Greetings!!
I better write now while I am sane due to a much needed break---spring break! Although it has been spent waking up at 9 every morning and working on homework until 5 I would say I have completed a lot and that I have. I have also managed in some quality time with Bradley and have ventured around the east side of Michigan. I am currently sipping on a tasty cup of coffee in a cute little coffee shop tucked downtown Farmington Hills & am blogging!!
Tomorrow is a BIG day and when I say BIG I mean it, I find out about a scholarship that could or has the capability of funding my whole trip across the ocean. I am very anxious about it and hoping that the man upstairs has something so great in store for me.
I have so far attended two meetings in regards to information with traveling. There are ten WMU students who are traveling and three faculty. Two of the faculty are married and they teach in Speech Pathology and Africana Studies they are the definition of a true scholar they are so intelligent.Santiago (one of the faculty) actually is a professor at the University we will be able to attend and has gone over to Dakar a couple months ago to get set everything up. The main language over there is French luckily with the relationship with the University over there some of the students will travel with us and translate for us! We also need to take language courses prior to departure. I will be traveling over seas with 3 other ladies from program at Western which is comforting and I am happy to know that there are students from the Special Education program wanting to go to work within the schools. One of our professors is also another faculty member from WMU and will play our 'mother' role---we are all flying over with her and she is giving us each an Ipad while we are abroad that will allow us to keep in touch via Skype, etc and allow us a handy way to keep journals and notes.
Our second meeting consisted of meeting with the health clinic to go over all the medication and vaccinations we will need prior to departure and things to avoid, etc while over there. For starters we cannot eat the salad or any fruit we have not seen be cleaned (this flashes back to Mexico) I will take this advice seriously this time. As far as water goes closed mouth showers, freshly opened water bottles and a handful more of other health precautions to take. as far as vaccinations go ooh baby--I swear I am heading to a country that everything possible to get is possible. I will be vaccinated for Yellow Fever, Hepatitis A, medication prior, during and post for Malaria, and a few more I think I'm forgetting. Mosquitoes are going to be a main concern for all of us over there, we will literally be covered 24/7 with certain protective spray and are encouraged never to sit near pools, water etc. Luckily our hotel is closed off so we won't have to worry about bed nets, etc. One might think that all of this information would scare me off of wanting to go but I am always reassured by my mentor that it will be a life changing trip, that is trying in many ways but you will come back changed---that keeps me keeping on!!!
Now for the technical stuff! Many might still be wondering the main reason I am traveling and now I can happily inform you all exactly what I will be doing. Below is all information from my proposal I turned in for my BIG scholarship (hence the italicized print) hopefully this will all clarify questions not only for those reading but for my own sake while I post it all! Happy adventures!
Exploring the Role of Oppression for People with Disabilities in West Africa
Group Purpose
The common goal of instructors and students involved in this course is to understand the impact of globalization on systems such as health services, schooling, foreign policy, food, transportation, housing, and to analyze how that impact translates into public policies (Cultural Connections Brochure, 2011). This study abroad program includes (1) a three-week pre-departure orientation in the U.S. to clarify goals and prepare participants for the academic experience abroad, (2) the expectation of sustained engagement with the people, and their daily lives in Senegal, the host country, as well as (3) activities both in Senegal and upon return to the US that link experiences abroad with both the participants' educational experiences and goals in the U.S. In addition the course will have a re-entry process during the last week of the semester where students complete their capstone projects incorporating their overseas experiences into their U.S. practice. All participating students will also be required to do a presentation during orientation week in fall 2012 to disseminate information about what they learned while abroad concerning the causes of globalization and its impact on systems.
Individual Purpose
While abroad I will be traveling to Dakar, Senegal. Dakar is the capital of Senegal – the country at the most western point of the African continent. With over two million people living there, the pace of the town is fast and the markets are usually crowded. Many migrants from various African countries, as well as those from Europe and Western Asia are drawn to Senegal. Senegal is a country with a rich linguistic profile. You will find people there who speak the national languages (Wolof, Seereer, Mandinke, Soinike, Diola [Jola], and Fula [Pulaar]), as well as those who speak French, English, Spanish, and Italian. The language of the government and schools is French. Gorée Island, which houses a replication of the Maison des Esclaves (House of Slaves) is a mere 20-minute ferry ride from Dakar. In Senegal there will be many opportunities to examine the consequences of globalization on systems, for me, specifically education and human services.
