CHANGEMAKING
PROJECTS
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Changemaking in South Africa
This three-month international collaborative process began with digital conversations for relationship building and ended with an inclusive practices event in Johannesburg. During the framing phase, educators learned about the other country through comparison of policies and practices around supporting all learners. They compared the racial segregation practices in both countries along with the more recent educational policies to increase inclusive practices.
Additionally, educators from the US benefit from learning about South Africa’s rich language supports, such as translanguaging and being taught in their mother-tongue (Makalela, 2015). Both countries benefit from learning about socio-economic and regional challenges and positive practices. The five Changemaker email prompts were focused on: 1) introductions based on the social location essay and identifying what they hope to get out of the project, 2) building empathy by understanding perspectives on achievement gap and learning why each chose teaching, 3) finding a common language including discrepancies in vocabulary, 4) identifying strengths and barriers to learning, and 5) sharing way to support learners. Through their dialogue and online communication, with support and guidance from experts in the field, educators designed platforms for raising public awareness and educational support of inclusive practices to meet diverse learners’ needs using the Changemaker framework. The students examined disabilities, language, medical history, trauma, and socioeconomic assets and challenges through the lens of culturally responsive pedagogy.
The next step was the convening. The participants toured the Apartheid Museum in Johannesburg to learn the history of South Africa while sharing the American perspectives of slavery, “Jim Crow” laws, and the School to Prison Pipeline. The next day all members met at a school in the township to discuss and plan their group projects based on strengths of the community, empathy for learners, and feasibility based on the needs and lack of resources in all regions. They were asked to build empathy by thinking about the educational challenge from the perspective of the learner experiencing that challenge. Each group brainstormed ways to connect the solution to the challenge using the strengths of the community.
The third step was the igniting through the Changemaking Symposium hosted by the local university. The all-day event included Changemaking group presentations on inclusive practices and keynote speakers discussing teacher preparation, using Changemaking to increase support and collaboration, and effective methods for supporting multilingual learners using translanguaging.
All participants were asked to write a Changemaking Pledge explaining how the process impacted their teaching and to reflect on the Changemaking process.
Additionally, educators from the US benefit from learning about South Africa’s rich language supports, such as translanguaging and being taught in their mother-tongue (Makalela, 2015). Both countries benefit from learning about socio-economic and regional challenges and positive practices. The five Changemaker email prompts were focused on: 1) introductions based on the social location essay and identifying what they hope to get out of the project, 2) building empathy by understanding perspectives on achievement gap and learning why each chose teaching, 3) finding a common language including discrepancies in vocabulary, 4) identifying strengths and barriers to learning, and 5) sharing way to support learners. Through their dialogue and online communication, with support and guidance from experts in the field, educators designed platforms for raising public awareness and educational support of inclusive practices to meet diverse learners’ needs using the Changemaker framework. The students examined disabilities, language, medical history, trauma, and socioeconomic assets and challenges through the lens of culturally responsive pedagogy.
The next step was the convening. The participants toured the Apartheid Museum in Johannesburg to learn the history of South Africa while sharing the American perspectives of slavery, “Jim Crow” laws, and the School to Prison Pipeline. The next day all members met at a school in the township to discuss and plan their group projects based on strengths of the community, empathy for learners, and feasibility based on the needs and lack of resources in all regions. They were asked to build empathy by thinking about the educational challenge from the perspective of the learner experiencing that challenge. Each group brainstormed ways to connect the solution to the challenge using the strengths of the community.
The third step was the igniting through the Changemaking Symposium hosted by the local university. The all-day event included Changemaking group presentations on inclusive practices and keynote speakers discussing teacher preparation, using Changemaking to increase support and collaboration, and effective methods for supporting multilingual learners using translanguaging.
All participants were asked to write a Changemaking Pledge explaining how the process impacted their teaching and to reflect on the Changemaking process.
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"The entire process was beyond moving, and I have walked away with so many pieces I can't wait to try, share, and build from."
- Changemaking Participant |
"I promise that in all aspects in my classroom to create a globally inclusive environment, hoping to help my students understand how important being aware of all learners."
- Changemaking Participant |
"I will work to take care of myself to in turn be present and proactive in my classroom."
- Changemaking Participant |
