Category Archives: Teacher Education

An education(al) anecdote from Brazil

By Clarissa Bezerra, Brasília, Brazil

As an educator and as a woman, I have had the privilege of having a very strong woman to look up to – my mother. Today, in my 39th birthday, after having spent most of my day by her side, I decided that it was time I wrote down a story she once told me about her life as a young and inexperienced teacher back in her hometown, a small and impoverished village by a river, called Cajari, in the heart of the state of Maranhão, northeastern region of Brazil. This was back in the early sixties, and my mom had just finished her studies, the then-called ‘Escola Normal’, which no longer exists, to become a teacher. Back then, it was the only choice a woman had to being someone’s wife and bearing children.

My grandmother Raimunda was my grandfather’s, Jerônimo, third wife. My mom was the first-born daughter of three siblings, but they had a whole bunch of other brothers and sisters from my grandpa’s first two unions. Having become an enthusiastic young teacher, my mom greatly contributed to the setting up of one of the first schools in her village, where she taught Portuguese, basic Math, and basic agricultural practices to students who were in their majority either as old as, or older than herself. She remembers the exhilarating feeling of standing in the front of the group in the very simple classroom. That was, she had always known, her true calling. She was a natural-born educator, taking after my grandma Dodoca, whom I will certainly write about in another post. Continue reading An education(al) anecdote from Brazil

Bland Culture

Ana Carolina Calil, Brazil

Author: Ana Carolina Calil

English has come to be a global language. Nobody would deny that. However, what does it mean and what does it take for a language to reach this status? According to David Crystal (1997, 2): “A language achieves a genuinely global status when it develops a special role that is recognized in every country”.

There are around 350 million first-language speakers of English and just as many speakers of English as a second language. English has become the language of business, science, government, international communications and tourism. Speaking English became a synonym of status. In the words of the editor of the Oxford English dictionary: “… any literate educated person is in a very real sense deprived if he does not know English” (Burchfield, 1985).

As a typical middle-class Brazilian kid, I was ten years old the first time I set foot in an English classroom and seventeen when I took my first proficiency exam, and not once was the reason for my studies explained to me. I remember being dragged to class because we HAD TO learn English. It would be important for my future, whatever that meant. So, like many other children of the nineties, I spent part of my week amongst books and cassette tapes which showed a culture I knew nothing of and couldn’t get myself to relate to. When I look back, I can still remember my first textbooks “Touchdown” and “Sam on radio 321”, and how little they reflected my interests and culture. I can still sing most of the “Grammar Chants”, “Jazz Chants” and “Muzzy” songs. Continue reading Bland Culture

Teaching in Nepal: Choice, Chance, and Being the Change in the World

By Praveen Yadav, Kathmandu, Nepal

Teaching, especially in schools, in Nepal is considered an easy profession. In fact, people in many other professions use teaching as a convenient start to their careers. Due to limited job opportunities, teaching is an easy way to fund higher education for young people.

So, when I was invited by a colleague at EdConteXts to share my personal and professional stories about teaching in Nepal, I did a quick survey with 72 teachers in a business college where I am working. My key question was: “Is teaching your choice or did you pick it by chance?” I wanted to know what factors affected the “choice” to become teachers.

Seventy percent of responders said that they chose teaching by chance. While those who chose teaching deliberately had studied “education” as their academic stream, those who picked this profession by chance said they did so because this was their only choice. A few colleagues chose it as hobby first and then developed an interest or even passion later on.

My Own Story of Becoming a Teacher
My own story of becoming a teacher started by chance at first.

Born and brought up in a poor family in remote rural district of Saptari, I could sense my parents struggling to send me to school as early as middle school. As pragmatic and simple village folks, they decided not to send me for further studies when I somehow finished high school. They wanted me to support my younger siblings to get a high school education.

Photo Local ContextFortunately, there was teaching! I could teach in a private school and earn my way into college. The only obstacle was that it was not easy to physically move to a place where I could receive my own further education.

But somehow, my parents allowed me to let me move ahead, even though they did not see why I needed education beyond high school. I started at the primary level and moved up to high school as I advanced in my own education. Continue reading Teaching in Nepal: Choice, Chance, and Being the Change in the World