Global Education News

Syndicate content

Welcome to our guests from Gifu Kita School in Japan!

Send by email

Fourteen students and two teachers from the Gifu Kita School visit Catlin Gabel and stay with school families from January 3 through 10. This is the 20th anniversary year of our exchange program with our sister school in Japan. Be sure to say hello, or, rather, konichiwa!

Catlin Gabel family's independent service in New Mexico

Send by email
Los Niños International volunteer opportunities

By Carrie Gotkowitz
Los Niños/Via International is a community development organization headquartered in San Diego, California, and Tijuana, Mexico. Our family has been involved with Los Niños for many years – my son Daniel's grandfather, Joseph Gotkowitz, started the microcredit program in the early 1990s. I was familiar with the Los Niños programs through contacts in San Diego, but had never visited any of the program sites. 

During spring break 2010, Daniel and I spent two days at the Los Niños program in Mexicali, Mexico. We visited a cactus farm, a beehive cooperative, a ladrillera (brickmaking business), and a preschool, which is the site of a xeroscape landscaping and playground installation project. We ate meals and slept at the Los Niños dormitory in Mexicali.

Los Niños Mexicali volunteers have helped with sustainable farming development projects, bridge building, xeroscape landscape installation, and playground construction. Volunteer work is directed by agronomists or construction supervisors. Los Niños provides Spanish language interpreters. Voluntourism trips include discussion and education on community health and nutrition, local and global economic forces driving migration, and U.S.-Mexico border relations. Volunteer and community contributions are used to fund projects.

Los Niños/Via International has a 37-year history in community development work. The organization focuses on family health and food security, nutrition, and ecology training, microenterprise and microcredit, community leadership education, and voluntourism programs. Los Niños offers voluntourism programs in San Diego, New Mexico, Tijuana and Mexicali, Mexico, and Guatemala.

Los Niños International

Science teacher Bob Sauer named Outstanding Classroom Teacher

Send by email

Upper School science teacher Bob Sauer recently was named an Outstanding Classroom Teacher in his region by the Oregon Science Teachers Association. The citation for his award took particular notice of his ability to engender enthusiasm about science in his students, as well as his international efforts for science education and experiential travel. Congratulations, Bob!

Global education update

Send by email
International students, 2010-11 global trips, save these dates

Welcome to our international students

Please join us in welcoming four international students who will spend the year at Catlin Gabel: sophomores Jossette Solís from Costa Rica and Louise Jürgens from Denmark, junior Karl-Julius Ueberhorst from Germany, and senior Mmaserame Gaefele from Botswana.

Two Guatemalan students will join our Middle School from October 16 to December 11. The 6th grade will host Victor and the 8th grade will host Santiago.

Where in the world are we going?

We are excited to announce the global trips for 2010-11. Check out the website for information about Upper School trips to Senegal, Guatemala, and Botswana, and Middle School trips to Tawain and Costa Rica. Happy trails!

And while you’re at it, visit the blogs written by students and chaperones currently traveling and living in Japan.

Save the dates

Upper School assembly, Thursday, October 7, 10:40 – 11:40 a.m.
This assembly features global activist and World Pulse founder Jensine Larsen. As a young freelance journalist covering indigenous movements and ethnic cleansing in South America and Southeast Asia, Larsen had a vision—to use the power of media to unleash the creative human potential of women across the globe. Parents and guardians invited.

The Viewfinder Global Film Series movie nights for 2010-11 are October 21, December 2, January 27, February 24, and April 14. All films are shown at 6:30 p.m. in the Vollum Humanities Building unless otherwise stated. Childcare available for potty-trained children. » Link to Viewfinder schedule

How are trip destinations determined?

We draw upon the breadth of international experience in our own community when we plan trips abroad. Basing trips on these existing connections provides our students with opportunities for meaningful, safe, and educational experiences—and enduring relationships.

The school’s goal is for each student to participate in at least one international trip during his or her Middle School and Upper School years.

Financial aid and trip expenses

Trips range in cost from $2,000 to $4,000. Families are encouraged to begin saving funds for their child’s global travel experience early in Lower School. Each year about 25 percent of students in both the Middle and Upper Schools travel on global trips. A 5 percent surcharge is added to all trips to subsidize financial aid. Financial aid is available to all qualified applicants, but a student may receive aid for only one trip during their tenure in each division. Families who do not receive financial aid for tuition, but who require aid for an international trip, are required to submit an SSS form.

More information about global education

Information about the global education program, upcoming trips, speakers, and events can be found in the global education section of the website.

 

Redefining Community: Linking the Global & the Local

Send by email

By Spencer White

From the Spring 2010 Caller

Our heads fill these days with reports of environmental degradation, the unraveling of indigenous communities, and the harsh realities of human conflict on our globe. I find this overwhelming and sometimes downright scary. I can only imagine how these problems make my 11-year-old students feel as they move through school, becoming more aware every year of the issues we, or they, will live through. Regardless of the life paths our students choose when they leave Catlin Gabel, they will face a world characterized by ever-increasing communication and collaboration with international communities. Technology has brought us the ability to maintain relationships and conduct business with people just about anywhere on the globe, at any time of the day. How our students engage in these relationships— in essence, their diplomacy—is of great importance to our world.

