6/30/10

Drumroll Please...

A big thank you for everyone who participated in our Spring 2010 Photo, Journal, and Video Contest, "Beyond the Classroom"! We were so impressed with each of your inspiring, moving, and often comical entries that helped remind us all why we love doing the work that we do. Please find below the winning entries (which we had a hard time choosing), and congratulations to the winners!

Photo Contest Winners

1st Place, Fei Ji, American Samoa '08, "Take it All In"
During the first week of training, the volunteers hiked up one of the main mountains, Mt. Alava of the island of Tutuila. At the top, we all had to pause and drink in the view, absorbing the new experiences headed our way. (The person sitting down is Brandi Cutler, American Samoa Field Director).



2nd Place, Katrina Liebst, Rwanda '09, "Muzungu!"
February 28, 2010 - Kigali, Rwanda - While sitting in a car this group of children approached the window to take a look at the muzungu (white person) who had unexpectedly entered their neighborhood.



Honorable Mention: Sam Cortina , Marshall Islands '09, "Yokwe"
 In Marshallese, the everyday greeting and welcoming you use is the word “Yokwe,” which translates to “Giving you a rainbow.”  In this photo there are two Marshallese children, Annel and Arisa (my host brother and host sister) playing in the lagoon on Ulien Island… and thus they have been given two rainbows.



Honorable Mention: Amanda Joy, Guyana '07, "Gifts from the Rain Forest"
taken in Orealla Village in Region 6.




Video Contest Winners

1st Place, Quincy Carroll, China Hunan '08-'09, "Ningyuan"

2nd Place, Kevin (Kenji) O'Brien, Chile Ministry Semester '09, "Kenji's Patagonia"
 

Journal Contest Winners

1st Place, Tegan Swanson, Marshall Islands '08, "Where the Light Is"

Saturdays are usually busy.  Saturdays are for things like bread making and sweeping and trying not to get too pink when I sit on the shore.  Doing the dishes.  Doing the laundry in my bucket, and trying not to attract a crowd.  This Saturday, I am washing my guams and bleaching the jaki (which is forever moldy) and staving off the rain with murderous thoughts of soggy clothes, when my nine-year-old niece brings the baby over on one skinny little hip and announces that it is time for lunch.  Lunch means leftover pancakes and the sashimi that Romi brought to our house after breakfast.  Lunch means sitting in the shade and drinking lime and talking about how much rice to buy from the boat on Wednesday.  Wilpina says that we are going to a birthday party.  “When?” I ask.  “Now,” she says.  On Namdrik, now means in twenty minutes, means probably after dinner, means maybe by the end of next week.  But what harm does it cause?  Now is everything and nothing.  Now is nonexistent on Namdrik.

Four hours later we finally leave and the sky opens its mouth, inhales all the air from above the ocean, and releases everything over our heads in a downpour hard enough to carve holes in the earth.  Now we are running down the road in the middle of a rainstorm.  By the time we are halfway to Adma’s house we are already drenched, so we just keep on going.  She is standing in the doorway when we burst into the yard, shrieking and covered in mud.  The birthday girl is sitting in the corner, wearing her favorite muu-muu and staring wide eyed at the bag of candy her grandmother has left on the table.  Women start to clap and someone finds a ukulele and then we are singing.  Hollering, actually, above the rain on the tin roof.  The storm stops and everyone sings louder. 

Adma picks up the bag and switches on the radio, starts swinging her hips.  Back and forth, up and down, around and around the room she goes.  Everyone knows what to do – if you want candy, you have to shake it, too.  In the middle of a particularly popular dance move, I feel something warm against my arm.  I turn and suddenly I can see nothing but Belisa, boisterous and howling and large, waving a pair of fledgling chicks in the air.  They are shoved unceremoniously into my arms.  Dance with the chickens! someone shouts.  Now she has bao, she can get a boyfriend, someone else hoots.  Everyone is already laughing when Doreen bursts into the room with an iron pot on her head.  After this there is no controlling us.          

