Mar 23, 2020 | Blog, MAP archive, Peace Education, Related Activities & Initiatives
This post was originally published via Changing the Story (CTS)’s #YoungChangemakers series on 1st October 2019, as part of the CTS sub-project Examining the Interpretations of Civic National Values Made by Young People in Kenya and Nepal.
Changing the Story is an AHRC GCRF project which asks how the arts, heritage and human rights education can support youth-centred approach to civil society building in post-conflict settings across the world. The ‘Examining the Interpretations of Civic National Values Made by Young People in Kenya and Nepal’ was closely linked to the methodologies used in the CTS MAP project, and contributed to Nepal becoming one of MAP’s current country focus. Find out more about Changing the Story and see the original post here: https://changingthestory.leeds.ac.uk
Written by Pramila Bisunke.
When I (first) heard the title of the project (Examining the Interpretation of Civic National Values made by young people in Nepal and Kenya), I was literally perplexed thinking what this is really about.
My role at Changing the Story
In this particular project I was responsible for administration and documentation. I started by going through the documents about changing the story, program content particularly in case of Nepal and its projects in different countries such as Kenya, Zimbabwe, Colombia, Rwanda, Kosovo and Cambodia etc. We were supposed to pilot (our project) in two schools; one rural and one urban. (My role involved) communicating with the schools and (translating) the documents we had about the project: about Changing the Story, information sheets, consent forms for children and lesson plans for teachers etc. needed to be translated from English to Nepali for field work preparation. It was only through doing this I got the gist of what we were supposed to do while simultaneously still wondering how it (would) work. (I started to) document planning meetings, seminars in Tribhuvan University, sessions in schools and review meetings. I prepared meeting notes and disseminated among the people involved in the project and my understanding about project got even better.
I grew up in such school environment where I just sit on the bench and listen to the teacher. Even today, I believe more than half of the schools follow the same teaching method. I will not say this method of teaching is the best in today’s context. Because the concept of teaching and learning is not only limited to student listening and teacher speaking, it is now more about (the) participation of students and using various artistic methods to learn as well as apply the learning better in life.
Working on the documents in our own local language gave me the concept of new methods in teaching along with the use of technology i.e. Ipad. During the fieldwork when I engaged in the activities (I saw) fun group work among students, their own lessons on community and moral education from their course book, reflections on their actual concept of community, living in harmony, equality regardless of gender, background, caste, culture and profession. Moreover, their capacity to reflect their thoughts into community context through arts such as drama, poetry and songs were amazing. It was all smiles on their faces after the activities.
I believe such projects need to be demonstrated in as many schools and countries as possible to adapt the teaching methods in schools. In addition to that, the teachers should be trained in such a way that the learning can be fun rather than memorizing the textbook. This will be a major educational change if we can adapt the teaching methods to the present context of post conflict settings. Particularly in post conflict because people have been displaced or migrated from one place to another, therefore the society is more mixed up in between rural and urban, people from different backgrounds. As the title says Changing the Story, it might help young people to learn about respect, harmony, peace, equality, non-discrimination from the schooling age in more practical ways that they learned through their own engagement.
Mar 23, 2020 | Blog, MAP archive, Peace Education
This post was originally published via Changing the Story (CTS)’s #YouthChangemakers series on 1st October 2019, as part of the CTS sub-project Examining the Interpretations of Civic National Values Made by Young People in Kenya and Nepal.
Changing the Story is an AHRC GCRF project which asks how the arts, heritage and human rights education can support youth-centred approach to civil society building in post-conflict settings across the world. ‘Examining the Interpretations of Civic National Values Made by Young People in Kenya and Nepal’ was closely linked to the methodologies used in the CTS MAP project, and contributed to Nepal becoming one of MAP’s current country focus. Find out more about Changing the Story and see the original post here: https://changingthestory.leeds.ac.uk
Written by Samjhana Balami
Hello, I am Samjhana Balami from Nepal, currently a management student and a freelancer. I am an introvert in nature but always ready to learn if get a chance. In the process of learning, some months ago, I got a chance to assist ‘Young Changemakers CTS Kenya-Nepal Phase 2 program’ project.
Being an undergraduate student the project theme was vague for me to understand and was beyond my course curriculum and work area. My role was centered on photography, videography and filmmaking. Being a fresher at first I was nervous as I met experienced, talented people involved in this project. I also had a feeling that I do not belong to this project but the first meeting with the team gave me confidence to carry on with the work. Everyone was so humble, down to earth and fun too. With such great team members I got a great opportunity to learn and improve myself.
Although my role was on film making, I was equally given a chance to interact with the audience. I wasn’t bound to my role only. The field work in urban and rural schools created a kind of nostalgia for me. When I was a student in school, I was supposed to focus more on my textbooks. The case was not only of mine but of the whole education system. We, the students were guided as per the syllabus of the textbooks only. Extra curricular activities (were considered) a learning platform but only textbooks were a source for academic teaching. Being the part of Changing the Story (CTS) I found that teaching could be done with various means and resources. I have never thought art could also be a medium for teaching. I was astonished to see how the students were learning about the civic values through the medium of art. Both the technology and art used in teaching during the CTS program could set a reference to our education system.
During all the sessions, I found excitement and interest in every student to learn something different. Everyone was active and giving their best in each tasks. I have seen the joy and amazement in them when the technology and arts were used in teaching and learning. The Ipad introduction and its use in reflection recording, community understanding reflection through graffiti art/dramas/poems/songs, several creative games etc gave them a platform to share their thoughts, talents and also advertise their knowledge. Though the session was for a day I could sense the learning will benefit them throughout life because at such small age they are given ideas and knowledge on civic values which is very rare in our country context.
The activities were fun as well as an effective learning platform for both the students and us. It was a great experience being a part of such an amazing project with amazing, enthusiastic people. This project gave me the knowledge of ‘Learning by Doing’. It became a great opportunity to learn the scenarios about which I was unaware. It changed my perception towards teaching and learning. It made me realize how the technology and arts could be a medium in academic activities. I got an opportunity to personally experience the situation of education system of two different sectors; Urban & Rural. It added an experience to my career and helped to improve my skills. I believe, the things that I have learned should also be the learning of others. As it has changed my way of thinking regarding education, it could also bring changes in others as well the system.
Sep 8, 2019 | International Youth Policy, Resources
The World Youth Report, prepared biennially, is the flagship publication on youth issues of the Department
of Economic and Social Affairs of the United Nations Secretariat. The World Youth Report: Youth and the 2030 Agenda for Sustainable Development is a product of the efforts, contributions and support of many people and organizations.
Sep 8, 2019 | Resources, Toolkits to Inform Policy
This Guide offers practical ideas and recommendations for concrete action to the people who make and carry out legislation, policies and programmes that affect the everyday realities and struggles of young people.
Sep 8, 2019 | Resources, Toolkits for Youth
The Toolkit by the UN offers youth a starting point for determining what has been done to better the lives of young people since 1995. Take a look at this practical resource and put it to use in your community
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