August 2019 – Keough Insider

Be grateful for everything and keep going

“To take for granted” is a phrase that describes most of the actions of humanity. We take our health, fresh air we are breathing, education, and even people for granted, failing to properly appreciate them. My journey to Chile, which started three weeks late because of a visa delay—or “bureaucracy” as Chileans call it—has made me ponder this phrase and its active role in our lives.

I had heard a lot of good things about Chile, so I had very high expectations for my Integration Lab research project and was really excited when I got my visa. However, it was a little bit of a disenchantment for me to see the polluted air of Santiago and not be able to see the beauty of the city because of urban smog. While we were driving to our home, my host dad tried to show and explain the geography and parts of the capital, but most of the time we could not see the buildings or mountains.

A city street in Santiago. The Andes are seen in the background, and the sky is blue. — Santiago is surrounded by mountains.

The air became clear after several days, and I was finally able to enjoy the view of the ancient Andes, green parks and hills, as well as the beautiful architecture of the city’s buildings. This taught me to appreciate what I have. Santiago is surrounded by mountains that have witnessed centuries of history. However, the lack of wind in the city due to these mountains makes heat concentrate in the higher layers of the air, causing the smog in Chilean winter. If it rains in the city, people become really happy because the air will be clear the next day.

MGA students pose for a picture on a street in Chile. — The MGA students in our i-Lab team.

Chilean winter is not as cold as winters in the Midwest, yet it is cold inside the buildings. I was really lucky that my host family had a heating system in their house. Otherwise, I would have frozen in cold nights and mornings. Again, I took this type of comfort for granted until the moment that I found out that my teammates had sometimes been feeling cold in their apartments.

Learning to appreciate the little things

Inequality in Chile has been a topic of not only regional but also global importance. Reading articles and books about this issue is very different from seeing it up close. Social and economic inequality leads to education inequality, causing a lower quality of education at public schools. This has been a problem to work on for many for- and non-profit organizations, among which is Enseña Chile – a Chilean version of Teach for America. This NGO collaborates with public schools. Its branch Colegios Que Aprenden (“Schools that Learn”), which Seiko, Frank and I closely worked with, offers its expertise to leadership teams to improve the learning environment at their schools.

Our cooperation with Colegios Que Aprenden partner schools has revealed that school leaders have different motivations for educational improvement, as well as different priorities. In most cases, leaders need basic things like safety and security of children. Once we went to a school without any actual buildings—temporary, truck-type constructions were the only shelter. Still the children were happy. When we had a meeting with a principal of the school, we discovered that she is a really nice person trying to do her best as a principal and make the most of the situation.

MGA student Seiko Kanda interviews leadership in an administrative office of a public school in Santiago, Chile. — Interview at a public school.

MGA students pose with their partner organizations in an education building in Santiago, Chile. — Our team and Enseña Chile staff.

Thinking about all of these things leads me to conclude that the concept of “No one left behind” is really tough to achieve. You can do your best to develop a learning environment at schools, but unfulfilled basic needs make your job more arduous. But seeing very optimistic and assiduous people facing a harsh reality and still not stopping their efforts encourages us to work hard, as well. Thus, the ability to be grateful for every little thing and keep continuing is the most important skill.

P.S. Chile does not only have negative sides. The natural beauty of this Latin American country along with its hospitable and sober-minded people made our journey unforgettable. A coin has two faces: I tried to capture the country from all angles, choosing photos to show the beauty of the country and using words to describe the experience that taught us not to take everything for granted.

An orange sunset on a beach in Viña del Mar.

Rethinking the priorities of educational communities

by: Seiko Kanda

“Me regalas un pan con ave-palta, por favor?”

“Give me a chicken-avocado sandwich, please?”

It was my morning routine to buy this typical Chilean sandwich from a kind, elderly lady in a tiny mom-and-pop store. The happiness that 1,200 pesos ($1.70) bought me on my way to the Enseña Chile office did not simply come from the nourishment the sandwich provided, but from the daily interactions with the shopkeeper that made me feel like a local.

MGA student Seiko Kanda holds an avocado and chicken sandwich on a sidewalk in Chile. — Pan con ave-palta (avocado and chicken sandwich)

Chewing off a piece of firm bread on a chilly winter morning, I sometimes found myself wondering how a decade could turn a Japanese high school student—who was interested in little else other than playing soccer—into someone standing on exactly the other side of the earth, spending his summer days thinking about the high school students of this long, beautiful country in South America?

