Raina LaGrand

Our fourth dispatch is written by Raina LaGrand, who just graduated with a degree in Women’s Studies, Sociology and Anthropology.she is a returning POAer. Noelle  Sanford also graduated in Women’s Studies and Porscha Kazmierczak also recently graduated with a degree in Theatre Directing. They all write about their experiences in teaching the children at Charles Hugo Primary School. In this  video you get a glimpse of the teaching process with the Primary school students teaching back in front of the whole school. Of Interest is the hilarioous translation between two Jabulo and Lindo from zulu to English a requirement of the process.

Enjoy, Nesha Z. Haniff

Sharnelle & Dintle

Last week we had the tremendous opportunity to work with a group of 6th grade students at Charles Hugo Primary School. I must admit that although I love children I was nervous and anticipated a frustrating and potentially unproductive teaching session. Even when working with adults we run into a number of barriers in our ability to effectively teach them. Additionally, many of us share the sentiment that it took even us quite a while to comprehend the intricacies of the module. After just one day with these children, however, I quickly realized how truly inaccurate my assumptions were.

On the first day of teaching I worked primarily with two girls named Sharnelle and Dintle. Within our group of three I asked these two to break the module into two pieces and teach it back to me. At first they were extremely timid. They spoke quietly and looked to me the entire time for approval. It was as if they were thinking that this adult, this American girl, could not possibly appreciate their attempt. However, the actual information they were delivering to me was phenomenal. When they were finished it took me a good ten seconds before I could communicate to them that it was one of the best initial teach backs I have ever seen. All they needed was the confidence to continue on their own and the tools to remember the details of the module.

Here, I grew more as a teacher than I have in my six years as a sexual health peer educator. I have always learned, and always advocated, that individuals are  competent to complete almost anything on their own. Yet my own assumptions and prejudices had kept me from extending this belief to multiple audiences and communities. Sure, college students and adults in Michigan and in South Africa can learn the module, but can school children too? Last week, I answered my own question. I also realized that it is necessary for educators to provide students with optimal support not only academically, but emotionally as well. In the words of our friend, Paulo Freire, “Those who authentically commit themselves to the people must re-examine themselves constantly.” Indeed, if there was another lesson to be learned, it was that I as an educator and activist must continually criticize my actions. During the rest of my time with these students I made a concerted effort to actively support them.

When all was said and done, and I was reflecting on my time with these students, and especially these two girls, I came back to a statement made by one of our stakeholders at Charles Hugo, Shavani Naidoo. In a conversation with her she asserted that it is important to investment in these children, for their own success as well as the success of their communities and South Africa. Through my work with these children I learned first hand that the investment is truly worth it. This experience illuminated for me a new level of pedagogical consciousness, which will be an essential part of my future endeavors.

Raina LaGrand
Pedagogy of Action Team Member 2012