A Border Passage (March 19, 2018)

March is Women’s History Month in many parts of the world. To help celebrate the recognition of women, I will only be featuring female authors during the month of March.

A Border Passage: from Cairo to America — A Woman’s Journey

“As she journeys across cultures, an Egyptian woman struggles to define herself. In language that vividly evokes the lush summers of Cairo and the stark beauty of the Arabian Desert, Leila Ahmed tells the story of her life. This moving memoir begins with her Egyptian childhood amid the rich tradition of Islamic women, and ends with her longing to understand and to come to terms with her own identity as a feminist living in America. Growing up in Cairo in the 1940’s and 1950’s, Ahmed witnessed some of the major transformations of this century: the end of British colonialism, the creation of Israel, the rise of Arab nationalism under Nasser, and the breakdown of Egypt’s once multireligious society. Through the turmoil, she searches to define herself–and to understand how the world defines her–as a woman, a Muslim, an Egyptian, and an Arab. She poignantly reflects upon issues of language, race, and nationality while unveiling the hidden and often misunderstood world of women’s Islam.”

(from the blurb on the back cover of Ahmed’s memoir)

About the Author

“Leila Ahmed (Arabic: لیلى احمد‎) is an Egyptian American professor of Women’s Studies and Religion at the Harvard Divinity School. Prior to coming to Harvard, she was professor of Women’s Studies and Near Eastern studies at the University of Massachusetts Amherst. She earned her undergraduate and graduate degrees from the University of Cambridge before moving to the United States to teach and write.

In her 1999 memoir A Border Passage, Ahmed describes her multicultural Cairene upbringing and her adult life as an expatriate and an immigrant in the West. She tells of how she was introduced to Islam through her grandmother during her childhood, and she came to distinguish it from “official Islam” as practiced and preached by a largely male religious elite. This realization would later form the basis of her first acclaimed book, Women and Gender in Islam (1993), a seminal work on Islamic history, Muslim feminism, and the historical role of women in Islam.”

(from Goodreads)

 

 

What does POETRY in Grade 9 look like?

Just before the October break, I introduced my Grade 9 classes to our unit on Poetry. We studied the requisite terms and looked at different forms of poetry, but I felt that something was missing. There didn’t seem to be the same type of excitement that usually surrounds our study of poetry, so I decided to mix things up a bit.

Enter Taylor Swift.

I told my class that it was #TaylorTuesday (on a Tuesday, of course) and introduced them to her song “Look What You Made Me Do.” Many of my kiddos were excited at the prospect of studying a Swift song in class rather than another poem (note: lyrics are also poetry, so I wasn’t veering too far off the curriculum). We read the lyrics, watched the video, and studied the context (I didn’t realise she had so many feuds with so many different celebrities!) My plan was working: students were annotating her lyrics to look for devices and effects. They were excited again!

An example of how one student annotated Swift’s lyrics.

We spent a long time on this. I scaffolded their learning by introducing them to commentary writing, paragraph by paragraph. I wanted them to really understand how writers (including songwriters) use various devices to create a particular effect on the reader. They created thesis strands and used the PEEEA method (Point-Evidence-Explanation-Effect-Anaylsis) to organise their commentaries. They worked collaboratively to outline and draft their ideas, then submitted them to me for feedback. I’m excited to read their interpretations of Swift’s lyrics of self-reflection. I’ll be using CheckMark (a Google Extension) in addition to my own comments to help guide them as they apply my feedback to their final drafts.

The Fast and the Furious

These #TaylorTuesday lessons (which also took place on Wednesdays) were the perfect segue to a formal piece of poetry (“Nettles” by Vernon Scannell) on which I also wanted students to practice their annotation and writing skills. The difference here is that I only gave them one class period to work on it. No, I’m not a monster; I am trying to get students used to the idea of timed-writing. In both IGCSE and IB, students will be given a limited amount of time to write certain assignments. It is therefore vital for them to get used to writing in a finite timeframe. I call this The Fast and the Furious, mainly because I love Dwayne Johnson (aka The Rock), but also because I can see my students’ brains working overtime as they quickly write down their insights and ideas.

What started out with cries of “What? One period? How??” turned into sighs of “Wow. I can’t believe I did that in one period.” I’ll be honest: I don’t think all of my students finished the entire commentary, and that’s okay. What matters is that they used the skills they’ve acquired and tried their best to complete their commentaries in a detailed and thoughtful way.

The efficiency of their writing will come … in time.

 

CultuRama 2017

I have been a teacher supervisor (one of four!) with CultuRama for three years now. It’s an event that I look forward to every year and I love working behind the scenes. Organising, liaising, and then re-organising … that’s my jam. (note: choreography is definitely NOT my jam)

This year’s CultuRama was different, though. I don’t know if it’s because of the number of students involved (well over 200), or the number of cultures being represented (thirteen), or how quickly the tickets sold out (two days), but there was something special about this year’s show. When we had our meetings and rehearsals, everyone seemed very chill … they knew what they were doing; they didn’t really need us. Even on the night of the show, the students were happily putting on their own makeup, doing their own hair, drawing their own tattoos, all without any assistance from us. I guess this is what happens when you supervise a truly student-led activity. I mean, just look at these photos and you’ll see what I mean …

Yes, the kids were amazing. But in addition to these wonderful kids, we also worked closely this year with the Parents’ Association. As always, the UWCSEA East parents really stepped up to the plate and delivered an incredible display of cultural artefacts and delectable food. Whether their country was represented or not, the parents of the PA volunteered to set up their tables (and bar) and feed the masses both before and in-between shows, and for this we are both grateful and thankful.

Thanks to everyone for making this year’s show the success it was. Your continued support of our students is much appreciated.

 

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