Take-Aways from Puebla

My Puebla institute ended on Friday night with mariachis and way too much food, but I am still tingling with the excitement of a week with such wonderful people and a refreshing combination of research and humanity.

Not-quite-complete group photo of institute participants.

Of the research we read and heard about in our program sessions, I want to share three main take-aways:

1) Classification of "struggling readers." This was an article that Kathy Escamilla published with Susan Hopewell. First of all, I love how the staff of the Literacy Squared program use the term "emerging bilingual" instead of "English language learner," thereby normalizing bilingualism/biliteracy as an end goal instead of English proficiency. The article critiques the method of comparing emerging bilingual students against their monolingual peers when identifying struggling readers. This faulty identification leads to huge numbers of emerging bilinguals to be classified as low-performing and targeted for English reading interventions that can waste money and unnecessarily worry parents.

2) Phonemic awareness instruction. Compared to English, Spanish has what is known as a "transparent orthography." This means that letters generally only produce one sound and vice versa, although there are some exceptions. In the US, we dedicate a lot of instructional time, especially in the early grades, to the explicit instruction of phonemic awareness, the ability to break words into small sound parts or phonemes. In Mexico, teachers spend more time on writing and reading comprehension and generally do not teach phonemic awareness. In dual language schools, however, there is a big push to have parallel structures in English and Spanish instruction, so Spanish teachers frequently end up teaching phonemic awareness. This article suggests that students will actually transfer their phonemic awareness abilities from English to Spanish, so Spanish teachers' time would be better spent working on other skills.

3) Writing. Dr. Sandra Butivilofsky led two session on biliterate writing trajectories in which got to analyze writing samples from a student in English and Spanish throughout her 5 years in elementary school. We saw how students - especially in early stages of writing development - tend implement the same strategies across languages. She shared new research about the effects of first language reading and writing skills on second language literacy. We also tried out a rubric for analyzing how students elements of one language were reflected in the other in students' writing at a word, sentence, and discourse level. It was by far my favorite session, but I'm still trying to process all the new information.

4th grade team - our group of program participants and local teachers

Counter Narratives Everywhere

Greetings from the Literacy Squared Institute in Puebla, Mexico!

In our opening session Dr. Kathy Escamilla (THE name in biliteracy) spoke about Literacy Squared´s vision of creating counter narratives in education:

ACHIEVEMENT GAP -> OPPORTUNITY GAP/GAP IN VISION

MONOLINGUAL NORM -> BILINGUALISM AS THE "NEW NORMAL"

FEAR OF LATINOS -> SOCIAL JUSTICE

CLOSING SCHOOLS & FIRING TEACHERS -> SUPPORTING TEACHERS

Since arriving here, I have reflected on further examples of counter narratives.

One session yesterday asked us to consider the story of La Malinche (the indigenous woman who, according to the conventional narrative, betrayed her people by becoming the interpreter and lover of Cortés) from the perspective of La Malinche. Was she a traitor? A victim? A survivor? How do the stories within our representations of history serve to oppress or benefit groups of people?
In this session we also watched Chimamanda Ngozi Adiche's powerful Ted Talk: "The Danger of a Single Story."

I have also observed counter narratives of dual language schools. It has been inspiring to rub elbows with important people in the world of dual language education - district superintendents, university professors, the executive director of WIDA, not to mention the researchers/presenters - but it has also been fascinating to hear the wide variety of contexts in which the participants teach and work. Most of my students in DC are second generation immigrants from Central America, and about a quarter of our students are non-Latino Black. This is a different experience from "one-way" dual language models that serve 100% Spanish-speaking populations. One of the participants teaches at a school on the border in New Mexico, where almost all the students LIVE in Mexico. (After hearing his story, I googled the town and found this Washington Post article about the school.)

Perhaps the most powerful counter narrative has been the group´s attitude toward the observation (the first of two) we did at a local school today. In my time in Chiapas, I consistently tried to approach observations from a positive standpoint, searching for effective strategies rather than deficiencies. It was hard - not just because of the challenges in Mexican schools, but also because I have become so accustomed to experiencing observations as tools to evaluate and identify deficiencies (areas for growth.) Additionally, most professional development I have taken part in has presented approaches to teaching in a black & white way. THIS way of teaching is good and THAT way is bad. OBVIOUSLY you would never want to do that. WHAT was that teacher THINKING?! In our observation today, I was part of a cohort quick to spot potential and positive practices. Willing to question norms about conventional practices. Appreciative of the work that Mexican teachers do in difficult circumstances. There is so much that we can learn from them.

