that is majorly unfair about that system.
Understanding the bottom line makes universal sound like an unachievable ideal. In Kenya, even where basic education is free, it doesn't guarantee quality. In Canada, even though the basic education is full of quality and free --- it doesn't mean each child has an equal chance. There is still the pressure and necessity to have the right supplies and the basic right of having food, clothing and shelter. Universal should strive to reach beyond basic costs and work towards an equal chance. Otherwise, is it truly universal? I don't think it is and I know it certainly isn't right.
If anyone believes universal education exists anywhere in the world --- I'm here to tell you your sadly mistaken. When you go without money; equality in education is wiped away. Even in Western countries like Canada where primary and secondary education doesn't cost money directly per student - money is a factor. How do families afford school supplies like backpacks and pencil cases or nutritional food for breakfast to give students the strong start they need in the morning to function throughout the day? Then there is the obvious: the cost of education at the post secondary level. The largest barrier for post secondary students is the cost of higher education and the biggest challenge for students attending university or college is working. Student struggle to maintain a healthy work-school balance that allows them to do well in school academically and afford it financially.
The Education pyramid shows us that less and less people progress through the education system generally. Students have difficulty maintaining a higher education at a higher level. Its difficult to think about in the context of Canada and almost unbearable to think about in the context of the developing world.
Lets look at some of the people who are cut off from the education pyramid in Kenya:
-Those children who are malnourished: Malnourished children do not perform on par with children that are fed well and have a harder time focusing on schoolwork and performing well on tests.
-Poor performing children: To be considered to go on to secondary schooling (9-12) you must score a 430 on your primary exams to attend a national secondary school (the best government secondary school there is in Kenya) or a 400 to get into a provincial secondary school (the only real other option for students that can't afford private education). At one of the schools only one student out of a class of 92 scored a 400. The truth is this statistic holds up to most government schools in Kenya.
To go onto post-secondary education is even more difficult because you have to have the money. Only 1% of people are able to move up the pyramid and attend university. One young man I met, James was an orphan on the streets at the age of 10. James won the lottery. Not actually, but an American by the name of Tammy adopted him on her first trip to Africa 9 years ago. Because of that adoption, James was able to progress through the education pyramid and was taken off the streets and given a real home. James is now beginning his post secondary education at a good university on time in comparison to when most students begin post secondary studies.
There is a two-tier education system here. If you are in a government school in the slums, the fact is there is little chance for you to continue your education. The chances of successfully graduating and getting a good paying job are slim to none. I talked with an Education for Life worker and she said to me, 'If you get the chance to visit a well to do school or school for the rich, its just sad to see how much better off they are and how smart they are.' I look at myself and my beyond borders colleagues and the truth is that we have all won the lottery just by the system in which we grew up in. We are so fortunate to have good families, good schools and good options. You really do pay for the education system you have and there is something that is majorly unfair about that system.
Understanding the bottom line makes universal sound like an unachievable ideal. In Kenya, even where basic education is free, it doesn't guarantee quality. In Canada, even though the basic education is full of quality and free --- it doesn't mean each child has an equal chance. There is still the pressure and necessity to have the right supplies and the basic right of having food, clothing and shelter. Universal should strive to reach beyond basic costs and work towards an equal chance. Otherwise, is it truly universal? I don't think it is and I know it certainly isn't right.
5.25.2011
Liar, Liar Pants on Fire
Learning objectives seem to be universal. No matter where you are in the world, the branch of government in charge of education always seems to measure education by the learning objectives it sets fourth. In many countries, learning the hard facts and memorizing the figures aren't the only objectives. Education is as much about social graces as it is about learning. Social graces in this sense is not becoming a lady or gentleman or learning proper etiquette; it is about character development: sharing, cooperation, mutual respect, enthusiasm for learning and obedience to name a few. I would strongly argue in Ontario, the classroom aims to promote diversity, understanding and mutual respect through the many lessons teachers plan and exectue each day. In Kenya, character development is strongly centered around obedience.
Obedience is a strong principle in the schools I visit each day. Obedience is centered around adherence to policy and discipline for wrong doing. It is more important for students to sit silently in their desks without fidgeting than it is for students to ask questions to help them comprehend the material. At the government schools, food is sometimes provided through international aid organizations. The food needs to be prepared and is prepared by paid labourers. Students are expected to cover the costs of the workers and depending on how many student attend the school, the average student will pay 300 KSH per year (this is an affordable number for those wondering). If students forget about the scheduled payment periods, they are sent home. A teacher today sent a student home because they arrived twenty minutes early instead of the usual fifty minutes early. Adherence to this policy is difficult to handle. I believe suspending children for skipping school is a bad punishment because the reality is these students are getting rewarded for bad behaviour. Adherence here is acting in much the same way. Students are not getting to learn for trivial forgetfulness.
Adherence is the easy part of obedience --- think about discipline for a minute. Caning in Kenya is illegal but teachers continue to do cane. A teacher told me, 'how else does the government expect me to manage all of them....there's too many.' Truth be told, I have yet to go to a government school with less than 45 students in a class. The highest number of students in one class was 88. I understand that it is difficult to manage that many students and one on one attention is extremely stretched but I would still hope that caning would not even be an option.
Students live in fear of their teachers. Even lifting the cane gives the students fear. This brings me to my final point- the title of this blog. Every week I do a spelling pre-test and test based on the units. This resembles what many grade school students do in Ontario each week. On the pretest, the students in the class informed me that a student was cheating. My worst nightmare had come true: I knew I had to act but how? I refuse to cane the children but I also don't want to send them to the office without knowing what the penalty would be. The students in the class started to chant, 'Mr. Red,' the name of the cane. I took the student aside while the students did quiet work and she explained to me the reason she cheated was because she was ashamed of her previous spelling test grade, a 7/11 or 77%.
Although I have no problem with this grade, it mattered to the student enough so to cheat. She started to cry for fear of what I would do to her. I decided to have her write each word of the pretest twenty times as punishment. For me, the lesson behind it was not punishment but rather to teach her that you can get better test grades by studying and working hard and you do not need to cheat. Friday's spelling test will hopefully determine if the lesson was learned.
