July 17th-Day Three
Part One: Poor School
Wake up call at 4:30 AM to arrive at the Institutio Educational Distital Fanny Mickey, a mega school built onto the hillside field that once was used by gangs to sell drugs. North of the school is one gang; south another--and, as explained by the school's principal, the mayor of Colombia suggested placing a school in disputed territory because it would be difficult for a child to kill a classmate. Climbing the five flights of stairs exhausted me because the altitude sickness seemed to attack me, but I persevered. Our group of 9 asked pointed questions about the Colombian education system, and we learned that each year, all students have a say in developing the school rules, which must then be compiled and sent to a committee pf parents and community members. I thought this an excellent strategy to build some sense of autonomy as well as accountability when the rules are student created. The principal also serves on a committee that consists of educators, parents, and gang leaders; the committee meets when trouble begins to brew in the community. The principal takes the position that it is better to involve the gangs because they are present and are members of the community-at-large.
My colleagues and I observed the secondary classroom of Professor Tatiana, where students sang for us. I specifically requested they sing the National Anthem--and the verve which these marginalized and poor students sang the love of country truly amazed me.
Part One: Poor School
Wake up call at 4:30 AM to arrive at the Institutio Educational Distital Fanny Mickey, a mega school built onto the hillside field that once was used by gangs to sell drugs. North of the school is one gang; south another--and, as explained by the school's principal, the mayor of Colombia suggested placing a school in disputed territory because it would be difficult for a child to kill a classmate. Climbing the five flights of stairs exhausted me because the altitude sickness seemed to attack me, but I persevered. Our group of 9 asked pointed questions about the Colombian education system, and we learned that each year, all students have a say in developing the school rules, which must then be compiled and sent to a committee pf parents and community members. I thought this an excellent strategy to build some sense of autonomy as well as accountability when the rules are student created. The principal also serves on a committee that consists of educators, parents, and gang leaders; the committee meets when trouble begins to brew in the community. The principal takes the position that it is better to involve the gangs because they are present and are members of the community-at-large.
My colleagues and I observed the secondary classroom of Professor Tatiana, where students sang for us. I specifically requested they sing the National Anthem--and the verve which these marginalized and poor students sang the love of country truly amazed me.
Part One (b): Abandoned and Alone
I cannot speak Spanish. I should have prepared more to familiarize myself with the basics. At some point, I became separated from the group-at-large because an elementary student asked for my autograph. Within seconds, a swarm of nearly a hundred students started pushing toward me for an autograph as if I were some kind of celebrity. Kids were shoving, elbowing, and pushing forward. I do not remember feeling so absolutely at a total loss. I could not understand their words, I signed my name as quickly as possible, and tried to calm the crowd. FINALLY, Sra. Tatiana found me--and whisked me away to observe a classroom. The mob scene, however, had disturbed me. Surely, these students had met a white man like me before, but not many "Gringos" step foot in this area of the city. I was told that these students had never even been to Monserrat, and that traveling a few kilometers away was referred to as leaving Bogota.
I cannot speak Spanish. I should have prepared more to familiarize myself with the basics. At some point, I became separated from the group-at-large because an elementary student asked for my autograph. Within seconds, a swarm of nearly a hundred students started pushing toward me for an autograph as if I were some kind of celebrity. Kids were shoving, elbowing, and pushing forward. I do not remember feeling so absolutely at a total loss. I could not understand their words, I signed my name as quickly as possible, and tried to calm the crowd. FINALLY, Sra. Tatiana found me--and whisked me away to observe a classroom. The mob scene, however, had disturbed me. Surely, these students had met a white man like me before, but not many "Gringos" step foot in this area of the city. I was told that these students had never even been to Monserrat, and that traveling a few kilometers away was referred to as leaving Bogota.
Part One (c): Q/A with representative students and faculty
The students asked us questions, such as our place of origin. Sra. Tatiana asked us to describe how we would use our experiences, but the highlight of the session came when a teacher uttered these words:
"Thank you for visiting our wonderful students, who are ignored by our politicians and the mayor because they are not deemed worth their time. You have showed our students respect by your presence and they will understand that there is a world beyond theirs."
The meeting was held in a library---without books. :(
The students asked us questions, such as our place of origin. Sra. Tatiana asked us to describe how we would use our experiences, but the highlight of the session came when a teacher uttered these words:
"Thank you for visiting our wonderful students, who are ignored by our politicians and the mayor because they are not deemed worth their time. You have showed our students respect by your presence and they will understand that there is a world beyond theirs."
The meeting was held in a library---without books. :(
Part 2: Politicians Collide
The TGC fellows met with the Manager of the National Exams Board, the ex-direcor of SENA (tech college), and the ex director of Oxford University Press, Colombia, as well as a member of the US Embassy who spearheads bi-lingual programs. The debates among these four leaders in response to our various questions represented epitome of intense. I am thankful their battles commenced with words and not machetes. The Ex-Director of SENA felt that technical education reigned supreme and should be supported unconditionally and railed against the current teacher education programs, while the two others toed the party line.
Colombia faces the same issues we face in the US. Do we permit our government to control standards? Or, do we recognize that different areas require different skills sets?
Today was a most exhausting day.
The TGC fellows met with the Manager of the National Exams Board, the ex-direcor of SENA (tech college), and the ex director of Oxford University Press, Colombia, as well as a member of the US Embassy who spearheads bi-lingual programs. The debates among these four leaders in response to our various questions represented epitome of intense. I am thankful their battles commenced with words and not machetes. The Ex-Director of SENA felt that technical education reigned supreme and should be supported unconditionally and railed against the current teacher education programs, while the two others toed the party line.
Colombia faces the same issues we face in the US. Do we permit our government to control standards? Or, do we recognize that different areas require different skills sets?
Today was a most exhausting day.