My school is my second home, but my home is my first school.

Oh, these are the people in your neighborhood...

This week I said goodbye to San Cristóbal, and yesterday evening I boarded a bus for a 12-hour ride to Puebla, where I will be participating in the Literacy Squared Institute.

Here are a few of the people I will dearly miss:

Sinead, fellow Fulbrighter and incredibly loyal friend in times of anxiety.
Kenny, friend and alum of the Escuela de Lenguas.

Jchanub Palas (Prof. Francisco), my Tsotsil professor.
Once, after I read through my homework assignment, he said I could teach
Tsotsil at Harvard. Needless to say, I think he's great.

I am incredibly embarrassed that this is the only photograph I have of my amazing adviser, Marisa (center), and her eyes are closed! I will have to contract another photo. On the right is Olimpia,  another professor at the Escuela de lenguas, and on the left is Diane, a Pomona alum/former Claremont resident and teacher/Chiapas researcher.

Lupita, my favorite step instructor is here pictured standing on a stage to compensate for the foot difference in height.
More than my E. coli, salmonella, and typhoid fever,
this woman kept me from turning into one giant tamale during my time in Chiapas.

Alejandra and María Elena, librarians and also my "Alfabetización y cultura" professors 
standing in their wonderfully-maintained Institute for Indigenous Studies library

Most of the primary school staff of Pequeño Sol + my Tsotsil classmate. A fun group of teachers!

...The people that you meet when you´re walking down the street. They´re the people that you meet each day!

Your voice in print - A teacher workshop

My dream to bring staffs of two of my observations schools was foiled by what is turning into a month-long teacher strike. Fortunately, I was still able to run a day-long workshop with the staff of the private school, Pequeño Sol.

We spent the first half of the day looking at the national communication standards for primary grades. Teachers shared some of my confusion produced by the ambiguity of some of the standards.

Teachers read the standards and noted words or phrases that were unclear. One standard requires 6-8 year olds
to "Understand the importance of communicating efficiently when explaining their ideas and arguments and when
presenting information." What does it mean to communicate efficiently? What would be the criteria to determine
if someone has communicated efficiently? How can we know when a child understands the importance of
communicating efficiently?

Then, teachers discussed these ambiguities.In 4th-6th grade, students are supposed to be able to "Distinguish the style, register, and tone according to the context, the audience, and the needs." Do they know what register and tone are? Do teachers know what these terms mean? 

Most teachers were not familiar with the communication standards and appreciated the opportunity to look at them in-depth.
While in the US (at least at my school), we seem to spend a lot more time deconstructing standards for planning purposes, I doubt that many teachers are familiar with the speaking standards in the US either. 

After looking at the standards, teachers had a chance to envision (enlisten??) what those skills would look like with children in their own classes. They acted out scenarios and filled in a chart of expected language for each standard. We also talked about the many categories of oral language - spontaneous vs. prepared, group discussion vs. single presenter, speaking to make meaning vs speaking to inform.

After a food break, teachers started the work of looking at transcripts. A major difference between spoken and written word is that speech is fleeting. This chance to revisit classroom discourse proved enlightening (and entertaining) for many of the teachers. As a teacher, it is so easy to ignore or not even hear a thoughtful student comment. It is easy to make nonsensical statements, try to lead students to answers that are not clear, throw a lengthy series of questions at a group of students without providing time to respond. The purpose of this session was not to cast judgment on teachers. In fact, it wasn't about teachers at all. We were looking for strong examples of STUDENT language.

Example of third grader "efficiently communicating" an argument: 

Deberíamos cuidar nuestro planeta porque la basura hace que se quemen los bosques, la selva, y todo eso. Y no solo, pues nos afecta a nosotros sino también a los animales. (We should take care of our planet because trash makes fires in the forest, the jungle, and all of this. And, well, it doesn't only affect us, but also the animals.)

 

With over fifty pages of transcription, they weren't able to highlight every example of strong oral language, but they seemed to agree that it was a valuable process. I hope to be able to work through the process again.

A trip to the jungle and reflections on photography ethics

Last weekend Sinead and I took a trip to the Selva Lacandona. Instead of going with a tour group to the major ruins, we opted for a small (read: 200 people) town that I had heard about in the presentation by a nine-year-old at Pequeño Sol. Nahá.
It was definitely a different experience than a tour group.