It was an interesting situation. What struck me the most was the fear in the child's eyes. This term more than anything, I want to teach confidence. I want to show these students that the possibilities are endless. Obedience does not teach dreaming or passion and it certainly does not teach failure. I have learned all of these lessons within the confines of the classroom and life continues to teach me these lessons along with resilience and greater understanding. Some of the best teachers let me dream big and fail big but there was always a lesson behind the dreams and failures. Hopefully, my students will learn from their shared experiences and be able to build a wide range of characteristics that extend far beyond the old, tired and wore out world of obedience.
Obedience is a strong principle in the schools I visit each day. Obedience is centered around adherence to policy and discipline for wrong doing. It is more important for students to sit silently in their desks without fidgeting than it is for students to ask questions to help them comprehend the material. At the government schools, food is sometimes provided through international aid organizations. The food needs to be prepared and is prepared by paid labourers. Students are expected to cover the costs of the workers and depending on how many student attend the school, the average student will pay 300 KSH per year (this is an affordable number for those wondering). If students forget about the scheduled payment periods, they are sent home. A teacher today sent a student home because they arrived twenty minutes early instead of the usual fifty minutes early. Adherence to this policy is difficult to handle. I believe suspending children for skipping school is a bad punishment because the reality is these students are getting rewarded for bad behaviour. Adherence here is acting in much the same way. Students are not getting to learn for trivial forgetfulness.
Adherence is the easy part of obedience --- think about discipline for a minute. Caning in Kenya is illegal but teachers continue to do cane. A teacher told me, 'how else does the government expect me to manage all of them....there's too many.' Truth be told, I have yet to go to a government school with less than 45 students in a class. The highest number of students in one class was 88. I understand that it is difficult to manage that many students and one on one attention is extremely stretched but I would still hope that caning would not even be an option.
Students live in fear of their teachers. Even lifting the cane gives the students fear. This brings me to my final point- the title of this blog. Every week I do a spelling pre-test and test based on the units. This resembles what many grade school students do in Ontario each week. On the pretest, the students in the class informed me that a student was cheating. My worst nightmare had come true: I knew I had to act but how? I refuse to cane the children but I also don't want to send them to the office without knowing what the penalty would be. The students in the class started to chant, 'Mr. Red,' the name of the cane. I took the student aside while the students did quiet work and she explained to me the reason she cheated was because she was ashamed of her previous spelling test grade, a 7/11 or 77%.
Although I have no problem with this grade, it mattered to the student enough so to cheat. She started to cry for fear of what I would do to her. I decided to have her write each word of the pretest twenty times as punishment. For me, the lesson behind it was not punishment but rather to teach her that you can get better test grades by studying and working hard and you do not need to cheat. Friday's spelling test will hopefully determine if the lesson was learned.
It was an interesting situation. What struck me the most was the fear in the child's eyes. This term more than anything, I want to teach confidence. I want to show these students that the possibilities are endless. Obedience does not teach dreaming or passion and it certainly does not teach failure. I have learned all of these lessons within the confines of the classroom and life continues to teach me these lessons along with resilience and greater understanding. Some of the best teachers let me dream big and fail big but there was always a lesson behind the dreams and failures. Hopefully, my students will learn from their shared experiences and be able to build a wide range of characteristics that extend far beyond the old, tired and wore out world of obedience.
5.22.2011
The Value of Depreciation
One Canadian Dollar gets us approximately 85-90 Kenyan Shillings. This is Proof Positive on how strong the Canadian Dollar is right now. The Canadian Dollar continues to receive more money in return than the American dollar. The benefits are great: a cheaper cost of living, full meals for less than $2.00 CAD, coca-cola that costs less than water, the fact that buying clothes are cheaper than washing clothes... Sounds like a perfect world doesn't it?
I guess it is a perfect world when you have the ability to afford the basic necessities and a little extra. In Kenya, I'm viewed as someone who has more than the average person. Probably very true, but just because it is true does not mean that I am rich in terms of the Canadian Dollar in Kenya. Regardless of any of these facts. A strong dollar by any country means that the value of anything including labour, healthcare, and education are depreciated in other countries.
There are moments here when I think about the middle class. I don't even understand if these people are the middle class because they still live in slum dwellings but make more than 100 KSh (Kenyan Shillings) a day and are well educated. Just because they are able to afford a roof, clothes, food, transportation, and water does not mean they are out of the water. In many cases organizations (even Education for Life where I am posted) struggle to make bank at the end of the month. Running black is difficult and if the organization runs red then it most likely means that the employees don't get paid. Some workers will even donate their salary back to the organization so they can keep a job. These stories haunt my dreams at night because the organizations are necessary to give life skills to students in disparity but also for the workers themselves. The workers are very vulnerable to loosing their livelihoods including their home, their ability to stay nourished. Even situations that Canadians would consider minor could become a big issue. A student's stomach flu that turns into an infection can bankrupt a family because of the lack of a comprehensive health care system. These are not concerns in Canada.
Education for Life's work does not end at life skills and teacher training. EFL actually sends about 50 students to school each year. This gives students the extra boost they need to have a better life. I think these workers are brave. They have the education and experience to get jobs in other parts of the world and although difficult they could start the process to emigrate to the Western world. Instead, they choose to live and work right here in Kariobangi. If they leave, it means there's one less good person to work to make Kenya a better place tomorrow than it is today.
The dollar also depreciates tangible items. What do you need to run a school? Textbooks, work books, pencils, pens. How are these items regulated when there is no money to buy them. Students on average will share one textbook between four students. All students are entitled to exercise books but in many cases there often ragged and run down. I have great difficulty marking books because I have to try not to rip pages out or covers off. When students run out of space in these books, it is not a guarantee that they will receive a new one unless tax dollars have been allocated to that specific school.
The fronts of all government schools indicate the tax dollars allocated to that school to very precise amounts. For example, all schools post the dollar amount allocated to each student for exercise books. Depreciated items like medicine can be difficult to purchase. Conor was the first of the four of us that got sick in Kenya. He needed to get blood work done and had to get medicine. The medicine cost 500 KSh or roughly $5.00 CAD. Conor didn't even need his drug plan through the university to cover his medical costs. The fact that we all have drug plans as students is something to think about. The medicine is depreciated but it does not mean that it is affordable. Remember the average Kenyan makes less than 100 KSh a day or roughly less than $1.00 CAD a day. Getting a cut that you need cleaned and bandaged can make a family destitute here. Its unheard of in Canada.