 
Our global education program seeks to foster global competencies in our students. Among these is the ability to work and communicate effectively across national, cultural, and linguistic boundaries. So how do we do this? Besides teaching world languages, or providing travel opportunities, how do we help our students build cross-cultural communication skills? The answer is, we practice. We practice by taking advantage of every opportunity we can to get kids to collaborate with their international peers.
 
Teaching students to be literate in cross-cultural communication requires two intentional activities. The first is creating meaningful relationships with people around the world—initially through email exchanges and interactive Skype conversations, and eventually through global travel.
 
The second act is linking these relationships to local peer groups. Our students must practice communicating about a specific issue, problem, or goal not only with local peers, but with peers of other cultures, languages, and nationalities. In this way we redefine the idea of community for our students, explicitly teaching that our actions and decisions affect not only our local community, but also those far away.
“Looking back in my journal I see how I have really never felt a connection with someone that far away from home before.” —Catlin Gabel student traveler
For example, Carter Latendresse’s 6th grade unit on food teaches students to critically examine how food is produced in the U.S. and compare our levels of consumption with that of other global communities. Making this tangible, the Garden Club’s new vegetable beds allow students to grow their own organic produce, as well as understand the influence the global food industry has on how we produce, transport, and learn about the norms of global food consumption.
 
Teachers David Ellenberg, Becky Wynne, and Laurie Carlyon-Ward, chaperones on this spring’s trip to Nepal, prepared 13 high school students by viewing Food Inc., a documentary on the U.S. food industry. Nepali students at the Sattya Media Arts Collective screened the film for our students’ visit, and together they talked about the arrival of fast-food restaurants in Katmandu. This spring, the students who traveled to Nepal will visit Carter’s 6th graders to talk about the perspectives of their Nepali peers.
 
Our community’s response to the Haitian earthquake in January most tangibly collected a sizeable sum of money to support Mercy Corps’s disaster relief work. But more notable was the fact that our Lower School students created pastel drawings with messages in French and Haitian Creole that were delivered personally by parents who traveled to Haiti to assist in the recovery. Our community grows stronger and more unified by working together to affect change in a distant place. From these collective efforts our students learn about the disparity between resources and power structures in our world—but they also see that they are not powerless in the face of all the world’s daunting problems, and that when we reach out to communities far away, we in turn strengthen our own.
“I really care about conserving water. I mean I did it before, but not nearly as much as I do now.” —Catlin Gabel student traveler
The Viewfinder Global Film Series is another example of how we challenge our community to unite around global issues, in the interest of educating our students. In its inaugural year, the series has hosted 23 films over 8 months of the school year—attended by more than 600 parents, students, and teachers. Far more impressive than the numbers, though, are the post-screening conversations that ignite passionate debate and reflection about how our school sees its place in our local and global communities.
“I was really surprised when I got back at the sheer amount of resources we use every day, how easy it is for us to have a hot shower, and how we take so much for granted.” —Catlin Gabel student traveler
As our students move into Upper School, their opportunities for local and global collaboration increase. Model United Nations challenges students’ diplomatic skills, while twice a week students board a bus to Aloha to help Latino children with homework. Many of these same students recently returned from Cuba. Apart from the humanitarian nature of the trip, the travelers learned the power of creating relationships with their Cuban counterparts and the life-changing nature of convening with a community so vastly different than their own. Leah Weitz ’10 saw this in action in Cuba, and she’ll never forget it: when she told their Cuban cabdriver about the humanitarian nature of their visit, he gratefully told her their ride would be free.
 
As an 18-year-old at Lewis & Clark College, I traveled to Argentina and Chile as part of my Hispanic studies degree. Six months in Mendoza living with modest third-generation immigrants of Italian descent taught me the power and potential of creating emotional connections with people outside my own community. Shy of the cliché of calling them my Argentine family, especially when talking with my “real” mother on the phone, I was shocked at how close I felt to them and how utterly dependent I was on their parenting and care. Perhaps I was an independent, self-sufficient young adult in the U.S., but in Argentina I was vulnerable and far from home. Here was my new community developing before my eyes.
“There is no real way to explain what has changed about me. What I can say is that the way I see things is as if I am seeing it on two planes, two perspectives. I see things the way I see it from Costa Rica and from the U.S.” —Catlin Gabel student traveler
We are fortunate at Catlin Gabel to have the opportunities and the means to develop international relationships through travel, technology, and the study of language. We are in the business of redefining for our students what community means, what it means to become a global citizen, and what it means to consider the global effects of daily decisions. In my mind, this fortune comes with a commensurate degree of responsibility. We have the responsibility not only to purposefully seek and create relationships in international communities, but we must always make an effort to connect these relationships to our daily curriculum, our school initiatives, and our local service work. These collaborations linking local action with global realties serve as important reminders of our need to change the way we think about community.  
 
Spencer White is Catlin Gabel's global education coordinator. He also teaches Middle School Spanish.

