Wednesday, July 20, 2016

Exploring Bogota

My last post was full of information so I will refrain from writing another essay *this time on the education system and initiatives in Colombia* and share some of the great sights, foods and people I have met while in Bogota.
Our TGC Colombia group at Monserrate

This morning we went to Monserrate, the tallest point in Bogota at 10, 200 feet


The views from the top of the mountain were spectacular



Afterwards we wandered around the Candalabria neighborhood which is the old city of Bogota

The art in La Candalabria is vibrant and colorful

Eating out with the group
The food in Bogota is delicious. Fresh fruits, fish and vegetables as well as plenty of patacons, dedos, and soups



This afternoon we were treated to a concert by a local university band. They sang and danced for us!

Colombia in a Nutshell

After a day of travel the TGC Colombia cohort arrived in Bogota at the beautiful Sofitel Hotel. The hotel is located in a commercial district of Bogota called la Zona Rosa.

Our group at the airport in Houston en route to Bogota





Our arrival welcome at Bogota
Following a beautiful breakfast which included a fruit salad of guava, passion fruit and jugo de lulo we received a two hour crash course in the political history of Colombia. I will do my best to sum up the history here as I believe this background helps contextualize the current successes and struggles in Colombia.

There were two pre Colombian civilizations in Colombia prior to the European explorers arriving on the South American continent. Tayronas was the settlement on the Caribbean coast and Muiscas were in the highlands. The first city, Cartagena was founded in 1533 by European explorers who were motivated to find gold in this new land. As the years went by, more and more Europeans settled in the capital of Colombia, Bogota which was established in 1538.

Fast forward 200 years...Simon Bolivar traveled to Europe and spent time learning about Enlightenment movement, the French Revolution and the new French document stating the rights of man. The French Revolution inspired Bolivar to start a revolution of his own in Latin America. BolĂ­var began his campaign for independence in 1808 and established an organized national congress within three years. Colombia was given its independence on July 20, 1810 with Simon Bolivar serving as its president from 1819 until 1830. Through the liberation of Colombia and the establishment of an independent government, Bolivar established the oldest democracy in Latin America.

In 1886 Rafael Nunez created the first Colombian constitution which was later modified in 1991. In 1890 Catholicism became the official religion of Colombia and the church was granted equal power to dictate law along with the federal government.


In the early 1920s, laborers in Colombia began to demand better pay and better hours. The workers of the banana plantations in Colombia went on strike in December 1928. They demanded written contracts, eight-hour work days, six-day work weeks and the elimination of food coupons. The strike turned into the largest labor movement ever witnessed in the country until then. In 1928 the army was sent to Santa Marta to stop the strike. This movement ended in violence with anywhere between 800 to 3,000 people killed, their bodies thrown into the sea. Guerilla movements rose out of this massacre with people demanding social change for the lower class of Colombia.

In the 1940s, liberal leader Jorge Gaitan began to rise to power. He was the favorite of the people and worked to secure the rights of the working class. He was favored to win the presidential election but was assassinated on April 9, 1948. His assassination led to massive uprisings by the people called el Bogotazo. The death of Gaitan resulted in a struggle for power between the liberal and conservative parties and triggered a period in the history of Colombia known as "The Violence" that lasted until 1958, and where much of the civil conflict in Colombia stems from today. From this unrest grew various guerilla factions such as M19 and the Frente Nacional. Their original intention was to promote social change for working Colombians but as their power grew they turned to the drug trade to fund their military power.

From 1953 to 1957 Rojas Pinilla was in power having overthrown the previous government. Rojas enacted legislation that gave women equal rights to vote. He introduced the television and constructed several hospitals, universities and the National Astronomic Observatory. He was also a strong supporter of public works and infrastructure, promoting and conducting projects such as the Atlantic railway. He was subsequently ousted from office by a military coup.

Since the 1960s Colombia has had several presidents who have worked to establish control throughout Colombia. The current president, Juan Santos, is trying to establish peace negotiations with leaders of the FARC and other guerilla factions. Political unrest combined with drug trafficking, poverty and the remote nature of some of Colombia's communities have led to violence throughout the country. However, in the past twenty years there have been incredible changes in Colombia.

The government began an aggressive campaign to ensure the security of its people by cracking down on guerilla groups as well as establishing peace processes. After almost four years of peace negotiations, the Colombian state and the FARC have agreed to a bilateral and “definitive” ceasefire which was signed in Bogota today, July 20, 2016. President Santos has also began a new initiative entitled Peace, Equity and Education. By 2025 he envisions a conflict free Colombia through the eradication of extreme poverty and investment in education.

That brings me to today. As a visitor to Bogota I feel the energy, joy and pride people have in their country and a sense of optimism that things are getting better. As I travel throughout the country I hope to get a better sense of how people see their communities improving and the part they play in Colombia's forward movement.





Friday, July 15, 2016

Teachers in Global Classroom

As a Social Studies teacher in an Expeditionary Learning School in New York City, I have always felt a deep responsibility to help students use lessons of the past to make connections and analyze issues in our fast-changing world. The 6th grade Social Studies curriculum is ancient civilizations and I spend ten months teaching about the extraordinary intellectual endeavors of ancient Mesopotamians  Egyptians, Greeks, Romans, and Mongolians. Throughout the curriculum my colleagues and I make concerted attempts to connect past successes and failures to current events in our world today. 

As I looked for ways to make those connections more tangible for students, I came across a program called Teachers for Global Classrooms, an organization that helps teachers infuse global perspectives into their curriculum. This seemed like the perfect next step to propel my curriculum forward.

A year ago, I applied for, and received a fellowship through IREX: Teachers for Global Classrooms. As a culmination to this year-long investigation of global education, I am preparing for a three-week adventure to Colombia where I will be visiting schools and teaching in classrooms in Bogota and Bucaramanga. This blog will be a forum for me to describe my experiences with students and teachers in Colombian classrooms, as well as a space to document my own reflections on education in New York on a global and local level.

For those who are new to IREX, below is a brief overview of the program that has led me to this travel opportunity.

The Teachers for Global Classrooms Program (TGC) is a year-long professional development opportunity for teachers to become leaders in global education. According to TGC, teachers are the greatest resource to empower students as global citizens, promote international perspectives, and model local and global collaboration. 

The fellowship is divided into several different components:

  • Global education course: TGC Fellows complete an eight-week, graduate-level online course on globalizing classrooms and curriculum.
  • Global symposium: TGC Fellows gather in Washington, DC, to build networks, collaborate, and develop strategies to enhance world learning.
  • International field experience: TGC Fellows travel for two to three weeks to experience another country’s culture and education system.
  • Capstone: TGC Fellows create a Global Education Guide that serves as a resource for their local community to build global awareness and understanding.  
  • Alumni: TGC alumni may apply for grants and participate in global networks to sustain their engagement.

In addition to my inquiry into global education, I will also be exploring the research question: How do school leaders and teachers build community among staff and students? What do you do when you need to rebuild or restore community? This question comes out of research I have done on restorative justice practices and a desire for my school to implement additional ways to create a community where students feel safe, empowered and collectively responsible for the well-being of their classmates and learning environment. 

I hope my travels abroad provide new practices for teachers in Colombia as well as practices I can use in my own classroom in New York City.