In North American right now, economists are trying to understand and explain what the impact of a high Canadian Dollar will be in comparison to the United States of America. What does it mean for the cost of food, gas, books, magazines etc... Not to discredit the importance of these items to the average North American consumer, we must remember that a higher western dollar means a depreciated and dangerous developing dollar. How can governments, the International Monetary Fund and/or United Nations work together to make sure that developing destitution no longer means access to health care, education, a fair wage or even the cold glass to coca-cola that I take for granted.
I guess it is a perfect world when you have the ability to afford the basic necessities and a little extra. In Kenya, I'm viewed as someone who has more than the average person. Probably very true, but just because it is true does not mean that I am rich in terms of the Canadian Dollar in Kenya. Regardless of any of these facts. A strong dollar by any country means that the value of anything including labour, healthcare, and education are depreciated in other countries.
There are moments here when I think about the middle class. I don't even understand if these people are the middle class because they still live in slum dwellings but make more than 100 KSh (Kenyan Shillings) a day and are well educated. Just because they are able to afford a roof, clothes, food, transportation, and water does not mean they are out of the water. In many cases organizations (even Education for Life where I am posted) struggle to make bank at the end of the month. Running black is difficult and if the organization runs red then it most likely means that the employees don't get paid. Some workers will even donate their salary back to the organization so they can keep a job. These stories haunt my dreams at night because the organizations are necessary to give life skills to students in disparity but also for the workers themselves. The workers are very vulnerable to loosing their livelihoods including their home, their ability to stay nourished. Even situations that Canadians would consider minor could become a big issue. A student's stomach flu that turns into an infection can bankrupt a family because of the lack of a comprehensive health care system. These are not concerns in Canada.
Education for Life's work does not end at life skills and teacher training. EFL actually sends about 50 students to school each year. This gives students the extra boost they need to have a better life. I think these workers are brave. They have the education and experience to get jobs in other parts of the world and although difficult they could start the process to emigrate to the Western world. Instead, they choose to live and work right here in Kariobangi. If they leave, it means there's one less good person to work to make Kenya a better place tomorrow than it is today.
The dollar also depreciates tangible items. What do you need to run a school? Textbooks, work books, pencils, pens. How are these items regulated when there is no money to buy them. Students on average will share one textbook between four students. All students are entitled to exercise books but in many cases there often ragged and run down. I have great difficulty marking books because I have to try not to rip pages out or covers off. When students run out of space in these books, it is not a guarantee that they will receive a new one unless tax dollars have been allocated to that specific school.
The fronts of all government schools indicate the tax dollars allocated to that school to very precise amounts. For example, all schools post the dollar amount allocated to each student for exercise books. Depreciated items like medicine can be difficult to purchase. Conor was the first of the four of us that got sick in Kenya. He needed to get blood work done and had to get medicine. The medicine cost 500 KSh or roughly $5.00 CAD. Conor didn't even need his drug plan through the university to cover his medical costs. The fact that we all have drug plans as students is something to think about. The medicine is depreciated but it does not mean that it is affordable. Remember the average Kenyan makes less than 100 KSh a day or roughly less than $1.00 CAD a day. Getting a cut that you need cleaned and bandaged can make a family destitute here. Its unheard of in Canada.
In North American right now, economists are trying to understand and explain what the impact of a high Canadian Dollar will be in comparison to the United States of America. What does it mean for the cost of food, gas, books, magazines etc... Not to discredit the importance of these items to the average North American consumer, we must remember that a higher western dollar means a depreciated and dangerous developing dollar. How can governments, the International Monetary Fund and/or United Nations work together to make sure that developing destitution no longer means access to health care, education, a fair wage or even the cold glass to coca-cola that I take for granted.
5.19.2011
Gun Fire Shall Reign from the Water Bucket
So far I have focused a lot of attention on Kenya. I have wrote about my first impressions of the slum to education at large but what about the four Canadians who have been thrown into this crazy world through the Beyond Borders program? How are we surviving in this new world?
Riots or Small Disagreements:
In our predeparture seminar, Joanne gave us obvious but necessary advice - not to become involved in political demonstrations. What about football (soccer) matches? George, our site supervisor loves Gormahia; a Kenyan football (soccer) team and he invited us to attend the semi-final match in the city. After arriving in the city and getting two guardian angel sports super fans to guide us to the stadium, (even if it meant running across two lanes of heavy traffic) we arrived. After the referee refused to count Gormahia's first two goals, the fans had had enough. A group of about fifty super fans as George would call them (fanatics as Emma recalled) tried to storm the field. The police threw tear gas at the crowd and the military was rushed in too protect the other team. It looked like a mob scene. We could hear glass shattering outside the stadium and fans inside threw rocks onto the field trying to hit a wide variety of people including the police. The military was able to exit with the other team but before the team was released, we heard a steady stream of gun fire. Gun fire reigned as we sat astounded by a football match's abrupt ending. George said that Kenyans need more than teargas to stop them from an uprising and bullets certainly did the trick. What we Canadians would describe as a riot, George called a small disagreement. Who would have known that a football (soccer) match would evolve into a full blow riot with gun fire. We saw one heck of a halftime show.
On Canadian Travel Warnings:
Nairobi isn't exactly what you would call the safest place for Canadians to travel. If you look at the travel warnings page; the Canadian Government advices Canadians to not use Matatus. Matatus are the only form of public transportation in Kenya besides private taxis which bring their own risks at times. When you are living in a slum for three and a half months - you will use a matatu. A matatu carries many people (usually around 12) in old school vans. Driving in Kenya in a word is CRAZY. Its not uncommon to feel like your vehicle is tipping over or to crash your head on the inside of a roof. Matatus also fill up on gas with their passengers inside and the vehicle turned on. Dangerous? Yes. Terrifying? At first. Sometimes you can't always follow the Canadian travel warnings.
On Living with Girls:
Our living arrangements are not the same as in Canada. For example, our apartment has a door but the lock on it is a dudley lock. There is one key to share between the four of us and we can't copy the key because it is considered dangerous to do so in case someone makes an alternate copy. We all have different schedules. On Thursdays, Emma and Sam leave at 6:15am, while Conor and I get a bit of a sleep in until 7:30am. The girls locked the door behind them (which their supposed to do) and they took the key with them (which their not supposed to do) locking us inside the apartment with no way out. I've never been locked in before...