The choir is collecting in the yard outside of Romi’s house, the babies and their mothers sprawled out on cardboard jakis in wait.  At two in the morning when the moon is new it makes every palm into a sleeping giant, every teenki light bobbing on the shoals a sea-monster.  When the moon is full and unobstructed, it is like moving through water covered in silver and left to evaporate in a dark room.  I blink and try to take photographs with my eyes and I am so filled with light that I feel like a shutter.  We ekkatak under a halogen lamp which spills into all the blackened corners of the island.  It is strung to a sputtering generator and hangs like an industrial chandelier from the branches of a breadfruit tree.  Big Gretel tunes her guitar and then comes the high soprano of Netty and the bass thrum from Micah and Liton, and when Romi swings his hand into the air we all take three steps back.  Then we dance, rosy and warm in the dark. 

The morning comes slowly through the trees from the lagoon side, crawling between the pandanus roots and pooling in the corners of our mouths. The days bleed together because we are always singing and dancing in the street, and you can’t hide from the daylight there.  We wander away when ekkatak is done, and I am so tired that I am home before I even know that I’ve left.  Something moves on the beach behind my hut and then I see Ekner in his aviators, Ekner of the white hair and the flaming yellow swim trunks, wading in the shallows with a net full of fish.   Even this early the bugs are terrible, and I lie down below the window, mosquito coil smoldering in the corner.  These days the air is still and thick around my skin, swirling and parting as I move – an arm, or a kneecap, or an eyelash – but it always settles again, just like the smoke clinging to the ceiling. 

Jaki: pandanus reed mat
Bao: bird, chicken
Teenki: flashlight
Ekkatak: study, practice

2nd Place, Ellah Ronen, Ecuador '10, "No Language to Speak Of"

It wasn’t until we were pulling up to the house that he’d mentioned anything. It wasn’t until that moment that I had ever thought it possible. I was the one who couldn’t speak. I was the one who had moved across the globe to Portoviejo, Ecuador. For the past three months, I had been struggling to be understood, begging to understand, fighting for some semblance of a normal conversation between myself and the people whose home I had interrupted.

To set my story, I should mention that a few days earlier I had gone for a drink with a friend after a day of teaching at the Universidad Tecnica de Manabi. I had gone for a drink with one of the few people in the city with whom I could speak, in English, and be understood. It’s not that I didn’t want to speak in Spanish, I did. But sometimes, in a place where you are unsure of everything, including your words, you just want to feel the familiarity of something as simple as the sounds sashaying off your lips (instead of the staccato of broken syllables that can’t seem to find any sort of rhyme or rhythm as you force them out of your mouth and into the open air). Over drinks, he mentioned that he had family in the nearby campo. He revealed, as well, that they cook some of the best food he’s ever eaten. Aside from my avid curiosity, the promise of good, true, ethnic Ecua-food was irresistible. I weaseled myself an invitation for that weekend. And there I was, in the truck, pulling up to the house, excited, anxious, and naïve.

I was met with a flurry of greetings and arms and cheeks while stepping out of the truck, and the faint after-thought of what I heard as, “he doesn’t speak” from my friend, while being enveloped by the immediate warmth one can’t help but feel from the people of this country. “He doesn’t what?” I asked myself, convinced I must have misheard, the languages all jumbled in my head must have misfired, or crossed signals, or he had misspoken. Then, again, I heard, this time without any sort of static or interference, “he doesn’t speak” accompanied by a pointed finger. “He doesn’t speak?” I confirmed, and he nodded. Well at least I won’t be the quietest one here, I thought to myself, just a close second. If I had a nickel for every time I’ve been wrong since moving to this country, I wouldn’t be able to rightly call myself a volunteer.

Segundo may not speak, but can he talk. At 40 years old, he has a wife and two kids, and the expressiveness and confidence it takes to make yourself understood. After forty years on the compound, he’d only recently begun learning sign-language a few months earlier and it had become the challenge of learning a second language, not a first. He and his family had developed their own method of communicating, with signs, gestures, and perhaps simply being able to read the wants and needs of a person who you are close to without any words being said at all.

I immediately felt at ease when he brought me a bag of mandarins to welcome me to his home. He took out his notebook of sketches,  in which he had the most pride expressed with a puffed-chest and a smile, he taught me the latest signs he had learned himself (three fingers to your cheek for water, a fist circling your heart for love). He explained to me how he had picked the coffee beans, dried them, and ground them in order to make the coffee he served me with the same pride and care one might expect from a Cordon Bleu chef. My conversation with Segundo flowed more freely without a single spoken word than most of those I’d had with my faulty Spanish and within the confines of grammar and structure. And only then, I finally understood.

