How we work
The challenge
The current Bangladeshi school system is based on rote learning and children miss out on creative and critical thinking, developing a sense of mastery and joy in learning.
The negative, controlling environment many children/youth face in school and at home, also leads many to develop negative assumptions about themselves, their ability to learn, and their value in the family and society, which in turn has led to low self-confidence, depression, frustration, and the feeling that there is no hope for the future1. Hence, many children/youth become passive.
To prepare the new generation to solve complex, global challenges and create sustainable development, there is a need for change in the education system toward new ways of learning and knowing, as well as developing capabilities to act2.
Our response
In EDS, we see sustainable development as a holistic social, environmental and economic development where feelings are the driving force. When children/youth connect to the nature and their local and global community, they wish to take care of it. This trains the child’s willpower. The child wishes to learn more about what s/he cares for and new knowledge about this becomes meaningful knowledge. Feeling valuable for the community gives inner strength and a sense of social responsibility where the children feel joy and engagement.
We therefore, collaborate as a practice and learning community where children, youth and adults learn together with and from each other. We do collaborative action research on the question “How can I/we improve my/our practice?”.
We empower vulnerable children to become reflected change agents and leaders with integrity and empathy for their local and global community and the environment. Hence, we value every child, youth and adult as a resource who has the potential for transformative learning.
We create a practice community where children and youth feel safe to experiment with ideas, take on empowering roles and learn. We do not use the term “failure”, because we consider every experience as an opportunity for learning. The EDS change agents create emphatic and trusting relations to each other and the children and youth they teach and mentor. Together, we conduct action learning and research and publish the results (link Publications).
Action learning means the EDS change agents
- identify a problem
- make a plan to solve the problem
- take action and implement the plan
- observe and document the outcome
- reflect on the results, the process and their role in it (own behavior)
- improve the plan and own behavior
- implement the improved plan and continue the action-reflection cycle
Through this action-reflection process, the change agents develop self-confidence and an identity as teachers, change agents, mentors and leaders. At the same time, we adults, who mentor the EDS change agents, go through the same action learning cycle where we do self-evaluation and invite the EDS change agents to evaluate us and our mentoring.
Together, we critically reflect on the past week’s plan, achievements and how to improve ourselves. We acknowledge each other’s and our shared success, plan for the next week and implement the plans.
The change agents take responsibility to teach, mentor and lead other children and youth. In the process, they become aware of their resources (knowledge, skills, good values, empathy) and how to use that to teach, empower and motivate others to get education and become change agents.
1. ‘Corporal punishment is rooted in Bangladesh’s culture’ (dhakatribune.com)