When I get home I would love to have Water:
We survived our first black out last week. I mean it only lasted a minute but it was darker than any blackout I've ever been in. For the past 24 hours we have also lived without any running water. Forget cold water, I mean any water. We don't know when it will come back on. In Canada, after a day of hard work we hope that our favourite television show is on or that the laundry is done or worry about what restaurant we're going too. Here we hope we have running water when we get home. It is a humbling feeling knowing water is a guarantee.
We are all finding our way in this world. These anecdotes are meant as a bit of comic relief for you and some entertainment. Looking back, we can laugh at these moments. The four Canadians in Kenya are getting used to life on the other side of the world.
Riots or Small Disagreements:
In our predeparture seminar, Joanne gave us obvious but necessary advice - not to become involved in political demonstrations. What about football (soccer) matches? George, our site supervisor loves Gormahia; a Kenyan football (soccer) team and he invited us to attend the semi-final match in the city. After arriving in the city and getting two guardian angel sports super fans to guide us to the stadium, (even if it meant running across two lanes of heavy traffic) we arrived. After the referee refused to count Gormahia's first two goals, the fans had had enough. A group of about fifty super fans as George would call them (fanatics as Emma recalled) tried to storm the field. The police threw tear gas at the crowd and the military was rushed in too protect the other team. It looked like a mob scene. We could hear glass shattering outside the stadium and fans inside threw rocks onto the field trying to hit a wide variety of people including the police. The military was able to exit with the other team but before the team was released, we heard a steady stream of gun fire. Gun fire reigned as we sat astounded by a football match's abrupt ending. George said that Kenyans need more than teargas to stop them from an uprising and bullets certainly did the trick. What we Canadians would describe as a riot, George called a small disagreement. Who would have known that a football (soccer) match would evolve into a full blow riot with gun fire. We saw one heck of a halftime show.
On Canadian Travel Warnings:
Nairobi isn't exactly what you would call the safest place for Canadians to travel. If you look at the travel warnings page; the Canadian Government advices Canadians to not use Matatus. Matatus are the only form of public transportation in Kenya besides private taxis which bring their own risks at times. When you are living in a slum for three and a half months - you will use a matatu. A matatu carries many people (usually around 12) in old school vans. Driving in Kenya in a word is CRAZY. Its not uncommon to feel like your vehicle is tipping over or to crash your head on the inside of a roof. Matatus also fill up on gas with their passengers inside and the vehicle turned on. Dangerous? Yes. Terrifying? At first. Sometimes you can't always follow the Canadian travel warnings.
On Living with Girls:
Our living arrangements are not the same as in Canada. For example, our apartment has a door but the lock on it is a dudley lock. There is one key to share between the four of us and we can't copy the key because it is considered dangerous to do so in case someone makes an alternate copy. We all have different schedules. On Thursdays, Emma and Sam leave at 6:15am, while Conor and I get a bit of a sleep in until 7:30am. The girls locked the door behind them (which their supposed to do) and they took the key with them (which their not supposed to do) locking us inside the apartment with no way out. I've never been locked in before...
When I get home I would love to have Water:
We survived our first black out last week. I mean it only lasted a minute but it was darker than any blackout I've ever been in. For the past 24 hours we have also lived without any running water. Forget cold water, I mean any water. We don't know when it will come back on. In Canada, after a day of hard work we hope that our favourite television show is on or that the laundry is done or worry about what restaurant we're going too. Here we hope we have running water when we get home. It is a humbling feeling knowing water is a guarantee.
We are all finding our way in this world. These anecdotes are meant as a bit of comic relief for you and some entertainment. Looking back, we can laugh at these moments. The four Canadians in Kenya are getting used to life on the other side of the world.
5.17.2011
Is Education as Easy as 1,2,3?
The Millennium Development Goals is one of the main measurements I used to study development before arriving in Kenya. Along with my other Beyond Borders classmates, we used the Millennium Development Goals knowing they were not achievable by the target dates in 2015. Yet I still put the Millennium Development Goals on a high totem pole. When arriving in Kenya, it drastically caused me to change the way I think about universal primary education.
I've been warned by multiple people including the program director and a few close professors that I would see heart shattering images and stories here but that these stories would make me a stronger more competent individual. I hope that today's lesson provides that. Education as a Millennium Development Goal aims to offer primary education to all kids in the developing world so that as students they can get the strongest start possible and learn basic primary skills. Students in Kenya learn a variety of subjects at the primary level including English, Swahili, Science, Math, Christian Religious Education, Social Studies and Physical Education.
The problem with education in Kenya is not only accessibility and sustainability but it has to do with quality. The Millennium Development Goal is focused on quantity of teaching. Making sure as many kids as possible get pushed through the system and are given a chance at free education and greater involvement of young girls in education seem to be given a high priority. I don't want to degrade how important these aims are but with a lack of focus on quality education; education can harm the pupils or students.
Who are teaching these children? In a place like Kariobangi there are absolutely no requirements to be a teacher (Remember I was offered a job the first day I was in Kenya without even asking what my qualifications were; they just looked at me as a white educated person). Some of the teachers don't have secondary education (Grade 12 in Ontario for those keeping track). There is also no formal training for teachers on how to teach. If teachers don't understand the content and have little ability to teach, students are put at a severe disadvantage.
What do teachers do in and out of the classroom? The truth cuts deep into me especially since I want to enter into what I classify as a wonderful and challenging profession. When students write compositions for their teachers (1-2 page writing assignments), the teacher assumes that all of the compositions are poorly written and will only read the first and last paragraph and mark very little. The teacher does not provide comments and gives low scores. These scores can range between 2-9 out of a possible 40 marks.
I don't want to disqualify anything I just said. Obviously not all teachers are like this here but the attitudes of teachers need a monumental shift to transform the power of education. I have been asked multiple times: How many slum schools do you teach at? Why don't you teach in the city where students are actually worth it? You beat children? These attitudes are difficult for me to comprehend. The reality is caning does happen, these are slum schools, children in government schools are at the bottom of the totem pole but these facts alone should not disqualify them all together. These kids need more hope than any other student in Kenya and this is what I am trying to provide them.
I have 54 students in my Class 5 English class. I marked all of their compositions in one night. I read each and every word and I corrected all of their mistakes to try to help them improve for the entire term. I made a friend, Tim who said a white person came to the school and really helped him improve his language skills. I hope that I can do the same and give these students some real quality education. Its important that all students get a universal education from K-12 but quantity is just as important and there are very few markers available to assess this.