 

Paul Monheimer reflects on Israel Fulbright research

Send by email

Last year I applied for a Fulbright Distinguished Award in Teaching.  Much to my amazement, I was awarded a grant to study for a little over three months in Israel. On the application, I wrote a proposal for connecting students using graphic arts software to help overcome language barriers. How naïve I was. The first issue my mentor, Jay Hurvitz, pointed out was that I had hardly proposed a topic which could be researched. No problem, I countered. Being a mentor teacher in the United States, I was more than willing to look at how student teachers were being trained to teach with modern technological tools. In my mentoring, I had discovered that student teachers were proficient at using technology, but had little training in how to teach with technology.  I told Jay I was also interested in how veteran teachers were acquiring the new skills necessary to teach with emerging technology. 

I was not a researcher prior to this Fulbright Award. I teach children. I have done so successfully by most measures for nearly thirty years. Teaching is about building relationships. My students learn because of the relationship I have with them.  In order to learn about the state of technology in Israeli education, I began developing a personal learning network (PLN.) I created a blog that, according to Google Analytics, has received more than 700 visits.  Each visit lasted an average of 2:36. Clearly, people are reading what I have written. 

Actually doing research was my problem.  I was going to be in Israel for 102 days.  I spent a week getting acclimated.  95 days left.  Israeli universities have a semester break in February. Down to 80 days left.  K-12 students have a spring (Passover) break. That left 70 days for me to complete my research.  I learned a great deal while in Israel. Yet I am just now beginning to understand how little I know, and I will be teaching Catlin Gabel seventh graders in 14 days. As a wise Israeli fifth grade teacher reminds her students, “When you travel, you learn a lot about other cultures.  But, you learn more about yourself.”  What did I learn about the Israeli education system?  What did I learn about myself?

I was eager to begin my research into the Israeli school system, but I don’t read, speak, or write Hebrew very well. I needed to talk to people who spoke English, read articles in English, etc. But Hebrew is an important part of Israeli culture. It is one of the ties that bind people. Speak Hebrew and one is seen as an Israeli or at least trying to be part of the culture. Speak English and people might be tolerant or even translate, but I was still an outsider. Fortunately, I met many people who talked to me in English, newspapers such as Haaretz and the Jerusalem Post have online English editions, and both Google and Microsoft have passable translators. Technology became my lifeline. It kept me afloat, yet did not quite allow me to swim. I could translate Hebrew into English, verify my understanding with Israeli colleagues, and e-mail people on my laptop. I had a cell phone for person-to-person conversations and interviews. I learned that Israeli educators deal with many of the same issues facing American educators. Finding similarities eased my language anxiety a bit and allowed me to focus more on some of the differences.

Education in Israel is a complex enterprise. I divided my study between higher education folks and K-12 schools. Beyond this basic divide, there also are secular schools, religious schools, ultra-religious schools, and Arab schools. Funding and political power are unequal. While much funding is federal, schools are administered by municipalities, which means wealthier neighborhoods have schools with more resources, parental involvement, etc. There are areas where the school is the only building in a village with electricity. I visited one Bedouin school, near Be’er Sheva, where a generator the size of a camping trailer was providing the school with electricity. Residents, by contrast, relied on solar power, if they had electricity at all.
Israeli schools are faced with a wide spectrum of issues. Often, technology isn't a high priority. I wanted to talk about technology and how teachers were being trained in its use and using it with kids. But I kept reading about violence in schools, poorly paid teachers, high teacher turnover, lack of qualified teachers, curricular differences between religious, ultra-religious, and secular schools, and schools refusing to teach certain students.  Perhaps most importantly, education in Israel has to deal with security measures unlike any I have ever experienced as a teacher in America.  Every school in Israel is not only fenced, it has an armed guard at the gate. The guard won’t actually admit anybody, but will allow visitors to contact the office. Even when I visited schools as part of a team of Israeli educators, we still had to be admitted by someone who worked at the school, not the guard. Schoolchildren on field trips are accompanied by at least two armed guards the entire time. While no one mentioned the effect of security on kids and most Israelis take security precautions in stride, it has to affect the kids and the adults.   Learning about Israeli schools is, as the ogre, Shrek, says, “Like an onion.  Peel it back one layer at a time.”

A good mentor tries to develop independence in his charge, and Jay was an excellent mentor. He accomplished four major tasks with me. Jay helped me become independent as a traveler. Israel has a terrific bus system, but it took a number of trips before I felt comfortable. I am now able to travel to any part of Israel to meet educators, visit schools and colleges, and return to Jerusalem safely. Jay introduced me to a few educators who are doing unbelievable work in the field of education technology.  Sometimes he attended these meetings, other times I met with people on my own. I joined Israeli educator forums, which required more Google/Bing translation work, and I have been a contributor to these forums since my arrival. One of my suggestions is currently being tried out on Edureshet, a Ning group of technology-using educators. Jay also introduced me to a group of college instructors who were learning how to use technology in their courses. My skills as a technology director and technology-using teacher came in handy, as I was able to participate in class even though my Hebrew was not up to the level it needed to be to participate fully. More than once, after I made a comment, someone would remark, “Oh, so you understand Hebrew.” I didn’t and still don’t, but I understand what is on a screen and have been a presenter often enough to correctly guess what was going on. Lastly, under Jay’s guidance, I attended conferences at Mofet, a unique Israeli institution. Meeting colleagues of all stripes at these conferences was a highlight of my time in Israel, and I look forward to keeping in touch with many of the fine educators I met. While I know Jay did his best to broaden the circle of people with whom I met, and even though he knows, in one way or another, many educators active in the education technology field, my exposure to these people was inevitably influenced by his circle of friends and acquaintances.