I see Dakar as an outlet for me to experience “different ways of knowing” from outside of the United States. As a means to gain the most out of my education at Western Michigan University I need to take advantage of all the opportunities that are given to me. Traveling to Senegal provides a once in a lifetime opportunity, one that will open my eyes to so much as well as open doors to new experiences, places, and people.
As a special education major I have found there is so much information to learn and so many experiences that are possible. I am drawn to many social justice issues, including the impact of globalization on the K-12 education system in the United States. In today’s society it is not okay to just be an average teacher or one that blends into a crowd will not get you hired. I need to be an educator who embraces all educational experiences. Bower and Sature (2011) state that teachers need to have a high level of critical consciousness. They use Howard and Alemans (2008) definition of critical consciousness. Howard and Aleman state teachers need “to be able to recognize that people’s ways of thinking are significantly influenced by race, gender, and language, and the hierarchical social systems in which they are located”) p. 165. Dakar will offer an experience like none other found in the United States, I will be working with students in a developmental school and a school in an extremely low income area of the city (often referred to as a slum). It will be an experience to understand how people with disabilities are defined with this culture as well as compare low income to my similar experiences here in the United States. I believe these environments in will provide new tools and learning experiences for me to apply to my future job. Through the pre-departure seminars and well as the seminars within Senegal I seek to address the following research questions:
1. How does hegemony explain the oppression of individuals with disabilities in Senegal vs. in the United States?
2. What teacher knowledge, skills, and dispositions are needed to meet the needs of individuals with disabilities in West Africa vs. the United States?
3. What role does family play in the education of the oppressed in Senegal vs. the United States?
Moreover, I see this experience as one that will allow for personal growth. By serving others and working towards impacting a community outside of my country, I will also gain self worth and dignity in my future goals. Furthermore I believe there is much work to be done not only in the United States but also abroad. Upon completion of this study abroad program, I will be fulfilling my personal, educational, and future professional goals as I seek to understand “different ways of knowing”. Bower and Sature (2011) state “Teachers’ awareness of differences and attention to assumptions are essential in providing culturally relevant instruction and maintaining high expectations for all children (p. 416). This is a great opportunity and I look forward to its impact on my future personal and career objectives
Interview Question for Educators of People with Disabilities, Parents of Children with Disabilities and People with Disabilities themselves:
Part A
1. How is a disability defined in Dakar?
2. Who is involved in the identification process of a disability?
3. What does it mean to have a disability?
4. How are people with disabilities in Senegal incorporated into daily life, schooling, and work?
5. What accessibilities are available to students with disabilities within schools?
6. What barriers do children with disabilities face within schools? In their community?
Part B
1. What are your goals for the future?
2. What are some barriers you face in day to day life, within school, outside of school?
| December, 2011 | - Initial literature review on oppression in third world countries |
| January – February | - Continue with literature review - Prepare research questions - Begin to examine data collection processes - Complete study abroad application (January 20, 2012) - Develop research proposal for Honors’ College |
| February 24, 2012 | - Program proposal deadline |
| March-April, 2012 | - Continue with literature review - Finalize interview questions and research protocol. |
| May 7-May 25, 2012 | - Attend Cultural Connections 3 week on-campus course (content knowledge on social theory, globalization, life in Senegal) - Finalize project |
| May 26 – June 16 | - Travel to Senegal - Attend seminars on aspects of Senegal Culture at the University in Dekar-daily - Take local language lesion-Woolof (3x per week) - On-site research visits in the afternoons (3-4x per week) - Service Learning Project with school in low income area - Local family visits - Daily evening seminars with the entire Cultural Connections Study Abroad Group - Complete Action Research-Capstone work to be complete first week upon return |
| June – August | - Compile and review data - Prepare for thesis declaration |
| September | - Presentation to study abroad board - Declaration of thesis - Prepare presentation to Honors College board and project committee |
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