Hany Shoukry, Researcher, Founder of Human Gene
Hi Wendy, one of the major challenges in marginalised communities is that normal education is often neither enough nor relevant in helping the children face the social challenges they live in. Is this your experience? How do you see this impacting the curriculum, teaching process and teachers training in order to ensure learning is emancipatory rather than functional/technical
As you say, many education systems are designed to achieve a set of academic outcomes that, while essential, are too narrow for the needs of the students they serve. The most inspiring teachers I’ve encountered are rooting themselves in a deep understanding of the historical context of the communities in which they’re working, and of the challenges their students will need to overcome to fulfill their true potential. By building on their students’ understanding of this context and of the strengths in their history and heritage, they’re helping them become empowered citizens and arming them to take on the obstacles that threaten their success. For a compelling example of this kind of intentional work to ground students in their context and history in order to open up the doors to their future, I highly recommend this video (teachforall.org/en/news/e...-voice) about Teach For America alumnus Wisdom Amouzou and his middle school students in Denver, Colorado.

At Teach For All, we believe it’s important that each of our partners immerse themselves in their local communities in order to deeply understand the context and history and work together with the community to develop their visions for students. In this video (https://vimeo.com/136971686), Shisir Khanal, the CEO of Teach For Nepal, explains the importance of developing a contextualized vision with rather than for a community. Engaging in this process to develop such a vision helps ensure that our teachers and alumni are working towards ends that will make a meaningful difference for children.
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