At Education for Life, teacher training happens in August. I want to be actively involved in this so that hopefully I can reach many teachers and pay it forward. The answer should not be giving educated westerners teaching jobs through an external body in the developing world. I understand this but at the same time find it difficult to think of other answers when qualifications of teachers are so low in the developing world. The Class 5 English average on their first composition was 10/20. I graded on grammar, spelling, structure and content. My goal is to bring marks to 14's, 15's, and 16's. I also want to hopefully open a dialogue between teachers in the Kariobangi slum and try to start a 'support group' situation through my organization; Education for Life.
It is what it is. This doesn't mean that we don't fight like hell to change the culture.
I've been warned by multiple people including the program director and a few close professors that I would see heart shattering images and stories here but that these stories would make me a stronger more competent individual. I hope that today's lesson provides that. Education as a Millennium Development Goal aims to offer primary education to all kids in the developing world so that as students they can get the strongest start possible and learn basic primary skills. Students in Kenya learn a variety of subjects at the primary level including English, Swahili, Science, Math, Christian Religious Education, Social Studies and Physical Education.
The problem with education in Kenya is not only accessibility and sustainability but it has to do with quality. The Millennium Development Goal is focused on quantity of teaching. Making sure as many kids as possible get pushed through the system and are given a chance at free education and greater involvement of young girls in education seem to be given a high priority. I don't want to degrade how important these aims are but with a lack of focus on quality education; education can harm the pupils or students.
Who are teaching these children? In a place like Kariobangi there are absolutely no requirements to be a teacher (Remember I was offered a job the first day I was in Kenya without even asking what my qualifications were; they just looked at me as a white educated person). Some of the teachers don't have secondary education (Grade 12 in Ontario for those keeping track). There is also no formal training for teachers on how to teach. If teachers don't understand the content and have little ability to teach, students are put at a severe disadvantage.
What do teachers do in and out of the classroom? The truth cuts deep into me especially since I want to enter into what I classify as a wonderful and challenging profession. When students write compositions for their teachers (1-2 page writing assignments), the teacher assumes that all of the compositions are poorly written and will only read the first and last paragraph and mark very little. The teacher does not provide comments and gives low scores. These scores can range between 2-9 out of a possible 40 marks.
I don't want to disqualify anything I just said. Obviously not all teachers are like this here but the attitudes of teachers need a monumental shift to transform the power of education. I have been asked multiple times: How many slum schools do you teach at? Why don't you teach in the city where students are actually worth it? You beat children? These attitudes are difficult for me to comprehend. The reality is caning does happen, these are slum schools, children in government schools are at the bottom of the totem pole but these facts alone should not disqualify them all together. These kids need more hope than any other student in Kenya and this is what I am trying to provide them.
I have 54 students in my Class 5 English class. I marked all of their compositions in one night. I read each and every word and I corrected all of their mistakes to try to help them improve for the entire term. I made a friend, Tim who said a white person came to the school and really helped him improve his language skills. I hope that I can do the same and give these students some real quality education. Its important that all students get a universal education from K-12 but quantity is just as important and there are very few markers available to assess this.
At Education for Life, teacher training happens in August. I want to be actively involved in this so that hopefully I can reach many teachers and pay it forward. The answer should not be giving educated westerners teaching jobs through an external body in the developing world. I understand this but at the same time find it difficult to think of other answers when qualifications of teachers are so low in the developing world. The Class 5 English average on their first composition was 10/20. I graded on grammar, spelling, structure and content. My goal is to bring marks to 14's, 15's, and 16's. I also want to hopefully open a dialogue between teachers in the Kariobangi slum and try to start a 'support group' situation through my organization; Education for Life.
It is what it is. This doesn't mean that we don't fight like hell to change the culture.
5.15.2011
The 10 Cent Store and other Respites
"Be Better and Do Good"
-Author Unknown
The weekends are somewhat a saviour in an otherwise busy, hectic and sometimes difficult week. When you see a family of seven in a tin shack with dirt as their ground level and holes in the tin metal roof or you have to turn down another beggar because, we as students still need to pay our tuition bills or you hear another tragic family tale- it not only makes you grateful for everything you have and puts your life into perspective - it can also be harmful.
Why harmful? You learn pretty fast that life sucks. You learn even faster that there is no easy fix. Why are we so privileged? Why are kids born in the slums? Why is the gap between the rich and the poor so severe? Why can't all people have access to clean drinking water? It can be very depressing- traumatizing even. Luckily, the Beyond Borders Class of 2011 has put a lot of effort to understanding the situations we are in and Conor, Sam, Emma and I debrief each night on what our day was like, the joys and sorrows we have all encountered.
The weekend is an escape from the day to day societal troubles that we learn about in Kariobangi. Maybe you can now tell where this blog is going. Tourism. Its been a hot button topic and issue in our classes. I have tried not to share my opinion about tourism a lot because I didn't want to offer an opinion until I got to Kenya and could be more educated on the topic. I knew I wanted to be living and learning in Kenya before fully sharing my opinion on tourism, volunteering or even volun-tourism.
For the past two weekends, my Kenya pals and I have done very tourist type things. The first was a safari walk in Nairobi national park. The other was the Bomas of Kenya, a tribal dance and music show that showcases some of the traditional Kenya tribal dances. Some of you may judge and say we are not doing the work we said we are doing, others might be curious to see pictures of us petting cheetahs or watching some of our videos of the overwhelming music we heard from Kenyan tribes. Are we abusing the privileges we have by engaging in tourism? I would argue that tourism is a necessary part of long term development and tourism can benefit the tourist and country.
I think tourism is a necessary part of development work because it provides an opportunity for rest. The four of us have only done tourist type things on our time off and it has not impacted our work. When we have taken part in tourism, it has been an escape from the reality we now live in. Not that we're trying to forget about the real challenges but the escape allows us to calm down and come back Monday recharged to give our full attention to our work. Personally, I know that I will enter the classroom tomorrow morning, fully charged and ready to engage my Class Five and Seven English classes, their learning and functioning. At home, it might be escaping to a celebrity blog or reality television show to give me some entertainment in a rather serious student, extracurricular and social schedule. Tourism has allowed me time to be 'off' and not worry about how those living in the slums can overcome serious life obstacles.