While we were in Nahá, the government was working on the dirt road. An endless parade of big trucks carted in gravel along with clouds of dust and noise pollution.
Sinead and I worried about the deforestation and cultural implications that would arise if they ever decide to pave the road that leads to the town.

BUGS!

A familiar site. The cicadas were extremely loud!
Our guide said that some people roast and eat them.

Thousands of the biggest grasshoppers I've ever seen. These, our guide says, you cannot eat. 

An anthill of a serious size.

A Lacandon god in a ceremonial space. In building the highway, they almost passed right through this area. As it is, the road is only a few meters away, and our guide said some construction workers have come in and broken these figures. His father was a major figure in the Lacandon spiritual tradition, and he lived to be 120 years old. Now, our guide said, the young people have little interest in learning how to perform ceremonies.

The town of Metzabok (150 people) is about 15 miles from Nahá, but public transportation
is uncertain, so we paid one of the few people in town with a car to take us there for the afternoon.

Time for a swim!

Ceremonial cave. Can you spot the human skull?

Steep hike to a look-out point. Well worth it!

A few pictures I chose not to post include some of the guide who took us on our canoe tour in Metzabok and his son. Like most Lacandon men, they had long hair and long tunics. The pictures are nice. Charming. But they also make me a little uncomfortable. I took them either from behind or far away, and I didn´t ask permission. "They just happen to be in the picture," I say, but I know that I wanted them in the picture to add to the ambiance. Except that they are people, not ambiance.

In the highlands of Chiapas, many indigenous people vehemently (even violently, I´ve heard) protect their right not to be photographed. For them, photographs can steal their souls. I think the policy is a good reminder in general of the questionable ethics of photographing people. A toddler with lopsided pigtails and a too-big colorful tunic is adorable, and the many colors of the local indigenous clothing is certainly part of the beauty of the region. But if I were that child´s mother, I wouldn´t want a stranger taking her picture.

The kids at the schools where I visit are similarly adorable. At the start of the school day they line up with their uniforms neatly tucked in and reach up with tiny hands to give you a kiss on the cheek as a greeting. But in the US, there are strict rules about taking pictures of children in schools, especially for use on the internet. Why should US children have more protection from internet creepers than Mexican kids?

I have felt similar discomfort when recording for my inquiry project. At Pequeño Sol, parents and grandparents come to support their child for her/his "conferencia." I know that I should ask the family´s permission to record the presentation, but I feel nervous and uncomfortable. Maybe this says something, though. Ultimately, my belief is that you should always ask permission. And if you aren´t comfortable asking permission, maybe that says you shouldn´t be doing it in the first place.

***Note: If you are a person who does not have regular exposure to the cuteness of children, I suggest you visit a local second grade classroom. They may not be the creative bunch that I see every Wednesday at Pequeño Sol or the line of uniformed darlings waiting to kiss your cheek in the morning, but there is something fantastically charming about second graders. And I bet the teacher would love to have your help for the day!

Tomar postura/Take a stance

One of the goals of Philosophy for Children is to encourage students to take a stance on an issue and defend it. Even as an adult, I find that intimidating. Perhaps it is how some teachers feel about math. I am not intimidated by exponents or division of fractions, but I am intimidated by the prospect of stance-taking.

When I went to college, I was warned that many of my classmates would come from wealthier, more highly-educated backgrounds. Where I noticed this most was the ease with which friends would debate about politics. I noticed the same thing traveling in Europe – the regular ritual of exploring current events, and not just echoing news reports or affirming the opinions of the other people at the table, but rather suggesting alternate opinions and defending them. I have never felt very comfortable formulating my own opinions on current events. I tend to reference NPR stories or NY Times articles or a thoughtful commentary from my roommate.

I don’t even feel comfortable forming opinions about less weighty subjects. To this day I feel anxious when someone asks me my taste in music. I tend to like books or movies best when they have been recommended to me by people whose opinions I value. In 2014, one of my New Year’s resolutions was independent thought. I have made some progress, but it hasn’t been easy.

So what does this have to do with oral language development? Quite a bit, I think. The oral language standards here in Mexico (and in the states) make little reference to language conventions – correct verb conjugations or use of adverbs. The standards require children to (among other things):

·         Emplea su conocimiento sobre un tema para tomar decisiones y expresar su opinión fundamentada. Employ knowledge about a subject to make decisions and express their substantiated opinions.

