Educating for Equity | Ginna Daza | TEDxYouth@NIS | Summary and Q&A

TL;DR

A teacher shares her personal journey of overcoming challenges and advocating for inclusive education to transform lives.

Key Insights

• 🎓 The author's childhood experiences shaped her determination to improve education and advocate for inclusion.
• 😀 Teachers in Colombia, particularly in rural areas, face limited resources and challenges in addressing diverse learning needs.
• 🎓 Inclusion projects and collaborative efforts have the potential to bring about positive change in education.
• ✊ The author experienced the transformative power of education through the success stories of her students.
• 👶 Education should focus on valuing each child's unique abilities and providing equitable learning opportunities.
• 👾 Teachers have the power to transform lives and create inclusive learning spaces.
• ♻️ Diversity should be celebrated and embraced within educational environments.
• 🎓 To create a better future in education, it is important to co-create inclusive and equitable learning spaces.

Transcript

I was born in Bogota the capital of Colombia where the living conditions and opportunities are higher compared to other cities and rural areas I grew up listening to my cousin talking daily to me while I went in my cradle where in my mom's heels in my dad's backpack at 5am in the morning to get ready to work going to the bakery with my grandpa to b... Read More

Questions & Answers

Q: What were some challenges the author faced growing up in the education system?

The author was labeled as a trouble kid and felt limited by a one-size-fits-all education system that negatively impacted her life.

Q: What motivated the author to become a teacher?

The author wanted to prove the education system wrong and believed that education had the power to transform lives.

Q: How did the author overcome the challenges of entering the public university for teacher training?

The author worked hard, took extra jobs, and studied extensively, earning a spot at the public university despite intense competition.

Q: What was the author's experience like working on the inclusion project in rural Colombia?

The author witnessed the dedication of rural teachers in helping children with learning barriers, and the project resulted in smiles, progress, and learning.

Summary

This video is a personal story of a teacher in Colombia who shares her journey from being labeled as a trouble kid in school to becoming a teacher and advocate for inclusive education. She highlights the challenges faced by teachers and students in the Colombian education system and the transformative power of inclusion.

Questions & Answers

Q: How was the teacher's childhood in Colombia?

The teacher describes her childhood in Bogota, the capital of Colombia, as one filled with lively experiences, such as listening to her cousin, going to the bakery with her grandpa, and living in a big house with lots of people and noise.

Q: How was the teacher's experience in school?

From the very beginning, the teacher was labeled as a trouble kid and faced criticisms such as being unable to stay still, talking a lot, and being impulsive. She felt that she was part of a one-size-fits-all education system that negatively impacted her life.

Q: Why did the teacher want to become a teacher?

The teacher wanted to become a teacher to prove how wrong the education system was and to make a positive difference in the lives of students. She saw education as an opportunity to transform lives and saw her dream of becoming a teacher as her only realistic option in a country with a high poverty rate.

Q: What challenges did the teacher face in pursuing her dream of becoming a teacher?

The teacher faced fierce competition to earn a spot in the public university for teacher training. She had to work extra jobs to pay for her education and put in a lot of effort to prepare for tests and interviews. However, she was determined not to give up and believed that she could make it.

Q: How did the teacher feel when she finally got admitted to the university?

The teacher felt a great sense of confidence and accomplishment when she saw her name on the final list of admitted students. She vividly describes the feeling of being a 20-year-old full of energy and jumping on the streets in celebration.

Q: What was the teacher's experience like in university?

The teacher worked hard every year, taking on extra jobs to pay for her semester. She was surrounded by passionate people and learned a lot from her teachers. She valued the chance she earned and saw it as an opportunity to shape her understanding of inclusion.

Q: How did the teacher's experiences in university shape her understanding of inclusion?

The teacher's experiences in university and the way her teachers shaped her understanding of inclusion helped her address her own problems and use them as allies to become the teacher she is now. She acknowledges the incredible teachers who helped her and became her role models.

Q: What major turning point did the teacher experience in her career?

In 2014, the teacher was part of an inclusion project called Asiana Inclusive, which aimed to make inclusion a reality in rural public schools in Colombia. This project involved supporting families, teachers, and administrators in addressing the learning barriers faced by children in these rural areas.

Q: What were some of the challenges faced by teachers in rural areas?

Teachers in rural areas had limited resources and assistance to support children with learning barriers. The majority of these children had to walk for two hours to get to school and faced various challenges. Despite these challenges, the rural teachers did their best to support the children, showing their dedication and resilience.

Q: What was the impact of the inclusion project in rural schools?

The inclusion project resulted in a research book that provided free access to strategies for better inclusion in classrooms. The project saw progress and learning, with children achieving milestones such as reading words, communicating using sign language, and participating in activities they were previously isolated from. The teacher felt a deep sense of fulfillment and realized the power of inclusion.

Takeaways

This video presents a compelling story of a teacher's journey from being labeled as a trouble kid to becoming an advocate for inclusive education. It highlights the challenges faced by teachers and students in Colombia's education system and the transformative power of inclusion. The teacher's experiences in university and involvement in an inclusion project showed the positive impact that can be achieved when teachers and communities work together to create inclusive and equitable learning spaces. This video encourages us to reflect on the kind of future we want in education and emphasizes the importance of co-creating inclusive learning environments where uniqueness is celebrated and all students are welcome.

Summary & Key Takeaways

• The author grew up in Bogota, Colombia, facing challenges in a one-size-fits-all education system.

• Despite discouragement, she pursued a career in teaching to prove the transformative power of education.

• Through hard work and determination, she became a teacher, advocating for inclusion and empowering students.