More than anything else, I treasured the time I had to read, think, and write. I have followed a few blogs for a number of years, but my blogroll has now grown substantially. Speaking with Israeli colleagues and observing teachers in their classrooms piqued my interest in areas of technology to which I had not previously paid much attention, including ways to incorporate Facebook, Diigo, and other social networking sites, Google forms, and submitting assignments via Moodle. School visits caused me to reflect on my own teaching methods and curriculum. Reading what others wrote on the subject and commenting on posts connected me to educators not just in Israel, but the entire world. I’m not sure where I will find the time to continue all of the reading, but I suspect I will find ways to keep up, or I will join the legions of tech folks who have way too much to read. Thinking about my own teaching, how I approach learning, how I incorporate programs such as All Kinds of Minds, how I utilize the rich resources available to today’s students and teachers, and which skills I want kids to have when they leave my class are all areas I have been lucky enough to explore during my Israel Fulbright.  I have shared some of these thoughts in my 33 blog posts. 

Now that I am preparing to return to the US, what have I learned about the topics I wanted to explore?  There are some Israeli schools engaged in global sharing projects. Perhaps Catlin Gabel will join the growing list of schools participating in global sharing when I return. Some of the software I wanted to share does not “accept” Hebrew input. I have an ongoing correspondence with three software companies encouraging them to tweak their programs to accept Hebrew characters. According to the Israelis, it should be no problem. 

There is an ongoing program in Israel, the Athena Fund, whose stated goal is to address the current poor state of the education system, wherein a gap of digital understanding exists between teachers and students, teachers showing fear of computers and not using them for the purpose of teaching and communicating, and their general status in the eyes of their students is at its lowest. The Fund's main project is "a laptop for every teacher."

The Athena Fund aims to complete its work by 2012. From my limited observations, most Israeli schools have a long way to go. Israeli student teachers are not part of the Athena Fund program. This is unfortunate because, if they were, they might be ready to teach with technology when they began their own teaching careers. Instead, they become part of the program only after completion of their training. If I could make one recommendation it would be to give every teaching candidate a laptop at the beginning of their training. Teacher training is stuttering. Early adopting teachers are moving ahead, but many teachers are simply hoping, “this, too, shall pass." What few in the education community are talking about is that Israeli kids already bring cell phones to school and the phones are creating the same problems as cell phones in schools do in the US – distraction of peers through inappropriate use, ringing during school time, class distinctions between students who have “cool” phones and those who do not, etc. There are so many “turf battles” being waged in the education sector that it is difficult for all the folks involved to move in the same direction. 

Cutting-edge teaching is always inspiring! I visited schools where creative teachers were involved in innovative programs. I observed students in middle schools where each family had purchased a laptop for their child to use, conduct research, create tables in a word processor and upload the document to Moodle, all in a 45-minute period. I met teachers whose students were creating audio files to go with their stories, which they then used as part of an English lesson.  I brainstormed with teachers who were setting up a program to get parents more involved in their local school by having parents and children learn together about using computers. I learned more about the importance of social networking in education than I can possibly recount. This is, of course, a two-edged sword. Students enjoy social networking because they use the tools all the time, they are familiar with them, and they don’t seem like “real work.” But teachers need to help students understand the responsibilities involved in using social networking sites in classes. This includes focusing on school projects, not just updating status, checking on friends, etc. The issues surrounding “proper use” of social networking are not limited to Israeli or American schools/students.  Increasingly, corporations are either filtering or intensively monitoring what employees are doing/viewing/ while connected to the corporate network. 

Teaching is about making connections. I have done that during the past three months in Israel. Current technology will allow me to stay in touch with the educators and students I have met here. As a Fulbright Distinguished Teacher, I have learned new ways of looking at my teaching, improved my teaching, and I have been fortunate enough to have begun working with others to collectively improve education in both the United States and Israel. As Brian Jones stated after he and his partner had just completed the first around-the-world balloon flight, “I am an ordinary person to whom something extraordinary has happened.”

 

Environmental Club raises money for clean drinking water in Iraq

Send by email
Water sanitation unit provides 641 Iraqi students with potable water

The Upper School Environmental Club raised money through a series of bake sales and by selling smoothies at Spring Festival last year. The proceeds were used to purchase a water sanitation unit for a middle school in Najaf, Iraq. Here is a thank you letter and photo.

April 24, 2010
 
Dear students of Catlin Gabel School & the Environmental Club,

I am excited to inform you that the students of Najaf Middle School for Boys in Najaf, Iraq, now have clean drinking water because of your generous donation! Our partner organization in Iraq, the Muslim Peacemaker Team, has overseen the installation of a water sanitation unit which provides 641 students with safe and healthy water.

Rose, would you please pass on these photos and our message of thanks to your students? I understand that some of the students that worked on this gift may have graduated. Would you please pass along our deep appreciation and gratitude for all of the work they did as well? All of their support is not only improving the health, and lives, of hundreds of children, but they have helped to make the person to person connection that makes peace possible. Thank you so much!

Reconciliation is where we begin to imagine a better world. Reconciliation means opening ourselves to another person, another culture. It means economic and social connections that improve lives and create the substance of peace. Your gift is a catalyst for reconciliation, enabling Iraqis and Americans to connect and transform our societies – and the world – into communities of peace.