I was here in this foreign country, with a strange language, in order to teach Ecuadorians how to better communicate with more of my own compatriots. However, English actually has very little to do with any of that. English is simply a medium within which to transfer meaning, a method of strings and ties through which we can organize our thoughts and pursue connections. In truth, true understanding has very little to do with the shapes of the words we choose to speak, or even the signs we choose to make. Understanding truly comes from the bond we have as a people, as a species, a single voice united within the discord of culture. In English, in Spanish, in silence- I can make myself understood….I just have to be willing to understand, myself.

Honorable Mention: Frank Hoban, China Hunan '09, "The Easiest 400 RMB I Ever Made"

“Oh, by the way, the race is tomorrow at three,” explains my teaching liaison, Richard.  We are heading out for duck neck, cabbage, small fried fish, rice, and beers with some of our basketball buddies—the perfect pre-race meal.  Tomorrow is the “First Annual Teacher’s Race” in celebration of China’s National Day.

Having run cross country and track in university up until a few months earlier, I expect this to be an easy win for me and think very little of the poor nutritional value added by this evening’s forthcoming meal.  I eat and drink, but I feel little more than a slight buzz since the alcohol content of beer in China is rarely over 2.5%/volume.

I go to sleep at 10:00 PM and wake up at 8:00AM.  I feel well rested, and a sense of nervousness is approaching.  The race is a foot race (approximately 6,000 meters) with all the teachers, staff, and school leaders.  There will be about 300 people, and although the Chinese very rarely run, or exercise at all for that matter, I fear that there will be that one thirty-year-old who has been secretly training for this specific event.  For this reason, I sweat out the four and a half hours leading up to race time.

At 2:30 PM, Richard, some of his friends, and I depart for the race.  It is perfect running weather.  Approximately sixty degrees Fahrenheit, low wind levels, and cloudy; I couldn’t be happier.  A light drizzle ensues, and I think that this couldn’t be setting itself up any more perfectly.  Running in the rain is fun; racing in the rain is extraordinarily pleasurable.  I have always mused that this is because when it’s raining, the pressure is off—there is always the excuse of running poorly because of the weather.  A major cop-out, of course, but still…it has always been a way for me to ease my inevitable race anxiety.

We approach the area of the race start, and I begin to feel foolish for ever having worried.  I notice the plethora of sandals, jeans, khakis, button-down shirts, collared shirts, and anything else that the average person would sport to a night out on the town…or to teach, since most of the teachers had just finished their Sunday lessons (yes, they teach on Sundays).  I have arrived wearing basketball shorts and a t-shirt just to warm-up in, and the second I reveal my Nike running shorts, white racing jersey, and matching white headband, an abundance of “Oooohhsss” and “Aaaahhhhs” meet my ears.  I pin my tan canvas racing number onto my singlet and finish doing some strides and other warm-up exercises.  Everyone else huddles in lanes separating different ages groups as if they are about to embark on nothing more than a leisurely walk through the park.

Don’t they understand this is a race?  Why don’t they want to win?  Maybe they just don’t know how to warm-up, I wonder.  All eyes are on me as I bounce up and down and shake out my legs.  Richard approaches me and says, “The most important thing is just to participate.”  That may make sense to them, but in my fifteen years of racing experience, I have learned that racing is about winning!

But this race is designed just to get the teachers to do some physical activity.  Each teacher who participates receives 300 Yuan (approximately 44 US dollars) which is a relatively high amount of money.  In America, we pay to run races; but here, we get paid?  I can get used to that.  Usually though, if you win a race in America, you receive a trophy, medal, plaque, money, gift certificate or some sort of prize much more significant than what everyone else gets.  But here, the winner would only receive an additional 100 Yuan (approx. 15 dollars)—a very small bonus prize.  So yes, the importance was merely on participation. 

And that is one of the things that I am coming to understand about China.  It is unusual—of course.  But, there are some great surprises.  Running a race and making money?  I like that.  Watching everyone cheer for me as if I am an Olympian for running three minutes slower than in one of my average races…well, come on, who wouldn’t want that?  Winning by four minutes and fifty-one seconds after enduring pre-race stress…well, that’s just ridiculous. 

The bottom line is:  China is full of surprises.  Life in every country is different.  And life in China is…well, it’s China.  Never had I imagined running a race next to a person in flip flops.  But now, how can I go back to my homeland where paying a registration fee to run a race is the norm?  That idea now seems pretty foreign to me.