STUDYING HOW SCHOOLS IMPROVE

Enseña Chile, a non-profit promoting access to high-quality education for all children, works to address many of the challenges facing the Chilean education system today. Chile’s market-oriented educational system, formed by its military government in the 1980s, has contributed to an inequality of educational opportunities among the country’s youth. According to an OECD report from 2017, Chile had the fifth-strongest association between socioeconomic status and student performance among all 72 PISA (OECD Programme for International Student Assessment) participating countries.

Colegios Que Aprenden (“Schools That Learn”), a consulting branch of Enseña Chile, believes that school leaders who pursue the higher academic performance of students are falling into a common pitfall. While underperforming schools are concerned about the academic results of students, their efforts to increase students’ standardized test scores often turn out to be ineffective because the school communities do not have a cultural environment that supports students’ academic success. Colegios Que Aprenden encourages these school leaders to invest in creating better school cultures (e.g. implementing effective feedback loops in schools, sharing common ideas about teaching, facilitating the professional development of teachers), which serve to bring about greater academic achievement among the students.

Partnering with Colegios Que Aprenden, our i-Lab research project visited a number of struggling Chilean public schools. Mukhlisa, Frank, and I interviewed multiple school leaders and teachers to identify how they prioritize different ideas for school improvement.

An interview activity sits on a wooden table with tea and cookies. — Materials for an interview activity

While we learned in one of our MGA classes last semester there were theoretical “primordial elements” of school improvement established by researchers in the United States, we still had the following questions: To what extent was this research on school improvement applicable in the Chilean context? More specifically, how might the findings of this research compare with what we would find by asking individual school leaders and teachers what they think would enable them to reach their goals as educators?

Our findings from over thirty interviews we conducted with school stakeholders revealed that both teachers and school leaders in Chile tend to value a close relationship between three elements—a culture of respect, collaboration among teachers, and shared common visions. Our data indicate that the specific strategies for school improvement are better implemented when the school employees feel respected and when they possess a shared vision through actual experience of collaborative activities.

SCHOOL AS A SUPPORTIVE LEARNING COMMUNITY

Colegios Que Aprenden encourages all employees within an educational institution to learn continuously. A school that learns calls its members to build a culture of respect, to collaborate better and to share a significant objective as a school. A culture that promotes learning among all its members is what enables everyone in the community to continue maturing.

One afternoon, I had the opportunity to stand in two K-10 classrooms in a school on the outskirts of Santiago. While leading a class on Japanese history, I reflected on how crucial it must be for teachers to feel supported and cared for by school leaders—or more precisely, by the school culture—in order to be able to fully engage in their students’ lives. Teachers can support students only when they themselves experience similar support from others around them. This may sound banal and idealistic, but considering its potential for positive impact on each student’s life, it ought to be pursued by all educators.

MGA student Seiko Kanda gives a Powerpoint presentation to a classroom of K-10 students in Chile. — Giving a class on Japanese history to K-10 students

As the project went on, I recalled my past experiences in which teachers in my life (including my family and friends) accompanied me and how they personally cared for and encouraged me to grow, forming me to become who I am today. It has been the countless encounters with people whom I respect and by whom I feel respected that has brought about the change that the soccer-loving Japanese high school student experienced over the past decade. Each person who has cared for me—directly or indirectly—has opened doors to new discoveries and new steps in my life.

These faces that I recall are also individuals who need to be respected and supported. We all need to belong to a learning community in which members respect one another—and support one another—in order to be able to learn and to grow. This objective to build a learning community is radically process-oriented, and it is crucial for any educational organization to attain its goals.

MGA students and representatives from Enseña Chile share Japanese cuisine at a restaurant in Chile. — Last lunch of my i-Lab project team with Colegios Que Aprenden

A call for action driven by humility and honest self-reflection

by: Pawas Manandhar

I have gone over this blog in my mind for a long time. How should I write something that is true to the difficult conditions of people’s lives in Timor-Leste without trivializing the work that they have already achieved? How do I talk about the resilience and ethic of the Timorese without patronizing them and exotifying their struggles? Should I even try? Is it even valid for me to claim some or any knowledge of their lives given my privilege as someone only passing by?

Our Integration Lab project with Oxfam is primarily evaluative—we have travelled to Timor-Leste, and further still to an enclave called Oecusse splintered from mainland Timor-Leste and surrounded by Indonesia. We have collected stories through interviews with fifty participants in Oxfam’s Saving for Change (SfC) project and key informants within Oxfam, other civil society organizations, and the government in the span of two weeks. However, I am not naive enough to think that we have alleviated or assisted the people we accompanied (for only two weeks, at that!) to the extent that they want or need. It is with great trepidation and self-evaluation that I even start this blog. Furthermore, this blog is not a criticism of the entirety of developmental work and the organizations that are continuing to do good. This post is a call for all burgeoning and hopeful practitioners in the Keough School, many of whom will undoubtedly get jobs in high positions, to start their careers with honest questioning and reflection on their privilege and power and how that impacts the interactions that we have.

