Category: Ugweri

Today’s blog post is written by one of the study abroad students.

Name:  Ptahra Jeppe

Hometown:  Brooklyn, New York

Year and Program of Study:  In final year of the JD Law program, the MS in Cultural Foundations of Education program, and the Certificate of Advanced Studies of Disability Studies program

I am participating in the Kenya study abroad experience because I am interested in learning and studying cultures different from my own. I am interested in disability in the global context and I am excited by the idea of being able to study special education in Kenya and to learn from the people of Kenya in general.

Some things I have observed thus far are the lush landscape, beautiful flowers and fruits and vegetables. I have observed the contrast of the tall buildings and metropolitan feel of Nairobi with the smaller homes and buildings and the agricultural landscape of Embu County.

I have found it interesting to participate in the special education class in Ugweri Primary School. There were many commonalities in the challenges that children in special education face in Kenya and abroad, as well as challenges unique to this community. I am fascinated to learn from the special education teacher who, with minimal resources, has transformed the lives of her students. For example, she has built homes, bathrooms and water tanks for some of the students, she has created vegetable gardens for each child’s home, and has started a program where she engages the students in cooking a meal every day for their lunch. For some students, this is their only meal of the day. When my classmates and I entered this new space, everyone (as might be expected) was nervous about what the three days in the special education class would bring. The students, however, quickly began to open up and share with us what they have learned. We were able to share in the joy and excitement of one student learning how to thread a needle and begin to sew, a task he had not been able to tackle previously. This skill of hand-eye coordination was not only realized, but this is a vocational skill that will allow this student to provide for his family and contribute to his community. Watching the community’s attitudes toward the students we got to know evolve was an honor to experience, given the fact that there are families that keep students with disabilities at home and the school seems not to understand how truly capable the students in the special education class are and what they have to offer the community.

I am looking forward to keeping in touch with the special education classroom and finding ways that I and my community back home can support them. I am also looking forward to our next school experience in Embu town.

Recap of Today’s Activities:

We were at the schools in Ugweri again today. At the primary school, the day started with an assembly. The special education class worked together to cook their meal. After lunch, there was a classroom available for them to use in the school and they engaged in a lesson. Some of us visited other classes in the morning in the primary school and talked with the students and answered their questions. At the secondary school, members of our group observed classes and several taught classes.

During the morning tea break, Garmondyu and I had an opportunity to discuss the importance of incorporating technology into the classroom with the secondary teachers, and the benefits of assistance technology.

Over lunch break, the principal, Mrs. Muli, and Peter Rugano, one of the school board of directors, spoke, and two members of our group also spoke, thanking the teachers and students for welcoming us and allowing us to observe and teach students. We then took some group photos with the teaching staff.

We very much enjoyed our time at the two schools in Ugweri. Below are some additional photos from our time together with these students and teachers.

In the evening, we all participated in a celebratory dinner at one of the host family’s homes. We have greatly enjoyed our time with our host families and appreciate their warm hospitality.

Today’s blog is written by one of the students in the study abroad course.

Name:  Tiffany Hamm (Twitter: @TiffanyAych)

Hometown:  the Bronx, New York City

Year and Program of study:  Finishing first year in the Ph.D. Science Education program

I am participating in the Kenya study abroad experience because I wanted to explore the ways in which science education is carried within a different culture. Prior to attending Syracuse University, I taught Earth Science at a high school in the Bronx. During my years of teaching, I was committed to developing and strengthening my practice of teaching science. Ultimately, my goal was to increase the accessibility for science instruction for all learners found within my classroom located in an urban community. This includes English Language Learners, students with disabilities, students from low-income households, as well as general education students.

Some things I have observed thus far are the culture of schooling in a rural school in Kenya. In the back of the school, there is a small shamba (garden) full of fresh vegetables and legumes. Food is cooked daily at the school, and meals are eaten together. Personally, this provided a feeling a kinship among the teachers.

I find it interesting that there is no separation between (public) education and religion. Many schools within Kenya are sponsored by a church and therefore incorporate religion and religious studies within their curriculum.

So far, I have only observed education in a rural secondary day school. I am looking forward to observing science classrooms, and education in general first, in the rural primary school, and then in the urban national boarding secondary school.