6/22/10

A WorldTeach Journey from Namibia to Bangladesh: Introducing Field Director Jess Barrow

We're incredibly lucky at WorldTeach to have hard-working Field Staff in each of our countries who are committed to our mission and passionate about international volunteer service. As we partner with the Asian University for Women to send volunteer teachers to Bangladesh this August, we are thrilled to introduce Jess Barrow-- returned WorldTeach Namibia volunteer and our new Bangladesh Field Director-- to the WorldTeach family. Read her story below:

Jess as a WorldTeach volunteer in Namibia ('06)

My journey to the Asian University for Women in Bangladesh really began four years ago when I was a WorldTeach Namibia volunteer in a village called Omatjete and I met a girl named Ovandu-Ovawa. Ovandu was a shy sixth grader with large eyes and a hesitant smile. Whenever I called on her to read aloud her voice barely raised above a whisper. But she was as smart as she was timid-- I often saved her paragraphs to grade last because I knew it would help cheer me up after all the other dismal ones.

Ovandu, like most of the other girls and women in my village did not open up to me right away. They seemed guarded and unsure and above all busy. In Omatjete the men drove the cars and they owned the cattle but whether or not the community moved or not lay squarely on the broad shoulders of its women. All of the teachers at my school were women and families were primarily made up of women and children. The greater majority of my students had no paternal figure in their house, and the lucky ones saw their fathers once or twice a year. These women—be they mothers, grandmothers, aunts, or teachers worked, cleaned, laundered, cooked, swept, shopped, organized, and cared for all of the village kids. It was a shared load. The women also ran the church, the literacy program (teaching adults to read in the afternoons), and coached sports. It was strange then to hear those who said that women could not lead because in Omatjete they were the very best leaders—never expecting recognition for their services. Leading simply as a matter of course, because it had to be done.

My girl students often asked me how many children I had at home in America. It took some convincing them that at the age of 23 I had none. The idea was unfathomable to them. But evening after evening Ovandu sat on my stoop, sometimes reading, sometimes helping me with laundry and slowly we began to understand each other. I saw so much of myself in her quiet approach and curious eyes. I often watched her walk away in the evening with the heavy knowledge that however much we shared, however much promise she showed our lives would be very different.

I returned home from Namibia uncertain of the impact I had made in my year there. Teaching had been unbelievably difficult. Progress was incremental and at times non-existent. I wondered if my presence had mattered at all. After about a month in the U.S. I received a letter from Ovandu. In the letter she wrote that she was determined to finish school and go to college before starting a family-- and that it was because of me and our stoop talks that she had such conviction.  

I carry that letter with me everywhere I go. I carried it with me when I went to work for a non-profit in my hometown that provided support to teen mothers and at risk girls. I carried it with me through the tireless days and sleepless nights of a presidential campaign. I carried it with me to my cubicle at the Department of Education in Washington D.C. And I will carry it with me when I board a plane to Chittagong Bangladesh eager to do my part as field director and teacher at the Asian University for Women. It's because of Ovandu and the incredible women I met in Omatjete that I understand the power of women's education. It's because of what they taught me that I can leave my family and friends behind in the hope of contributing a small but valuable service to others' lives. Ovandu's words are a constant reminder of what can be achieved and how much more remains to be done.

outdoor classroom in Namibia


6/21/10

Wai Kru :: a Different kind of Teacher Appreciation

WorldTeach Thailand volunteer Kate Mast writes below about discovering and participating in the Thai tradition of teacher appreciation day...

Today was "Wai Kru", teacher appreciation day, in Thailand. After reciting a few Buddhist prayers and singing traditional "Wai Kru" songs the students presented the teachers with flowers and paid their respect by bowing ("wai", means to bow and "Kru" means teacher) on the ground at their teacher's feet.

At first I felt a little uneasy. Coming from America I would never expect a student to give me flowers and pretty much bow down to my "greatness" just because they were thankful for my lessons. It made me feel a little uncomfortable to have students bowing down to the floor for me, it seemed like too much.

 Students with their flowers, waiting for the ceremony to begin

However, I quickly looked around at the other teachers and the faces of the students. Many had tears streaming down their faces. I realized that yet again I was looking at the situation through my American looking glass instead of seeing it in its cultural Thai context. I was not seeing the ceremony for what it really was, which was overwhelming gratitude.

