As we all sat around the table at Andres DC, a Bogota restaurant with a crazy fun party vibe, I think of the collective experiences we have all had in the past three weeks. Regardless of our individual travel backgrounds, this type of guided, directed host/teacher situation was new to us all. Simultaneously intimidating and familiar, it was a situation in which we needed to play the role of both student and teacher, leader and follower. As teachers we are used to be the person in charge, the one with the plan. It can sometimes be a challenge for us to listen rather than lead. It is this listening, however, that allows us to grow professionally and it is only through professional growth that we become better teachers. And isn't that why we decided to become TGC Fellows? To become better teachers? (And get a free trip while we're at it!) Fortunately, we all seem to have not only made it through what was (for some of us, though thankfully not for me and Jordan!) two crazily over-scheduled weeks, but to have successfully fostered meaningful connections with our host teachers and communities. Personally, these past three weeks have been more rewarding than I ever thought they would be. For this fellowship we all came up with a guiding question, or an issue into which we wanted to gain further insight while in Colombia. Mine was "are gender equity of voice and participation actively encouraged in a school setting?" In addition, I wanted to see if this seemed to translate into noticeable shifts in attitudes toward gender equity in broader social, economic and political situations, particularly among younger Colombians. Historically Latin America has been patriarchal and in a number of countries I have visited in this region I have seen that while there wasn't necessarily explicit gender discrimination, there was certainly evidence of it being systemic and institutionalized in a number of ways. What I found in Colombia was that while the country has strong laws in favor of women’s rights, political will and institutions that support gender equity, the gap between policy and reality can often be wide.
While in Bogota, IREX arranged for a number of panel discussions in which we were able to interact with teachers and administrators from schools throughout the country. When asked about the issue of gender equality in education their responses varied, though all agreed that the situation has improved in recent years. Among the wealthy and within the private schools, particularly those in urban areas, they claim there doesn't seem to be a perceptible difference. Male and female students have the same educational opportunities, they excel at similar rates and go on to attend college and university at a similar rate. However, as in many countries the world over, statistics for those students (especially girls) from low-income backgrounds are not as positive (though they seem to be improving). High crime levels in a number of unsafe geographic regions result in a lack of opportunity for women and – unfortunately – the persistence of the low social status of some women (particularly Afro-Colombians and those from indigenous communities) means that they are more likely to struggle with issues such as teen pregnancy, domestic violence and drug abuse. This is similar to the situation in which I find many of my own female students. While in the classroom setting the girls didn't appear to be at a disadvantage, and in fact many seemed to be the top students, it was after talking to their teachers that I began to hear the familiar story of low self-esteem, low expectations and a lack of hope for their future. So many girls had their self-worth completely tied up with body-image, boys, sex and marriage. Despite their interest or success in class, many wrote off any chance of going to college or having a career. I found that the schools we visited in more low-income areas all seemed to be addressing these issues - either through the creation of more formalized programs that were designed specifically to promote female empowerment or through less formal mentoring programs in which teachers helped girls who were struggling. They were open about the challenges that these girls faced and all were making a concerted effort to combat them. However, all of this effort was done almost exclusively by the female teachers. While this makes sense to some degree, the concern was raised regarding the necessity of male encouragement in this area - not only for sake of the girls, but as an example to the boys. They need to see the value of strong, educated women in their society. I felt particularly sympathetic to these female teachers and was inspired by their dedication to helping create a better life for these young girls. On the flip side, the schools we visited in more middle class areas certainly appeared to have less concern over gender issues. Both genders appeared to participate equally in class, they seemed to feel comfortable speaking up in class to volunteer information or ask a question. Both seemed to take an active role in school activities and through discussions with many of the students it seems as though there is an optimism in both gender about the future. Economics and familial educational background clearly play a large role gender roles and attitudes. When asked about feminism in Colombia overall, however, I got different answers. Some found it necessary to embrace the cause fully and felt that Colombia had a long way to go in achieving gender equality overall, particularly with the lingering machismo attitude of many Colombian men while others said they saw women already being treated as equals and that they didn't feel discrimination was a big concern. Once again, this was similar to what I hear at home. Opinions stem in large part from life experience. While I felt like for the most part the classroom settings seems equitable and equally encouraging to both male and female students, I am sure that in more remote, rural areas this would be less so than in the urban schools I visited in Bogota and Pereira. This equity is a positive sign not only for the current students, but for the future of Colombia as a whole. The empowerment of girls and women can only serve to enhance the stability and prosperity of the entire nation. This is why policies should aim at actively communicating and engaging with citizens to educate them about the social construction of gender roles that could potentially be holding the country back and teachers play a large role in helping facilitate this
0 Comments