Thank you for supporting the work of the Iraqi and American Reconciliation Project. Your donation makes our reconciliation work possible.
 
Sincerely,
Mika Thuening             
Program Director
Water for Peace
 

Upper School Diversity Conference celebrated diversity in our community

Send by email

The April 23 Upper School Diversity Conference for students and teachers celebrated the diversity in our community – scholastic, civic, and global. Students determine the structure and thematic focuses of the event each year.

This year's Diversity Conference began with an assembly with performances by Catlin Gabel students and teachers. The Jefferson Dancers performed after morning workshops, and the Maru-a-Pula Marimba Band followed the afternoon workshops. (The marimba performance is open to everyone.)

Students and teachers worked together to design and lead the workshops.

Morning Workshops

Critiques of Notions of Diversity / Multiculturalism
Offering critiques of the notions of diversity and the multicultural model

Homeless Youth & Education
Learning about issues affecting homeless youth

Masculinity / Re-defining the 21st Century Man
MALE PARTICIPANTS ONLY Two opinionated guests lead discussion of American masculinity

Israel and Syria (The Syrian Bride - film)
The interaction of Israeli and Syrian cultures

Living with Blindness
Hands-on experience of living with blindness

Fashion Influences Across Cultures
Who influences whom in the world of fashion?

Vietnamese Cooking
Learn to cook Vietnamese cuisine

Un Dia Sin Mexicanos (A Day Without Mexicans - film)
Would America work without Mexicans? Watch the film…

Race, Drugs, and Prison Sentences (Snitch - film)
Film discussion on race, drugs, and prison sentences

The Genetics of Race (film)
Film discussion on the genetics of race

Dance with the Jefferson Dancers
Learn about dance with Jeff Dancers -- no experience needed

Diversity in France (The Class - film) 
How is France handling culture clash? Watch the film…

Surgery on a Shoe String
Medical adventures in sub-Saharan Africa

Minstrels to Gangstas – Race and American Popular Music
How does pop music create / reinforce racial stereotypes?

Mercy Corps – Global Conflict Resolution
Mercy Corps guest leads discussion of global conflict resolution

Southern African Cultures
An exploration of Southern African Cultures

Factory Farming & Monoculture
The problems inherent to large-scale monocultural farming

Global Cooking
Learn to cook dishes from around the globe

Afternoon Workshops

Access to / Progress of Technology Worldwide
Who has access to technology? Who uses what you throw out?

Child Labor & Human Trafficking
Study of human trafficking and child labor in today's world

Immigration in Context
Discussion of the contemporary immigrant experience

Hispanic Heritage
An exploration of Spanish-speaking cultures & cooking

Middle Eastern Cuisine
Learn to cook healthy food from the Mediterranean & Mesopotamia

The Modern Woman / Contemporary Femininity
FEMALE PARTICIPANTS ONLY What does it mean to be a woman in contemporary America?

Muslim Culture, in America and Abroad
A look at Muslim communities across the globe, perception vs. reality

The Sexes – How We See Each Other
An exploration of sex / gender relations at CGS

Contemporary Religious Practice
Panel discussion of contemporary religious identities at CGS

Use of Sexuality in the Media – Lady Gaga, Adam Lambert
SAFE-led exploration of sex / gender in the media

The Journey Towards a Multicultural Identity
Exploring biracial / multiracial identity

Political Diversity – Conservatives / Moderates at CGS?
Moderate and conservative political points of view, discussion

Bollywood and Bollywood Dance
Learn about Bollywood and Bollywood-style dance

Comparative Fairy Tales / Mythology
Learn about universal motifs in folklore from different cultures

Cognitive Diversity
Learn about learning styles and discover your own!

 

Viola Vaughn Live Broadcast

Viola Vaughn from Sénégal to speak at Catlin Gabel on April 7

Send by email
Vaughn, a CNN "Hero," is founder & director of 10,000 Girls, dedicated to the education of girls

Viola Vaughn, founder and executive director of the nonprofit 10,000 Girls (http://10000girls.org) in Kaolack, Sénégal, West Africa, will speak at Catlin Gabel on Wednesday, April 7, at 12:45 p.m. in the Middle School Commons during her tour of the United States.

Dr. Viola Vaughn

Vaughn is an American with an Ed.D. from Columbia University who received a CNN “Hero” award in 2008. She is a social entrepreneur who has built 10,000 Girls from an idea to a vibrant program currently serving 2,567 girls in 10 towns and villages in rural Sénégal. She periodically tours the U.S., speaking and participating in conferences to raise awareness of her organization's success in helping West African girls succeed as students and entrepreneurs. During her time in Portland Vaughn will also speak at Portland State University.

Video of Viola Vaughn #1          

Video of Viola Vaughn #2            

Video of Viola Vaughn #3

Viola Vaughn and the 10,000 Girls Project from Memory Box Productions on Vimeo.