Wai Kru day is a chance for students to thank their teachers for their hard work and dedication and to symbolize their readiness to learn. It is a day specifically set aside so that students can actually recognize what their teachers do for them and to reflect on ways teachers have helped them and touched their lives.

After lunch classes resumed for the day. When my last class of the day was finished and I was walking to my office a group of girls (Ok I'll admit it, some of my favorite students...shh! Thats top secret!) poked their heads out of a doorway yelling "Teacher! Come on!"

I followed them in to the room where they sat me in a chair, gave me flowers and bowed at my feet. When they stood up I found myself with tears in my eyes and in the center of the best group hug in the world. Today was a good day to be a teacher.

 Students "wai kru"ing

The elaborate floral arrangements students made by hand

6/18/10

World Cup Spirit in Harvard Square...

In an effort to spur WorldTeach volunteers around the world to create videos of their own students and communities getting caught up in the Waka Waka spirit, an outreach effort to increase awareness of the Education for All initiative through 1Goal (http://www.join1goal.org/), the US home office has created its own version with the participation of its intrepid staff and interns! Volunteers (and alumni, too!), we know your students have better rhythm than we do... please send us yours!

6/15/10

waka waka ¡eh! ¡eh! ¡esto es áfrica!

In a follow-up to our last post, World Cup fever continues around the world and throughout our WorldTeach programs. Heather Tang, WorldTeach Chile volunteer, shares the excitement from her site in Quilpué.

La Copa Mundial Sudafrica 2010 has begun!  The Cup, arguably the most important tournament in the world, is the one time every four years that every country stops for the love of one thing:  soccer.  We all know not too many people in the US would say that soccer is their sport of choice to watch, but I think most can agree that when an international event with the magnitude of the World Cup takes place, there is certainly a buzz of electricity in the air.  Now take that buzz and multiply it into a lightning storm during the Kansas tornado season and you've got the electricity in the air here in Chile.  As someone who loves sports in general and actually enjoys watching soccer games, I can't explain how happy I am to be in a country that really cares about the sport (fútbol as they say here) and how exciting it will be to watch games with the passionate locals.  You can't go anywhere without seeing an ad, hearing the Shakira song or someone yelling, "Chi! Chi! Chi! Le! Le! Le! Viva Chile!!!"  I don't watch much TV, but from what I've heard and have seen, pretty much every commercial and show has some kind of soccer related theme.  My students are running around the school with their 2010 Official Chile World Cup Sticker Books, and if there is one thing that keeps them semi-tame, it's crowding around the book and discussing each player's stats and how many goals "Chupete" will score.

Fellow volunteer Annamarie from South Africa and I were grabbing empanadas after Bikram yoga in Viña last night and the man at the cash register asked where we were from.  When she replied, his eyes looked like they were going to pop out of their sockets and with a huge smile, he yelled, "Sudafrica??  Sudafrica!  Johannesburgo es una ciudad hermosa!  Te gusta fútbol??" so that everyone in the shop turned and looked at us.  She's going to be pretty popular this month.

Chile will be playing their first game next Wednesday, June 16, against Honduras.  So the entire country will be at a standstill during the match.  No, I'm not kidding.  The government sent a memo to all the schools mandating that the students MUST be able to watch when Chile plays.  So next Wednesday and every game after, they aren't required to be in school until 10AM after the match ends and those who have to come on time will be able to watch on the TV in the lunchroom.  Many businesses are doing the same.  I, myself, will be cheering for Chile as well as the US, of course, and am super emocionada (excited) to watch the USA-England game on Saturday!

One of my 5th graders asked me who I was cheering for in the tournament.  I told him US and Chile and so he drew this for me before the end of class. :)



And now the Spanish version of the Waka Waka...! Don't forget to submit your own!

6/14/10

WAKA WAKA (This time for Africa)! Let's all Dance for 1GOAL

Shakira's performance of Waka Waka opened up this year's World Cup in South Africa and the shots for the video were shot at her school, Fundacion Pies Descalzos, where some of our WorldTeach Colombia volunteers are teaching. Below is the video of some of their 4th and 5th grade students, along with a video inviting you to submit your own version of the Waka Waka to make your own statement about the power of global unity that the song and the World Cup represent!








Did you submit your own version of the Waka Waka on YouTube? Email us at publicity@worldteach.org to let us know!!