·         Escucha y aporta sus ideas de manera crítica. Listen and contribute ideas in a critical manner.

·         Identifica diferentes formas de criticar de manera constructiva y responder a la crítica. Identify different ways to provide constructive criticism and respond to criticism.

These standards are about articulating thinking and opinions. They are about taking a stance and defending it.

For a glimpse at philosophy class and a little bit of stance-taking, see the post below.

Philosophizing on the noble mosquito

Here is an excerpt from one of my favorite 3^rd grade philosophy classes. The theme was – Who has a right to life? The discussions started with cockroaches, then went on to mosquitos. I offer this selection of the transcript without commentary.

STUDENT: It´s that the mosquitos also have a right to life because they don’t only bite to eat but also to defend themselves and they, they also have feelings, feelings, while if the mosquitos don’t have feelings, better that they kill them.

TEACHER: What would happen if the mosquitos disappeared? What could happen?

STAR STUDENT*: Andy

STUDENT: I don’t want to talk about the mosquitos. Can I talk about the ___?

TEACHER: Okay, but I would like for someone to think, what could happen when an animal becomes extinct? What are the consequences? And you have to think about this also. Okay, tell me about the mosquitos and then I’m going to go on with another. Don’t deviate from the question. Okay? Let’s see.

-----

STAR STUDENT*: Sofi, and then ___.

----

STUDENT: It’s that also, what would happen if the mosquitos become extinct, I _____, so if the mosquitos become extinct maybe it would make something different in the environment.

TEACHER: Maybe something different would happen in the envirnmont. Hm. Turns.

STUDENT: That if the mosquitos go extinct, there are millions of kinds of mosquitos, so some could help nature. If, if we make them extinct, well then we are going to contaminate because they could do something to nature, like what Santi said with the cockroaches. It’s the same here. Because we don’t, we don’t know all the kinds of mosquitos.

TEACHER: Mmhm. Last two turns and I’m going to change animals.

STAR STUDENT*: Okay, umm Sayu and then Ananda.

STUDENT: I agree with what Sofia said that it would change the environment, and also I realized that if we went extinct, the mosquitos also eat the blood, the blood.

TEACHER: They would miss us. Okay, a response if there is a response, and if no response, last turn. I think it’s already been given, right?

STUDENT: Yes, a long time ago.

TEACHER: Ananda. Very good, Sayuli. Is there a response? Alondra? Let’s see.

STUDENT: I don’t think that they would all go extinct because they also suck the blood of other animals. TEACHER: Okay, they can also bite an animal. Good, but this made Sayuli think and it’s a realization of something interesting. Let’s see, Ananda?

STUDENT: Umm, I agree with Hugo because also there’s this that mosquitos also make people sick.

TEACHER: Mmm

STUDENT: Like chikungunya

TEACHER: Like chikungunya, that is this type of illness, right? What do you think about?

STUDENT: There’s a response.

TEACHER: Okay, goa head.

STUENT: But it’s that I say about this

TEACHER: The responses are super short.

STUDENT: Clarification

TEACHER: Question or clarification. Very good.

STUDENT: That this, it wouldn’t change the environment if they go extinct because a lot of animals have gone extinct and nothing happened to the world.

TEACHER: You think that nothing will?

STUDENT: Nothing more than that there will be no mosquitos.

TEACHER: Oooh. Who agrees with this? Excuse me. What Gonzalo just said is interesting. He considers that a lot of animals have already gone extinct and nothing happens. Who does or does not agree with this? Let’s see. Who doesn’t? And who does?

STUDENT: I do.

STUDENT: I do.

STUDENT: I do.

STUDENT: I do.

STUDENT: I don’t.

TEACHER: Who says no. Let’s see. Why not?

STUDENT: Me

TEACHER: First Santiago, and then _____. Let’s see.

STUDENT: Realize this, if some animals go extinct nothing would happen, but there are animals that, you realize, that we eat, like that goat that gives us chops, um the cow, and other animals.

TEACHER: But we are talking

STUDENT: We are talking about the mosquito.

STUDENT: But the mosquitos, realize this, yes nothing would happen.Mmhm.

TEACHER: I have a response. No, are you saying that nothing would happen to you as people or to the environment? The environment in general.

STUDENT: To the environment.