The second point- tourism supports learning, cultural diversity and industry. The four of us have toured Kenya with the complete support of our site supervisor, George. George helped me better inform my opinion about tourism when I asked him what he thought the impact of tourism was on Kenya. George has no problems with tourism at large because he understands that it is the largest money generator for the Kenya government. For example, the Safari Walk I did. The money from our ticket will support rehabilitation of animals in Nairobi National park and keep wildlife reserves just the way they are without making them into parking lots.
George also supports tourism as long as real socio-cultural learning takes place. The Bomas of Kenya was a way, all Kenya students learned about traditional Kenyan tribes which many Kenyans including George and Sarafina still hold close to their hearts. I understand that the vast majority of Africans don't dress traditionally, live in grass huts or dance together but it was still fascinating to learn about the way of African life for hundreds of years before Westernization changed the way of dress, food and life. Our ticket purchases will go towards more African children learning about their own heritage in a hands on way or experiential much like the Beyond Borders program is doing to fourteen students this Spring Term.
For those wondering about the ten cent store: The ten cent store is the equivalent to our Dollarama's. Conor, Sam, Emma and I all purchased reusable plastic containers to put lunch in too take to work. When we ventured into the city, we were able to get supplies that will last us all summer long. We were not able to find these plastic containers in the variety of businesses and kijiji's (village markets) around Kariobangi so it was good to finally find these supplies in the city centre.
This summer, I am making a promise to promote tourism that allows cultural learning. I hope that you will make a pledge to promote cultural learning when you go on your summer travel plans. This week I will go back to trying to inspire students to reach their goals and achieve their dreams while living in the Kariobangi Slums. I already have met some extraordinary people at Education for Life that have reached beyond anything they thought possible and are now making the courageous decision to help students be better while living in ordinary circumstances.
-Author Unknown
The weekends are somewhat a saviour in an otherwise busy, hectic and sometimes difficult week. When you see a family of seven in a tin shack with dirt as their ground level and holes in the tin metal roof or you have to turn down another beggar because, we as students still need to pay our tuition bills or you hear another tragic family tale- it not only makes you grateful for everything you have and puts your life into perspective - it can also be harmful.
Why harmful? You learn pretty fast that life sucks. You learn even faster that there is no easy fix. Why are we so privileged? Why are kids born in the slums? Why is the gap between the rich and the poor so severe? Why can't all people have access to clean drinking water? It can be very depressing- traumatizing even. Luckily, the Beyond Borders Class of 2011 has put a lot of effort to understanding the situations we are in and Conor, Sam, Emma and I debrief each night on what our day was like, the joys and sorrows we have all encountered.
The weekend is an escape from the day to day societal troubles that we learn about in Kariobangi. Maybe you can now tell where this blog is going. Tourism. Its been a hot button topic and issue in our classes. I have tried not to share my opinion about tourism a lot because I didn't want to offer an opinion until I got to Kenya and could be more educated on the topic. I knew I wanted to be living and learning in Kenya before fully sharing my opinion on tourism, volunteering or even volun-tourism.
For the past two weekends, my Kenya pals and I have done very tourist type things. The first was a safari walk in Nairobi national park. The other was the Bomas of Kenya, a tribal dance and music show that showcases some of the traditional Kenya tribal dances. Some of you may judge and say we are not doing the work we said we are doing, others might be curious to see pictures of us petting cheetahs or watching some of our videos of the overwhelming music we heard from Kenyan tribes. Are we abusing the privileges we have by engaging in tourism? I would argue that tourism is a necessary part of long term development and tourism can benefit the tourist and country.
I think tourism is a necessary part of development work because it provides an opportunity for rest. The four of us have only done tourist type things on our time off and it has not impacted our work. When we have taken part in tourism, it has been an escape from the reality we now live in. Not that we're trying to forget about the real challenges but the escape allows us to calm down and come back Monday recharged to give our full attention to our work. Personally, I know that I will enter the classroom tomorrow morning, fully charged and ready to engage my Class Five and Seven English classes, their learning and functioning. At home, it might be escaping to a celebrity blog or reality television show to give me some entertainment in a rather serious student, extracurricular and social schedule. Tourism has allowed me time to be 'off' and not worry about how those living in the slums can overcome serious life obstacles.
The second point- tourism supports learning, cultural diversity and industry. The four of us have toured Kenya with the complete support of our site supervisor, George. George helped me better inform my opinion about tourism when I asked him what he thought the impact of tourism was on Kenya. George has no problems with tourism at large because he understands that it is the largest money generator for the Kenya government. For example, the Safari Walk I did. The money from our ticket will support rehabilitation of animals in Nairobi National park and keep wildlife reserves just the way they are without making them into parking lots.
George also supports tourism as long as real socio-cultural learning takes place. The Bomas of Kenya was a way, all Kenya students learned about traditional Kenyan tribes which many Kenyans including George and Sarafina still hold close to their hearts. I understand that the vast majority of Africans don't dress traditionally, live in grass huts or dance together but it was still fascinating to learn about the way of African life for hundreds of years before Westernization changed the way of dress, food and life. Our ticket purchases will go towards more African children learning about their own heritage in a hands on way or experiential much like the Beyond Borders program is doing to fourteen students this Spring Term.
For those wondering about the ten cent store: The ten cent store is the equivalent to our Dollarama's. Conor, Sam, Emma and I all purchased reusable plastic containers to put lunch in too take to work. When we ventured into the city, we were able to get supplies that will last us all summer long. We were not able to find these plastic containers in the variety of businesses and kijiji's (village markets) around Kariobangi so it was good to finally find these supplies in the city centre.
This summer, I am making a promise to promote tourism that allows cultural learning. I hope that you will make a pledge to promote cultural learning when you go on your summer travel plans. This week I will go back to trying to inspire students to reach their goals and achieve their dreams while living in the Kariobangi Slums. I already have met some extraordinary people at Education for Life that have reached beyond anything they thought possible and are now making the courageous decision to help students be better while living in ordinary circumstances.
5.11.2011
Oranges aren't Orange in our Neighbourhood
"The Roots of Education are Bitter but the Fruits of Education are so very Sweet"
-Author Unknown
I feel like I've done it all. Not actually of course, but a lot of my Kenya firsts are coming to a close. I have been inside the classroom for the first time in a life skills session. It is interesting to know how students are engaged in very difficult discussions like HIV/AIDS or abuse. Even discussions that might seem uncomfortable in a Canadian classroom like puberty are addressed and very comfortably. I've attended a wide variety of life skill sessions including goal setting, rights and responsibilities of adolescents and the beginning of the 'sex talk.'