For our last school visit, Lorena arranged for Jordan and I to meet with her colleagues at INEM Felipe Perez, a primary and secondary school within walking distance of Normal Superior, and sit in on a few classes. Felipe Perez is one of the largest in the Jardin area of Pereira and while they offer traditional academic course curriculum, they also have specific language and technical programs. As we toured the school it was clear that Felipe Perez had a clear focus on academics, particularly at the secondary level. The teachers we met were impressive and appeared genuinely concerned about providing a solid, competitive academic foundation for their students. The secondary school facilities were the most reminiscent of a traditional American setup out of all the schools we visited, both in Bogota and Pereira, and seemed to have many more extracurricular options that many of the others schools. We spent the morning talking to teachers and students, as well as sitting in on an English class and a science lesson on the importance of "going green" at home. The auditorium. Lorena said that because it is so large it's also used for union meetings and professional development trainings - pretty much any time all the teachers in the area need to get together in one place. The cafeteria. At Felipe Perez all students are provided lunch by the school. This is something other Colombian schools are trying to move toward, but it isn't happening as quickly as the government promised it would due to funding issues. (sound familiar?) This has been one of the frustrations that led to the recent strikes. Covered PE facility. Lorena told us that at Normal Superior the district has been promising to build a similar structure for years, but it has yet to actually happen. There was such an artistic presence at Felipe Perez. Below is one example of student artwork in the form of lunch tables and a mural painted on an inside gym wall. It was so beautifully done! While not all schools have dances, Prom is becoming increasingly popular. Even popular enough to commemorate it in Sharpie on the school walls. It's hard to believe that Monday was our last full day in Pereira and that Felipe Perez was our last school visit. It some ways it seems like Jordan and I have been here forever and that the Hotel Movich has become a second home. We know the breakfast hosts and waiters, the doorman who sends us off in a cab each morning and the gym that I actually use almost every day. We know the fastest walking routes to the plazas, the café that serves the best coffee in the city and where you can get really great pizza and beer. It will be sad to leave tomorrow morning, but alas Bogota calls! As a celebration of our time in Pereira, Lucilena, a friend and co-worker of Lorena's, invited us over to her house for a farewell lunch of traditional Colombian foods - rice, beans, beef and chicharrones. It was such a nice gesture and we had all had fun reminiscing and admiring the beautiful artwork in the apartment - particularly the stained glass panels made by Lucilena's husband. We also took in the expansive view from the rooftop terrace. Apparently this spot has seen it's share of partying (and naked sunbathing). The lunch was a fitting end to an incredible two weeks. I don't really know what my expectations of this part of the trip were exactly. I think I just kind of hoped for the best and avoided thinking about what would happen if things turned out to be crazy. Thankfully, the entire experience exceeded whatever expectations I had in every way. Below are a few shots from Lucilena's terrace. You can almost get a full view of the city from every direction. It definitely makes for a perfect spot to party - especially on a clear night when the city lights are bright. Lorena, her friends, her colleagues and even the city of Pereira itself were so warm and welcoming. We were treated like family from the first step off the plane and we leave here with real friendships that transcend the "requirements" of the TGC fellowship. It has been an experience I will never forget. Until next time, Pereira!
We spent our last weekend in Periera by heading off to two natural treasures of the Colobian coffee region - Valle de Cocora, home to wax palm forests, and Termales San Vicente, pools of thermal waters at the base of a waterfall. We met up with the four cohort members from Armenia and spent Saturday hiking and getting a chance to catch up and hear about their school experiences and then on Sunday Jordan, Lorena and I met in Santa Rosa to spend the afternoon relaxing in the hot springs. Valle de CocoraSo in order to get to the Valle de Cocora, we took a bus (I've definitely been on more public buses here than I have been in the past 15 years. Or maybe ever. Not that it's been a bad thing!) to the small town of Salento (see the town square below). It was very reminiscent of Filandia, which we went to last weekend, but much more touristy since this area is the most popular hiking destination in Colombia. In Salento we met up with Julie, Lisa and their host teacher, Nancy. From Salento we took a Willy to Valle de Cocora, about 20 minutes away. The Cocora Valley is in the central cordillera of the Andean mountains and it definitely attracts it's share of backpackers, but it was easy to see why. From every angle the views are amazing. The wax palms are incredible at over 100 feet high (it's the national tree - good choice) and the countryside is stunning, particularly as the clouds moved across the mountains. Lorena says she bikes here sometimes with her brother and that it is one of her favorite places in Colombia. It's easy to see why. The suspension bridge was a little more challenging than we expected. Jill and Paige just being their cute selves. They're both such interesting women and I'm so glad that I got to share this experience with them! And one of Lorena, Jordan, Paige and I just enjoying the hike. Lots of cows. And one persistent dog that followed me all the way up the mountain to the waterfall and then waited for me while I took pictures so he could walk me all the way down. What the locals referred to as a Colombian turkey. I never did look up the actual name. Good hike, good friends, good food - everything you'd want in a Saturday, especially a Saturday in a new country. I think that when I look back on this trip, this will be the day I remember the most. It was one of the best I have had in Colombia, no contest. The only downside was that my family wasn't here to enjoy it with me. I know that Trevor and Ellison would have loved it so much! Termales San VicenteOn Sunday, after getting a chance to sleep in (yay!), Jordan and I met Lorena at the bus terminal for a trip to Santa Rosa and the nearby San Vicente thermal waters. We were originally supposed to meet up with Bonnie and Leslie, but it ended up being just the three of us, which actually worked out well since it gave us a chance to reflect on the past two weeks together. So I don't have any pictures of the thermal waters because, well, it's water and I wasn't going to bring my camera or phone with me. Wallowing in a hot spring in the pouring rain, drinking a beer with an incredible waterfall view was made even better by having such good company with me. Jordan and Lorena kick ass and I love them both so much.
|
about KZSHi, I'm Katey Zara-Smith (KZS) and I teach history at Eastside High School in Gainesville, Florida. This is a record of my trip to Colombia with IREX Teachers for Global Classrooms. Enjoy! ArchivesCategories |