TEACHER: To the environment. Why? Why if they become extinct, for example there are a bunch of animals that are in danger of extinction. If the quetzal went extinct, absolutely nothing would happen in nature?

STUDENTS: (Yes, yes, it’s that…)

TEACHER: Attention and silence, please. I would like for you to sit correctly to listen. Let’s see, Tania? What do you think?

STUDENT: That the mosquitos and the blood, they use it. It’s that there are some animals that don’t…

TEACHER: Okay, what do you think of what they thought? What happens if an animal goes extinct? Nothing happens in the environment, or does something happen?

STUDENT: Yes something happens.

TEACHER: What could happen?

STUDENT: Well, it could happen that _________________

TEACHER: The one being the food of the other one, both of us affect each other

STUDENT: Mayte

TEACHER: Now we’re going to have order again. I would like Alina to choose.

STUDENT: A question

TEACHER: In a bit. Alina is going to, go ahead Alina.

STAR STUDENT*: Umm, Sofi

STUDENT: I’m not – can I say something about something I don’t agree with?

TEACHER: Yes, but I want – Lucas, sit correctly please. Thank you. Gonzalo. With whom do you disagree?

STUDENT: Well, because

TEACHER: With whom? With which of your classmates?

STUDENT: With Gonzalo.

TEACHER: Ah, good. Direct yourself toward Gonzalo.

STUDENT: Because also, some, well it could be that with some nothing happens, but if one goes extinct that helped the planet, there could be more contamination, that’s it.

TEACHER: There could be more contamination, and what?

STUDENT: That’s it. Because, well, not all of them would change.

*The star student directs turn-taking in class.

Thinking and Reading

When asked about my experience here in Mexico, I find myself gushing not about anything specifically connected to Mexico (although, don´t get me wrong – I LOVE chilaquiles, tamales, sweet bread and hot chocolate…), but rather about the luxury of a more relaxed lifestyle. Luxuries like:

1) An occasional leisurely breakfast – on a WEEKDAY – with This American Life or RadioAmbulante and multiple cups of coffee.

2) Gym classes down the street.

3) Walking commutes to schools and my university. In walking one or two or more hours a day from place to place, I am truly able to think about the things I am seeing and doing. (I also reflect on my grocery list and whether or not I should drop off my laundry.) It sounds hokey, but the fresh air and exercise really do help me to reflect on questions I have during school visits. Why are there so few fights at recess with so little adult supervision? How do kids learn to read and write when it seems like so little instructional time is spent on literacy? How could my school in the US become more environmentally conscious, like many of the schools here?

4) Reading. I read so much more here in Mexico! I read for class. I read for my project. I read for pleasure.

In my “Literacy and Culture” class, we have finally set aside tedious theoretical texts by Barthes, Foucault, etc. on the mysteries of “How does otherness determine identity? Is there such a thing as culture?” Now we are reading somewhat more contemporary, practical texts by authors like Emilia Ferreiro, who discusses current desire for literacy to be a social act. She writes about the increasing popularity of book fairs in a country where fewer and fewer people are reading books. Attendees want to take pictures with authors and post them on Facebook to prove they were there. And haven´t I attended the National Book Fair in part because I wanted the cute poster that would prove I was there…?

I´m currently reading Americanah. (Who isn´t reading Americanah?) Each time Ifemelu encounters into judgment because of her accent or compliments for her lack thereof, I think about my project and ideas about oral language. What grammatical structures are acceptable and in what contexts, and who sets the standard, and how do they learn to talk that way, and…?

In googling research about oral language teaching, I came across this article: “Action Research Supporting Students’ Oral Language inNorthern Canadian Schools: A Professional Development Initiative.” I found it interesting less for the work with oral language and more for how they used action research as professional development. The author refers to research (Furlong & Salisbury, 2005) showing that “Action research also fosters teachers’ confidence in their practice, a stronger sense of professionalism, and a greater depth of knowledge.” Confidence? Professionalism? As a teacher who has developed a self-diagnosed inferiority complex from this profession, it sounds fantastic. As delicious as a bowl of chilaquiles. More action research, I say!

Reflections on Mexican calendars

May is notorious for "puentes" - long weekends and random days off.
For me, the frustration is mostly that I never know in advance. Sometimes no one knows in advance. "Do we have class tomorrow?" "How about Friday?"
¿Quién sabe? - Who knows. Talk to the union rep.
Not that I´m complaining. I don´t mind having extra time.
And it´s not like we don´t lose instructional time in the (United) states (of America). It´s just that usually back home the reason is testing. There are a lot more celebrations here.