10,000 Girls has two primary programs: after-school education and skill-building, helping girls stay in school and complete their educations; and entrepreneurship, teaching a craft or trade and business basics to older girls who have already left school and need life skills to become self-reliant. The educational component provides tutoring and resources to help girls succeed in school. Older girls, who are no longer in school, learn sewing, baking, and other marketable skills, creating products such as dolls and table linens, which they sell locally and online. The girls also grow, harvest, and produce hibiscus, which they transform into tea and hope to export to the U.S. as Certified Organic. The girls in the entrepreneurial program have decided to donate nearly 50% of their earnings to the program, making 10,000 Girls entirely self-sustainable. In Sénégal – where 54% of the citizens live below poverty and 48% are unemployed  – 10,000 Girls transforms the lives of  participating girls and their families.

The dynamic Viola Vaughn, a long-time resident of Sénégal, dramatically describes the challenges and joys of running 10,000 Girls and speaks with passion about her organization's mission. She can relay fascinating stories, including how she convinced banks to open accounts for young girls, a first in Sénégal; why the girls chose to bake and sell cookies to raise money (like America's Girl Scouts); and the what poignant questions the girls pose at summer Democracy Camps in  Sénégal. 
 
In Portland, Violla Vaughn hopes to connect with individuals and organizations interested in the education of girls, as well as with businesses that might want to sell 10,000 Girls' products. She will also encourage individuals intending to volunteer for 10,000 Girls in Senegal.

 

Catlin Gabel Middle Schoolers featured in Martinique press

Send by email
Sainte Marie Journal, France-Antilles, March 2010

Translation of the article in France-Antilles
 
Sainte-Marie. Young Americans hosted by Saldès middle schoolers
HAND IN HAND, TO PROTECT THE COAST
 
Photo captions:
Photo 1: Young middle schoolers did not hold back their efforts in spite of the overwhelming heat.
Photo 2: At the end, the Saldès middle schoolers and their American counterparts displayed their satisfaction.
 
Young middle schoolers from the Emmanuel Saldès Middle School and young American middle schoolers took part in a beach clean-up at Anse Charpentier and at the beach of Sainte-Marie last week. Glass bottles, plastics, used tires, an old fridge … the concerted efforts of these youngsters of very different backgrounds allowed them to pick up several bags of garbage.
 
The young Americans, from Portland, Oregon, came to Martinique through a cultural and linguistic exchange program. Various families of Sainte-Marie have been hosting them since last week. 
 
Next year, the young Samaritans (inhabitants of Sainte-Marie) will in turn be hosted by their friends from Catlin Gabel School. In preparation for this big trip, the students registered in the European section of Saldès, have been making various fund-raising efforts since last September. They organized a raffle, sold cakes, and have already spent several Saturdays bagging groceries in the town’s supermarket.
 
Facilitating the turtle’s arrival on the beaches
The clean-up on the commune’s beaches was part of a series of efforts to further sustainability. The ONF (National Forest Bureau), Sainte-Marie’s city hall, and Kawan, a turtle protection association, joined forces with the middle schoolers whose objective was to make it easier for the Leatherback turtles to get on the beach during this egg-laying period. 
 
In small groups, under a scorching sun, the adolescents screened the area to take away as much as possible the garbage soiling these beaches. At the end, they displayed their satisfaction, happy to have filled several garbage-bags full, together.
 
PHOTO CAPTIONS: 
They said:
 
Picture 3
Josué and Sarah, 8th graders from the Middle School Emmanuel Saldès           
"We’re proud to host our American correspondents. Everything’s going well. We’ve been learning English since 5th grade. Today, with the arrival of our American friends, we’re trying to make an extra effort to live this exchange at its best and share as much as possible."
 
Picture 4
Students from the Catlin Gabel Middle School, 12 to 14 years old
"We’re happy to have been able to join our Martiniquan correspondents. Since we’ve been here, we’ve spent time with a lot of young people. This trip has allowed us to discover your culture, and some music through dance. It’s an unforgettable stay and we’ll remember it for a long time to come. We’ll remember when night time falls with the song of crickets and frogs, and especially the roosters crowing the wake up call in the morning! It’s very different from what we’re used to. We look forward to host our correspondents next year.
 
Picture 5
Gwenn Le Reste, project coordinator and English teacher at Emmanuel Saldès
"In the last few years, the team of teachers has organized several projects of the sort. Unfortunately, these teachers are extremely challenged by the possibility of having three classes cancelled in our building. Several of our students come from underprivileged families. Our building has the RAR rating (Ambition-Success Network), which has allowed us to have, up until now, a reasonable number of students in our classes. But if, for strictly financial reasons, the rectory persists and cancels these 3 classes, we won’t be able to pursue these sorts of projects that are very motivating for students."
 
Picture 6
Monique Bessette and Mark Pritchard, French and music teachers at Catlin Gabel School in Portland
"Since the beginning of this project, the Americans were eager to come to Martinique. In spite of the heat, they didn't feel out of place. On the contrary, they took to the exchange right away. Both groups are living pretty intense moments. Our students became familiar with the school's schedule, life in the countryside, and cultural traditions. We're sharing the life of the families who are hosting us, and it's very enriching."

 

Support the Catlin Gabel Difference

Send by email
Teachers speak about our distinctive programs
From the Winter 2010 Caller
The programs here embody Catlin Gabel’s uniqueness. These important offerings advance the mission of the school by continually reinforcing and refining the notion of progressive education. The teachers quoted here highlight what makes these programs exceptional and what they contribute to a Catlin Gabel education.
 

