Getting to Know Your International Contacts—Part 1

My conversation partners are 1) H. Nashabe:  A School principal in Lebanon, who is also an AdvancED field consultant and lead evaluator. 2) E. Kazantani: An English teacher in North Greece. Fortunately, these two educators have been so generous with their time, despite their hectic schedule.
Because Mrs. Nashabe works at a high tuition private school, she could not report any direct experience related to poverty. However, she did share her concern that public schools in Lebanon and some of the Arab countries serve less advantaged children and are failing to meet academic and social goals, whereas private schools provide better education; compelling affluent families to choose only private schools to enroll their children in. The reason for this, she explained, is the weak structure and unsystematic policies that govern public schools (H. Nashabe, personal communication, January 20, 2013). This confirms what I have repeatedly noticed, through our readings this week, that schools’ curriculum quality and professional development strategies, accompanied by capable teachers play a major role in supporting disadvantaged children and improving their performance. On a more positive note, she conveyed that occasionally, she obtains scholarships through her community network for gifted students, who are recognized for their distinguished performance on the academic or sportive or artistic level. Yet, she still worried because these children may get frustrated on several occasions; when they are faced with financial challenges and social bigotries from their peers. She stated that this shows “the schism that has been taking place in our society where the poor no matter how excellent they are have no good place in the upper stratum of the society” (H. Nashabe, personal communication, January 20, 2013). This even more underlines the impact of poverty on educational equity.

 

My second source, on the other hand, shared personal experiences that helped me in my further understanding of poverty and its impact on children. Because of the economic crisis that has been affecting Greece for the last few years, E. Kazantani has encountered several incidents, in which some of the students fainted at school, because they did not have any breakfast. Recognizing the painful fact that many students (2 out of 25) were having no food to eat, the school administration and teachers arranged for providing these children with breakfast. They did it discretely; for example, through giving the food to a classmate, who would offer it in turn to his or her friend. She was startled that some of the children even asked if they could take the food home. She stated that subsequently, the Greek government will allot meals to some schools for the deprived children (E. Kazantani, personal communication, January 26, 2013). Kazantani added that many Greeks, particularly in Athens, have lost their jobs, and a big number of people left the cities back to their home villages, which caused the children to switch schools in the middle of the school year (E. Kazantani, personal communication, January 26, 2013), this issue calls for serious consideration from the school staff, as it subjects the children to additional stress and puts them at further risks, socially and academically.

Sharing Web Resources

 

“A world where all girls and boys are empowered through quality education to realize their full potential and contribute to transforming societies where gender equality becomes a reality.” (UNGEI, 2008, para.1)

The name of the international website I have selected to explore is United Nations Girls’ Education Initiative (See Link Below). The organization partners with national governments to promote education for all children, whilst ensuring gender equality. UNGEI’s mission is to diminish the gender gap in education and raise awareness of the significance of education for girls and the community. It participates in various advocating initiatives to eliminate obstacles standing in the face of girls’ education; these involve education fees, violence, disasters, and others. UNGEI focuses on empowering disadvantaged members of society, including women, young children, and poor families in attempts to enhance girls’ education (UNGEI, 2008).

As I was browsing through the website, I came across ediscussioons built around challenges that minority girls encounter in education. As I read on, I learned that many factors contribute to impede the girls’ opportunities for quality education around the world. To name just a few: poverty, cultural differences, lack of security, early marriage, and discrimination (McDougall, 2009). The UNGEI is working toward finding applicable strategies through which educators can achieve successful interventions and help the girls overcome the obstacles (UNGEI, 2008). I have registered to participate in the next discussion, and I hope to learn more about this topic. (Check the address below if you are interested in joining in).

As for our week’s issue, “Changing Demographics and Diversity”, I noticed that UNGEI examines it at length, especially pertaining to young girls. The partakers in this organization acknowledge diversity all around and build their projects around this specific foundation. They recognize that not addressing change engenders serious problems in education worldwide. Providing adequate scaffolding enables children and families undergoing change to develop mentally and physically (UNGEI, n.d.). In the website, I found many articles, videos, and podcasts covering climate change, conflicts, natural disasters, and economic dilemmas. An example of reports tackling this issue is Teaching Well? Educational reconstruction efforts and support to teachers in postwar Liberia, which examined the demographic changes that posed serious challenges to education in Liberia after the war.

AN INTRODUCTION TO GENDER EQUALITY IN EDUCATION, BY EAP UNGEI

 

 References

McDougall, G. (2009). Challenges facing minority girls in education (Discussion No.8). Retrieved from United Nations Girls’ Education Initiative website: http://www.ungei.org/listserve/index_2222.html

 

United Nations Girls’ Education Initiative (UNGEI). (2008). Vision Statement. Retrieved from http://www.ungei.org/whatisungei/index_211.html.

 

United Nations Girls’ Education Initiative (UNGEI). (n.d.). News and Campaigns. Retrieved from http://www.ungei.org/infobycountry/247_289.html

 

Join the eDiscussion at http://www.ungei.org/listserve.

 

 

Getting Ready

Establishing International Contacts

 

I have attempted to establish contact with early childhood professionals in a variety of ways. I first contacted some of the educators whose workshops I have had the chance to attend. I have sent emails to a group of professionals through a number of websites. These included Unicef, Global Alliance, and Canadian Union of Public Employees. I have also asked a friend of mine who is currently studying in the Uk to send me emails of educators she might be encountering over there. Unfortunately, I have not heard back from anyone from the websites, but the good news is that I got a response from a School principal in Lebanon today. I have never taught over there, and have always wanted to know how practices differ between the schools in Lebanon and Saudi Arabia.  I am very excited to get her perspectives on some issues and trends that are affecting my country.

 

Expanding Resources

 

For the second part of the assignment, I have explored two websites; Save the Children and the United Nations Girls' Education Initiative.I have subscribed to their newsletters and look forward to learning more about these organizations and what approaches they undertake to initiate change. The reason I chose these organizations is because I am involved in two worlds. The first is suffering from economic and political instability; children in the Middle East are constantly suffering within these contexts. The second is undergoing a critical shortage of opportunities for woman to excel. Even though more and woman from this world are succeeding every day, I strongly believe that the ability to overcome barriers can be passed on through education, which will enable woman to bridge the long-overdue gap.

Quote....

 

Did you know that:

• In parts of the Horn of Africa girls are abducted for marriage, causing them to be reluctant to walk the far distances to get to school?
• Throughout the Sahel region of Africa and parts of the Middle East, a dowry system, often promoting that girls leave their studies, is still in place?
• The AIDS crisis in Southern Africa and Asia drives many young women, little more than children themselves, to become heads of families, become involved in child trafficking and drop out of school?
• In parts of Latin America, girls and women from indigenous areas have little opportunity to learn to read and write?
  

         (Save the Children, 2013).

Reference
Save the Children (2013). Girls Education. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6196511/