To begin a lot of the sessions, a song is sung. George began with the 'wheels on the bus' where Marci began with one of the students favourite, a gospel entitled 'melody.' It was beautiful to listen too but in many ways it did not underscore the real stories and heart ache some of the students go through.
When talking about choosing abstinence and safer sex, I pondered. I really wondered if it was going to help these kids or decrease any of the challenges facing the Kariobangi slum. I always knew I was an optimist but I still gave it more help. I realized that when the puberty discussion begins in grade six classrooms in Ontario and students start asking questions about sex, relationships and power- that there is no guarantee that these decisions will be taken seriously. This isn't a failure in the system but a reality. I am hopeful that life skills will help to challenge the mindset of these students and that most will take the lessons Education for Life teaches seriously. George said in his session, "It is your responsibility to take your life where you want it too be." Marci reiterated this telling the kids that we are only here to educate you, it is your responsibility in making the choices. Hopefully we will all be there every step of the way over the next three and a half months and Education for Life will be there long after we have left.
Empowerment are key in our lessons. It is our responsibility to educate the youth of today to make better choices for the world of tomorrow. The responsibility is ultimately our own. The feeling associated with responsibility is both rewarding and challenging. Rewarding because responsibility can create great power and challenging because the risks are so high.
Life skills are integrated into the Ontario Curriculum. Independent work, team building skills and initiative are all evaluated each term. Life skills are promoted in the material and how students interact with that material. Students in social studies and history learn good public speaking skills, to be confident learners and students on top of learning about the actual history that took place. In Kenya, it is much more precise. Discipline is held closely to learning and subjects can be very tough. Students who score lower than 420/500 (84%; higher than the Ontario Provincial Standard) on their primary exams are not guaranteed a spot at secondary school because there is not enough money and not enough spots.
Beyond their skill level and test scores, some of the students are at an extreme disadvantage. I met a class six male student who had been sodomized, his test score in the high 200's. I'm not even going to pretend that I have an answer to this one scenario little own having an answer to the larger system. In many ways it is devastating but I am holding onto the faith and hope to help this student improve his test scores in the time he has left. These students need to be told to reach for the stars because they can and there are many role models for them to follow like the fine, educated people who live in the slums and are working at Education for Life.
Oranges aren't orange around the world. This is something I've discovered. Oranges are green in our Kariobangi neighbourhood. It doesn't make them less worthy or any less nutritional or delicious but it makes them different. The system here isn't wrong because its different but it needs just as much or more attention because the risks are so high. The risks are so high for humanity at large. Is the system unfair? Probably. Can we change it? I hope so.
-Author Unknown
I feel like I've done it all. Not actually of course, but a lot of my Kenya firsts are coming to a close. I have been inside the classroom for the first time in a life skills session. It is interesting to know how students are engaged in very difficult discussions like HIV/AIDS or abuse. Even discussions that might seem uncomfortable in a Canadian classroom like puberty are addressed and very comfortably. I've attended a wide variety of life skill sessions including goal setting, rights and responsibilities of adolescents and the beginning of the 'sex talk.'
To begin a lot of the sessions, a song is sung. George began with the 'wheels on the bus' where Marci began with one of the students favourite, a gospel entitled 'melody.' It was beautiful to listen too but in many ways it did not underscore the real stories and heart ache some of the students go through.
When talking about choosing abstinence and safer sex, I pondered. I really wondered if it was going to help these kids or decrease any of the challenges facing the Kariobangi slum. I always knew I was an optimist but I still gave it more help. I realized that when the puberty discussion begins in grade six classrooms in Ontario and students start asking questions about sex, relationships and power- that there is no guarantee that these decisions will be taken seriously. This isn't a failure in the system but a reality. I am hopeful that life skills will help to challenge the mindset of these students and that most will take the lessons Education for Life teaches seriously. George said in his session, "It is your responsibility to take your life where you want it too be." Marci reiterated this telling the kids that we are only here to educate you, it is your responsibility in making the choices. Hopefully we will all be there every step of the way over the next three and a half months and Education for Life will be there long after we have left.
Empowerment are key in our lessons. It is our responsibility to educate the youth of today to make better choices for the world of tomorrow. The responsibility is ultimately our own. The feeling associated with responsibility is both rewarding and challenging. Rewarding because responsibility can create great power and challenging because the risks are so high.
Life skills are integrated into the Ontario Curriculum. Independent work, team building skills and initiative are all evaluated each term. Life skills are promoted in the material and how students interact with that material. Students in social studies and history learn good public speaking skills, to be confident learners and students on top of learning about the actual history that took place. In Kenya, it is much more precise. Discipline is held closely to learning and subjects can be very tough. Students who score lower than 420/500 (84%; higher than the Ontario Provincial Standard) on their primary exams are not guaranteed a spot at secondary school because there is not enough money and not enough spots.
Beyond their skill level and test scores, some of the students are at an extreme disadvantage. I met a class six male student who had been sodomized, his test score in the high 200's. I'm not even going to pretend that I have an answer to this one scenario little own having an answer to the larger system. In many ways it is devastating but I am holding onto the faith and hope to help this student improve his test scores in the time he has left. These students need to be told to reach for the stars because they can and there are many role models for them to follow like the fine, educated people who live in the slums and are working at Education for Life.
Oranges aren't orange around the world. This is something I've discovered. Oranges are green in our Kariobangi neighbourhood. It doesn't make them less worthy or any less nutritional or delicious but it makes them different. The system here isn't wrong because its different but it needs just as much or more attention because the risks are so high. The risks are so high for humanity at large. Is the system unfair? Probably. Can we change it? I hope so.
5.08.2011
Development doesn't end at 5:00
Well this is exciting! It has gotten progressively easier. Walking around has become more familiar around Kariobangi. Learning about Education for Life's work has been fascinating and has invigorated my passion for education. Its interesting that the problems facing Kariobangi are a lot like the problems facing students in Canada. However, the gaps in Kenya seem to be much wider then the gaps we experience as Canadians. Teachers do not need to be educated in order to teach in Kenya which creates classroom problems. In fact some students don't even trust their teachers. Teachers can be misinformed about issues surrounding HIV/AIDS which creates problems since students hold onto these words. Marci said to me one thing that I will hold onto forever, "when you work in development, the day doesn't end at 5:00pm. This is the same attitude that drive us as Canadians and people around the world. As long as good people like this exist in the world, I believe progressive action can be taken.