Robotics
By Dale Yocum, Middle & Upper School robotics program director

Catlin Gabel’s robotics program gives students experience with hands-on engineering. More important than that, it is an opportunity to work together as a team accomplishing an impossible goal in a time too short and with a budget too small, just like the real world. Our robotics team is the most decorated in Oregon, advancing to the world championships the last three years in a row. Our membership continues to grow, with 10% of the upper school now taking part. The next phase of work for robotics is to apply our skills earned in competitions towards other problems in the community. Our work to improve the quality of life for the elephants in the zoo is the first example of how we will reach out.

Outdoor Education
By Peter Green, outdoor education director & Upper School dean of students

The outdoor education program is the place where students grow in ways that will help them face the challenges of the outside world. It is one of the ways we help prepare them for the unexpected. The program provides leadership opportunities where students are genuinely challenged to lead their peers, make decisions, and confront daunting obstacles. This past year we passed a major milestone with 60% of the current Upper School students having been on an outdoor program trip. January marks the fifth anniversary of the program, and we have offered over 120 trips. Our plan is to involve as many students as possible. We will be offering more trips that are truly adventures, like our trip to Paulina Butte in central Oregon, where the group will hike up in winter conditions and try to construct a pond or tub to warm themselves before camping out.

Global Education
By Spencer White, global education coordinator & Middle School Spanish teacher

Global education at Catlin Gabel takes full advantage of the international diversity of parents, faculty, and staff to design activities and travel experiences that do not rely on outside contractors or travel agents. Connections to places and cultures far from Catlin Gabel exist in our students’ daily classes and lives rather than as an isolated, future destination. Our students need to be able to communicate and act internationally at every level of their education. Fostering abilities in cross-cultural communication and critical thinking about global issues is at the forefront of our global initiative. Our global programs are developing exponentially. We have launched the Viewfinder Global Film Series, which showed 23 films this year. We invite families from all divisions to gather monthly to view and discuss films selected by the faculty, connected to curriculum. This series honors the diversity of our families and allows us to expand our perspectives on the world and its cultures. In addition, global trip opportunities for Middle and Upper School students this year include Costa Rica, Martinique, Nepal, Cuba, and Japan.

The Learning Center
By Kathy Qualman, Middle & Upper School learning specialist

The Learning Center is truly the place where each child is the unit of consideration. We help students from all four divisions understand their unique cognitive abilities and work with them to identify and practice strategies that get them to their academic goals. We facilitate communications between families, students, teachers, and outside resources so that we are coordinated in supporting student learning. For students there is no stigma attached to using the Learning Center. It’s seen as a resource for all, just like the libraries. Our achievements are highly personal to each student and family. We believe they are life changing and life enhancing. It makes us proud to see the transformation in students, culminating with graduation, when we see our students walk across the stage every June. In recent years between 75% and 95% of each graduating class has used our services during their time at Catlin Gabel. We are working on improving our ESL support, strengthening our efforts to help students transition between divisions, integrating new technologies, strengthening support for new students, becoming a more active professional resource for teachers, investigating partnerships with other institutions, and becoming a resource to our greater Portland community.

PLACE--Planning and Leadership Across City Environments (formerly the Urban Leadership Program)
By George Zaninovich, PLACE director

This unique program allows students to gain exposure to local government and learn how engaged citizens can influence the future of their communities. Every PLACE class culminates in a service learning project where students form an urban planning consulting firm and complete a plan for a client. This directly benefits the community as Catlin Gabel students, working with students from other public and private high schools, tackle a need in our city and find appropriate solutions. Recently, thanks to the work of PLACE’s advisory committee made up of city leaders and Catlin Gabel students and teachers, PLACE was awarded a prestigious grant from the Edward E. Ford Family Foundation. We have added partners in Portland’s Bureau of Planning of Sustainability, Portland State University, and Portland’s public schools. PLACE has come a long way in the last year by adding semester classes at Catlin Gabel, and offering the course at Lincoln and Marshall high schools. We are looking to build a more robust urban studies curriculum at Catlin Gabel, as well as expanding the summer program to include a middle school Urban Exploration camp and more opportunities for high school students from across the region.

The Arts
By Nance Leonhardt, Middle & Upper School art teacher

 
Active participation in the arts is essential to each student’s understanding and appreciation of humanity. We honor the integrity of each student’s work and aim to create an environment that facilitates creative risk taking, where the process is as important as the product. One example of many vibrant programs in the arts is the Poetry in Motion project, which frees students from traditional media conventions and pushes them to explore cinematography and editing from an experimental and expressionistic angle. It generates cross-divisional connections between filmmakers and poets, and joins the community in a creative process. Each year students in the project produce 45 original films, inspired by works of poetry written by community members ranging in age from 4 to 65 and beyond.
To support these, and all of the amazing programs at Catlin Gabel, please visit the giving website or call or email the development office, 503-297-1894 ext. 302.  