Additional reasons for canceling class: 1st grade entrance exam, neighborhood patron saint festival, school anniversary, more teacher strikes, federal helicopters dropping tear gas on the teachers protesting down the street...

Exposure and motivation

Last week my parents came to visit me. On Thursday we took a trip out to the indigenous town of Tenejapa, and then continued on to San Juan Cancuc. These are small towns, and we were the only foreigners present. It was market day in Tenejapa, so there was a lot of activity, with rural neighbors visiting to shop and sell, but San Juan Cancuc was very quiet. There weren't even any stores to shop for their beautiful textiles. About an hour and a half down beautifully forested, hilly winding roads, it felt worlds away from San Cristóbal.

Three days later I found myself making a presentation at another COMEPO meeting (the independent group of bilingual educators):

A gratuitous photo of me looking professional, if only to prove that I don't spend all my time traveling, eating, and trying to speak Tsotsil.

At the meeting, we got to talking about student motivation: its importance and its often discouragingly low levels. A school director from a rural school outside of San Juan Cancuc, that same sleepy town I had visited with my parents, shared a story:

There was going to be a story contest for indigenous students. The director encouraged a teacher to have her students participate. "No, no," she said, "no time, no materials, can´t do it." (*In her defense - that could easily, easily be me or many better teachers than me.) So, one day when the teacher was absent, the director covered her class and led the students in writing stories for the contest. And one of them won! The student, along with his teacher, was invited to an awards ceremony in Mexico City. Again, the teacher: "Mexico City? That´s too far. No, no, I can´t go." Again, the director stepped in. Before leaving for the capital, it seemed like everyone at the school wanted to provide some last-minute instruction for the student. They collected money for shoes and new clothes but told him he also had to wear his traditional clothes from his community. They told him he had to greet people in Spanish with "Buenos días" and "Buenas tardes," and that he should be polite in receiving food. It was a huge experience for both the child and the director - flying on a plane, staying on a top floor in a tall hotel building, being offered a sandwich and taking off everything so he could eat the bread... It was certainly motivating for the child, the director, the school and the community.

The story made me think about other "exposure" opportunities I´ve witnessed, some of which I cynically judged to be gimmicky:

* The FBI taking our sixth graders on a one-day trip to New York.

* Our college mentoring program bringing a busload of middle schoolers to campus, where their most significant experience was probably gorging themselves in the cafeteria to the point of vomiting.

* Peace Corps hosting a conference where volunteers from all over Honduras could bring two leaders from our site. I brought a health promoter and a woman from the semi-rural exurb where I worked. I remember her spending the nights praying loudly in tongues. I remember an indigenous woman who came with another volunteer sharing about the merits of breast-feeding her five-year old. Most of all, I remember the excitement of traveling somewhere new, meeting new people, and returning to our town, motivated to try new strategies we learned.

And I thought about myself, here in Chiapas for 6 months.

Do we always need big experiences in order to find motivation? No. Should we capitalize on innate curiosity of children as a source of motivation? Yes. But big (and sometimes gimmicky) "exposure" experiences generally don't hurt. And for people like the boy and his school director outside of San Juan Cancuc, where classes are too big, teachers are overwhelmed, and resources are scarce, a big experience can be life-changing.

Thinking and talking, talking and thinking

One of my hypotheses about the strong oral language production of students at Pequeño Sol, the private school where I observe, is that it is strongly connected to their use of Philosophy for Children. The students take part in a philosophy class as part of their curriculum from their first year of preschool through secondary school. (If you want to see an adorable example of this program and small children in philosophy class, check out the documentary Just a Beginning. It is especially cute because it is French.)

A couple weeks ago, I attended a conference on Philosophy for Children (Filosofía para niños).

The Latin American Center for Philosophy for Children happens to be located right here in San Cristóbal, and this week I had the chance to meet the director, Dr. Eugenio Echeverría.

I had just come from a school where a dynamic teacher was rapid-firing questions at fourth graders, eliciting a few one or two word answers. I was already thinking about how class structures can promote actual discourse and scenarios in which students are the ones who are asking the questions. In Pequeño Sol, children ask a lot of questions - of their teachers and of their peers. In fact, in our conversation, Dr. Echeverría shared a comment made by the high school teacher of one of his children who had attended the school: "You must come from Pequeño Sol because you ask a lot of questions and you talk a lot."