It's difficult to walk around in the neighbourhoods and see whole families live in a metal shack with no access to water. Seeing poverty invigorates me even more to ask questions like, Why can't we get rid of poverty? What is wrong with the system when we allow people to live in horrible conditions? Do we care enough?
Touring the schools was interesting. The so called 'good' schools that have real materials and real classrooms struggle just as much as the classrooms that are 90 sqft. and seat approx 25 students in them. One of the booming businesses for students is pornography - to sell it to classmates. Students are disciplined here. Not in the sense of the cane, but when told to do something they do it and are far more engaged. I think this might be because of the the extraordinary surroundings they live in.
Emma, Sam and I played with a new soccer ball with the kids in the neighbourhood. Something that cost us below $20.00 can cost up to 2000 Kenyan shillings. Bringing something we take for granted really showed us how little they have. There was eighty children that followed us after we played soccer which was a little unnerving but George had said to us that it was completely normal. Its a funny thing to be the object of attention here. I wonder often what they think of us. For example, in my pack I carry my journal, water, toilet paper and bandaids. Very little but to them its fascinating. I had a man reach for my bag but nothing came of it. I quickly avoided the situation and was able to shimmy my bag to the other shoulder. Security is not only a big thing for us, it is a difficult thing for all people. Women like Marci have to consistently be safe at all times. This includes not going out after 9:00pm. Think of the luxuries we have.
Going back and finishing on education- it is interesting. Teaching is seen as a last resort job. Teachers will blatantly tell you that they hate children and teaching. Even those that are well educated do not enjoy it. Teachers are not paid well here and do not have the benefits that some teachers around the world enjoy. Its a difficult situation because these are some of the most important jobs that will hopefully get people out of poverty and the slums. I was offered a full time teaching job at one of the schools. I'm not allowed to do this and it is currently not in the cards for me but what I will be doing in addition to teaching life skills in a variety of schools is hopefully teaching primary math skills in a primary classroom. It will be for their entire term May-July (Children here go to school year round with three week breaks).
I vow to teach to inspire for my life. My best teachers have inspired me. It is an ideal to live up to.
Until next time,
Sebastien :)
It's difficult to walk around in the neighbourhoods and see whole families live in a metal shack with no access to water. Seeing poverty invigorates me even more to ask questions like, Why can't we get rid of poverty? What is wrong with the system when we allow people to live in horrible conditions? Do we care enough?
Touring the schools was interesting. The so called 'good' schools that have real materials and real classrooms struggle just as much as the classrooms that are 90 sqft. and seat approx 25 students in them. One of the booming businesses for students is pornography - to sell it to classmates. Students are disciplined here. Not in the sense of the cane, but when told to do something they do it and are far more engaged. I think this might be because of the the extraordinary surroundings they live in.
Emma, Sam and I played with a new soccer ball with the kids in the neighbourhood. Something that cost us below $20.00 can cost up to 2000 Kenyan shillings. Bringing something we take for granted really showed us how little they have. There was eighty children that followed us after we played soccer which was a little unnerving but George had said to us that it was completely normal. Its a funny thing to be the object of attention here. I wonder often what they think of us. For example, in my pack I carry my journal, water, toilet paper and bandaids. Very little but to them its fascinating. I had a man reach for my bag but nothing came of it. I quickly avoided the situation and was able to shimmy my bag to the other shoulder. Security is not only a big thing for us, it is a difficult thing for all people. Women like Marci have to consistently be safe at all times. This includes not going out after 9:00pm. Think of the luxuries we have.
Going back and finishing on education- it is interesting. Teaching is seen as a last resort job. Teachers will blatantly tell you that they hate children and teaching. Even those that are well educated do not enjoy it. Teachers are not paid well here and do not have the benefits that some teachers around the world enjoy. Its a difficult situation because these are some of the most important jobs that will hopefully get people out of poverty and the slums. I was offered a full time teaching job at one of the schools. I'm not allowed to do this and it is currently not in the cards for me but what I will be doing in addition to teaching life skills in a variety of schools is hopefully teaching primary math skills in a primary classroom. It will be for their entire term May-July (Children here go to school year round with three week breaks).
I vow to teach to inspire for my life. My best teachers have inspired me. It is an ideal to live up to.
Until next time,
Sebastien :)
5.06.2011
Walking down the Staircase
At the beginning of this year I had three goals: to graduate, to get into teacher's college and to not die in a foreign country. Well here I am in wonderful Kenya. Its strange how life treats you once in a while. Sam, Connor, Emma and I are all living in a wonderful apartment and some of the original plans have changed. I'm pretty calm about everything that has happened since we landed. It is strange the extra things that have been added to our routine including purifying water or doing some hand washing. It was difficult to walk down the 6 flight staircase at first and see everything that Kenya offered to us. Before this, I had been waken up at 5:30am because someone in our building had decided to do laundry on the balcony. It was a little unnerving and scary to hear that much noise. Walking down the staircase, I did not know what to expect and it was extremely difficult. Seeing the slums and the continuous set of shacks, some of them small businesses others had mattresses right on the ground. The stairs we got. The elderly looked at us as if we had ulterior motives to being here, the adults looked at us as if we were examining their lives like they were in a zoo. There were intimidating and aggressive looks but the look of a five year old girl walking to school side by side to her mother made me believe in the child's innocence and beauty of humanity. Children don't judge because they don't know how to and this girl bravely smiled, waved her hand and shouted Jambo to me. It is in this moment that I knew this summer was going to be alright. Three and a half months is a long time. It starts by going to schools to make appointments to make sure life skills can be taught in the classroom. What would take us one email takes a 4 hour walk across the Kariobangi Slum. It is unfortunate that teachers are not necessarily educated themselves and are not compensated well. These problems lead children to not trust their teachers or even teachers who hate children and hate teaching. I was offered a primary math class to teach for the next three months in addition to the life skills workshops that I will work with in 20 different schools. The four of us wandered out of the apartment to play with the children in our neighbourhood and it was a humbling experience to see such promise and real joy. I look forward to sharing more of my story with you all.
Asante Sans (Thank you) for Reading!
Asante Sans (Thank you) for Reading!
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