OXFAM’S SAVING FOR CHANGE IN TIMOR LESTE

Our project aims to assist women’s economic empowerment through SfC implemented by Oxfam’s local partners. The challenges these women (and men) face are immense; our work aims to see how we might better assist in the implementation of this program and whether this can be scaled up to include vocational training, financial literacy, or access to markets. We also looked at the possibility of structuring a multi-country program around women’s economic empowerment with interest from Oxfam in Cambodia, Laos, and Vietnam. We hope to inform Oxfam (both the US and country offices) through our research while also being acutely aware of the limitations of our study, given the short time frame. There’s also the matter of power dynamics—as representatives of Oxfam, we were in a position of power given the majority of our interviewees were beneficiaries of Oxfam’s project.

Oxfam, to its immense credit, employs local staff and funnels its programming through local organizations that already have a presence in the communities that they help. It is also one of very few organizations that aims to be involved in advocacy on such sensitive issues as gender equity and sexual violence. Local partners, even when fully stretched in terms of funding and personnel, were available to help and assist our little project. The Oxfam office in Oecusse is entirely run by local Timorese staff while the office in Dili, the capital, has only three to four non-Timorese staff. This integration of local knowledge, staff, and expertise gives me hope that development work occurs at the grassroots level and is not entirely funneled through outside organizations often in the Global North.

A traditional house in Oecusse, Timor-Leste.

It is hard not to notice the influence of INGOs, aid agencies, and international governments in shaping Timor-Leste, one of the youngest countries. For nearly 400 years, the Portuguese had a colonial presence in the country, only for the Indonesians to occupy the area from 1975 to 1999, after which the UN ushered in democracy by organizing the first election in 2001. The agencies that have worked here since the country’s independence in 1999 have done immense work in assisting to forge a country that is well-equipped politically and socio-economically, but there is still a lot to be done. All of this, however, could not be achieved in a such a short period of time without the will, ingenuity, and work of the Timorese.

REFLECTIONS AND THE NEED TO QUESTION

While we can all celebrate the UN and the various other organizations in attempting to better Timor-Leste, can we also not simultaneously question the problematic nature of the powerful in co-opting the course of an entire country? I fully admit that this is reductionist; that the people who are coming in for development are not the same as those that colonized and brutalized this country, but it must also be acknowledged that the countries who come in now and have the capacity to extend this “help” are also the ones who predominantly benefited from the colonization and exploitation in the first place. Is there nothing problematic with colonizing a country for 200+ years, stripping its resources, undermining and oppressing its people, leaving it barren with little to no institutional capacity to build itself up and then having the audacity to come back in with supposed aid and expert advice?

In today’s political climate—with the rise of religious populism, toxic nationalism, and many Western countries’ flirtation with heavily-right leaning political parties—it is often considered taboo to question the inherent power structures in the world. As master’s students, we are taught to question everything, and yet, I have found that this only applies up to a point where the answers, or even the questions, start making us uncomfortable. Questioning development does not mean that you do not appreciate the good things that have been achieved; however, given the current polarization of people’s beliefs, I can see why criticism is mistakenly equated with hostility towards development.

HUMILITY AND SELF-CRITICISM

The Keough School has given me the chance to analyze development work as a practitioner, and it would be a disservice to myself as well as the people who we aim to accompany if I did not reflect deeply on this. Self-reflection on what one is doing, especially given the privilege one holds and understanding how that privilege and power was attained, should be a prerequisite if we are to continue to practice development work.

My team and I planning our project with a representative from Oxfam in the i-Lab.

A little bit of humility goes a long way. You are not going to change the lives of the people with just one product, report, or evaluation. Knowing one’s limitations and approaching others with humility is a simple notion, though rarely practiced. Mixed together, there needs to be a reevaluation of what one’s final product really is. Is our report or product really adding something insightful that others before us have not already noticed or reported on? Through humility, reflection, and active listening, we can attempt to build on what has already been achieved and produce something useful.

There is a need for more evaluative projects, like Oxfam’s, where participants are given an equal voice to raise their concerns free of pressure. Only through honest and critical self-reflection can we practitioners truly move forward.