Philosphy for Children follows a format of a community dialogue and has 4 main goals:
* Develop thinking skills.
* Explore values.
* Construct concepts. (e.g. happiness, culture, reality, power, democracy, beauty...)
* Life project (This does not translate particularly well in English, but the idea is that children begin to answer the questions "What kind of person do I want to be? In what kind of world do I want to live?)

Apart from these, Dr. Echeverría spoke of additional goals and constructs of the program: self-esteem, resiliency*, internal locus of control, defense against manipulation by the media, critical consumption, position taking, developing intellectual humility or epistemic uncertainty... Certainly high aims for a program that works with children as young as 3 years old!

The structure of the classes themselves is a wonderful venue for developing oral language. Dialogues are partly student-run and the teacher/facilitator pushes students to use specific vocabulary, probes thinking so that they can express well-formulated opinions, and requires that they respond to each other´s ideas.

Apart from this structure, the Philosophy for Children program interests me in the shared space that thinking and speaking hold in educational discourse. Although both are valued - critical thinking especially is a popular buzz-phrase - they are rarely considered an ends in and of themselves. As educators, we encourage students to use talk in order to develop their writing and comprehend reading, in order to express mathematical reasoning, or in order to describe scientific observations. We encourage them to develop thinking in order to more clearly express ideas about their reading, writing, and arithmetic.
We promote speaking to develop writing, but rarely writing to develop speaking.
And even less speaking to develop thinking (indeed, my preferred approach to formulating a thought!)

A class devoted to thinking? It sounds absurd. The same for a class devoted to speaking.
But that doesn't mean they are not honorable end goals.






*For a reflection on the teaching and testing of skills like resiliency, check out the blog of fellow Fulbright Distinguished Awards in Teaching recipient, Patrick Walsh: https://bigpictureeducation.wordpress.com/2016/04/06/are-21st-century-skills-non-cognitive/ (I highly recommend his blog in general.)

Semana Santa

Spring is here, with Holy Week festivities, and in my case a nasty stomach bug.
I'm glad I chose to stay home instead of traveling like all the rest of Mexico.
I was able to participate in some of the San Cristóbal rituals. Thanks to Virginia at the university for being my cultural interpreter! (Her words quoted below.)

On jueves santo, there is a mass, and then "half the population of San Cristobal hits the streets to tour 7 churches --any 7 -- in conmemoration of Christ´s going to the house of Annas, to Caifas, to Pilate, to Herod, back to Pilote, etc. The churches are all beautifully decorated with Eucharistic themes and open till midnight for this 7 Casas pilgrimage."

Lest people get hungry while trekking among
7 churches, there are food stands set up EVERYWHERE -
churros, potato chips, corn, pizza,fruit soaked in liquor...

On Friday is the Via Crucis, Way of the Cross parade through the streets.

"The most wonderful --and longest--mass of the year is the Vigilia Pascual Saturday night at 7. 7 readings, 7 psamlms, blessing of the fire and water, a dark bare church, eerie chants... Suddenly, the church explodes in light, flowers and the joyful, insistent clamor of bells"

Zapatourism

In accordance with the local authorities and autonomous municipalities, the transport of illegal vehicles, planting of drugs, and assaults are prohibited. You are in Zapatista rebellion territory. Here the community rules and the government obeys.

The Zapatista movement is a huge part of San Cristóbal history and continues to this day - for many international and Mexican tourists in the form of romanticized revolutionary dreams and for residents of nearby caracols (autonomous Zapatista communities) in the form of a nuanced reality.

In honor of fellow Fulbrighter Andrea´s visit to Chiapas, we decided to venture a visit to the closest community, Oventic. Unlike other nearby indigenous towns, it doesn´t advertise itself as a tourist destination, but we were allowed to enter. After finally locating the taxis that travel in the right direction and after surviving a hair-raising hour of steep cliffs, sharp turns, dense fog, and inadvisable speeds, we arrived at a road-side gate where a masked Zapatista took our information. Then a soft-spoken and kind woman (also masked) showed us the highlights of the small community.

As in many indigenous communities, photos of people are prohibited, but there were impressive murals on many of the buildings. The fog, which turned to drizzling rain, added to the other-worldly ambiance, but made the pictures a bit blurry.

We are the root

Office of women of dignity

In the autonomous Zapatista schools, children
are educated in the spirit and collective
conception of the world.