Recap of Today’s Activities:

Today began with the SU crew visiting the rural schools; a few of us attended the St. Jerome Ugweri Secondary Day School and the remaining attended the Ugweri Primary School. While I was at the secondary school, I was given the opportunity to teach two biology classes; a Form 1 (freshman) class and a Form 4 (senior) class. Some other people in our group taught classes as well.

Three members of our group have been working with Mrs. Kamau in the Special Needs Education class at Ugweri Primary School. They went with her and the students in the class on the Tuesday visits to each home of the students in the class. The primary students were thrilled to ride in our bus for the home visits.

Our leaders, Joanna Masingila and Jeff Mangram, spent the morning with Dr. Peter Rugano, a lecturer at the University of Embu, observing three student teachers from the University of Embu teach lessons during their teaching practice at Moi High School, which is near to Ugweri.

After the school day ended, the students of the secondary school held a volleyball match against the teachers. The students won!

We soon headed back for to our host family’s home and assisted in cooking dinner. For dinner we had ugali, mukimo, chicken broiler, chicken kienyeji, chips (French fries) and sukuma wiki (kale).

Today’s blog is written by one of the students in the study abroad course.

Name:  Easton Davis

Hometown:  NYC  by way of northern Virginia

Program of Study:  Beginning second year in MS in Cultural Foundations of Education program

I am participating in the Kenya study abroad experience because broadly, my research interests seek to explore how internalized oppression is embodied and how, in particular, students of color resist, interrogate and respond psychologically and physiologically. My desire to participate in the Kenya study abroad was prompted by the opportunity to observe and engage with students and educators from a primary and secondary school. So far, I have gained a greater understanding of how educators within varied educational institutions utilize teaching and learning strategies in spite of many complex social, political and economic challenges.

Some things I have observed thus far are a number notable observations I made while at Ugweri Day Secondary School. The school forms a shape of a “U”, mostly connected through classrooms. There are gendered restrooms (washrooms) located adjacent to the playground. Students eat outside together near the playground on wooden benches by a beautiful tree. The teachers’ lounge (staff room) is centralized and accessible for teachers to convene and prep lesson plans, discuss challenges, eat lunch, as well as rest. In terms of instruction, I have been most impressed and interested in the level of attention many of students appear to give their teachers. They are extremely well-behaved, attuned and motivated. The students I observed seemed to record almost everything their teachers shared in class. Although, I’m amazed at their level of attention compared to students I have worked with back in the U.S., I also believe there is a sufficient opportunity to further analyze challenges the effectiveness in teacher-centered instruction.

I am looking forward to getting to know the students at the secondary school as well as better understanding how their relationships with teachers impact their learning. Thankfully, all of the teachers I had a chance to interact and meet with today, have been more than gracious in fostering a relationship and engaging in meaningful dialogue about learning which I find most humbling. Taking in consideration my educational privilege, group membership and social identity I recognize how my “classroom observations” or “knowledge” can create a set of complex and nuanced challenges for teachers/educators and members of the larger community to sit with.

Recap of Today’s Activities:

Today has been a whirlwind of excitement. We started our day at St. Jerome Ugweri Day Secondary School, located in Ugweri village. The principal, Mrs. Joyce Muli, and Dr. Peter Rugano, a member of the school’s board of directors and Syracuse alum, greeted us during the morning assembly. The assembly consisted of general announcements, a hymn, and prayer. My classmates, two Syracuse University faculty members and I had a chance to introduce ourselves to the student body—as they laughed and snickered from some of our American accents. We then had a chance to observe various instruction and in some cases even teach a unit on science, history, geography, religious education, special education or English. The highlight of my day was during Physical Education (P.E.) that happened right before lunch. I had a chance to see students open up and run freely as we played football (soccer), volleyball and catch. I decided to get to know a few students and play volleyball as a way to build rapport. Thankfully, my stellar performance, or perhaps lack-there-of, offered us an opportunity to relish in laughter. We ended the day with a class discussion led by our faculty. We discussed the highlights of our day, shared detailed observations in pedagogy, forms of student engagement, perceived challenges between the political apparatus and educational sector, and access to educational resources. We enjoyed another delicious meal at one of our host family’s home.