 

Interests, Passions, Magnificent Obsessions: Community leader, senior

Send by email
From the Winter 2010 Caller

Passions: community leadership, environment
Interests: Japan, food, running, Tae Kwan Do

“I am a co-leader of three groups: the Japanese Culture Club, the Environmental Club, and the Baking Club. I’ve been taking Japanese since 7th grade and have been to Japan twice. Joining the Environmental Club seemed a natural expression of my interest in environmental issues, especially pertaining to food. I eat less meat, garden, cook for my family, and buy organic or local food. For the International Day of Climate Change, other Environmental Club members joined me on a zero-carbon outdoor program trip to the Columbia Gorge, traveling on MAX and bicycles.
 
Students can be apathetic, and I wanted to take leadership roles to help counter that. Sometimes young people feel that they don’t matter, and that’s the hardest thing. But people do care. Teachers and school administrators do listen to us if we seize opportunities when we can.
 
I spent spring semester away my junior year, working on an organic farm at a school in Vermont. This renewed my passion about the environment. It also helped me appreciate Catlin Gabel more when I returned, and I became more involved than I had ever been before.

I love what I have right now. I love baking, I love Japan, and I love Catlin Gabel. I don’t do what I do just to look good on college applications. People stress too much—I know I will go to college and make it great, wherever I go.”

CG and Nepali students meet to talk about fast food

Send by email
Sattya Media Arts Collective presents Catlin Gabel youth media exchange

Invitation for young people in Kathmandu to meet with visitors from Catlin Gabel School in Portland, Oregon, USA

If you have anything to say about the arrival of corporate food culture in our city, take part in a discussion with youth from the country where it all began—United States.  Exchange points of view and discuss the recent coming of KFC and Pizza Hut to Kathmandu with youth from Catlin Gabel, a high school in Portland, Oregon.

Portland is well known for being a progressive, environmentally conscious city where all things local, organic, and fairly traded thrive.  While fast food outlets exist there, a growing number of people actively support locally owned restaurants and farmers, as well as the globally renowned Slow Food Movement.
The Slow Food Movement was founded in 1989 to counteract fast food and fast life, the disappearance of local food traditions and people’s dwindling interest in the food they eat, where it comes from, how it tastes and how our food choices affect the rest of the world.”

Is fast food something American young people support? What role does fast food play in their lives? What kind of food choices do their families make? What kind of image do fast food companies portray through advertising? Is fast food especially popular among their friends? Is it popular with any particular segments of American society? Would they like to work at a fast food chain?

On March 6, prior to the discussion, we will screen the movie, Food, Inc., which examines how today’s “food supply is now controlled by a handful of corporations that often put profit ahead of consumer health, the livelihood of the American farmer, the safety of workers and our own environment.”

Since the recent establishment of KFC and Pizza Hut (both owned by Yum! Brands, “The World’s Largest Restaurant Company”), people in Kathmandu have quickly embraced them open arms, not addressing any of the major concerns voiced by people who have been eating fast food for decades. So let’s ask some questions.

Do Nepali consumers really know what they are getting? Why have people been lining up to eat at KFC and Pizza Hut? Is fast food cool?  Is it a status symbol? What does it mean to Nepal’s culture now that it is here? For our environment? For our health? For our local farmers? Who is making the profits? Why should we care? What can we do?

Join us on Saturday, March 20, 9 a.m.–noon, at Today’s Youth Asia venue at Babermahal Revisited for a fun, informative conversation with youth from the United States. If you are 15-18 years old and interested in taking part, email us as soon as possible at collective@sattya.org.

We will screen the movie on Saturday, March 6, at Crehpa (time to be decided). Nepali participants are required to attend the screening prior to the program on March 20.
 

Questions posed to Nepalese student applicants:

Do you know where your foods come from?

What is your diet like? What do you wish it was like?

What do you think about KFC and Pizza Huts’ presence here?

What is your perception of America and from where have you gathered this perception?

Which TV channels do you prefer to watch and why?

Making Global Trips a Community Experience

Send by email

Global trips have served as an extremely powerful experience for the lucky children and adults who get to go but have had limited value for the rest of the community. The students who traveled have an amazing memory that is difficult to explain to their peers. Their assembly presentations often feel disconnected, out of context in the daily life of the school. The students who stayed home have little understanding of what happened during the trip. Beginning and Lower school students are only vaguely aware of the experiences of their older peers. What if our entire school community could participate in each trip that goes out, even though they were not traveling themselves?

In recent years, Catlin Gabel’s global trips have become increasingly “academic,” with students seeking to better understand specific topics through travel. Students have studied history, culture, language, comparative religion, and natural history while abroad. The trips slated for 2010-11 make this trend more explicit and specific, exploring topics such as …

These topics provide experiential subject matter that directly relate to the current subject matter in many of our classes. What if we integrated the current year’s global trips into our courses? All students would participate in a shared, compelling learning experience. They would learn how the typical school content and skills relate to real-world issues in international locations. They would have first-hand contact with peers who travel to these destinations and either virtual first-hand or second-hand contact with individuals in those countries.

The traveling students would serve as school ambassadors for a collective learning effort, carry their questions to the destination country, and report back to the community what they discovered, either live or after the trip. They would experience their trip in the context of a schoolwide effort rather than in isolation.

We hereby invite you to integrate instruction on next year’s trips into your lessons, enriching your courses and our whole community through these travel experiences.
 

Students raise more than $12,000 for Haiti relief

Send by email
Lower School readathon the latest success

On Friday, February 5, 200 Catlin Gabel Lower School students plus staff, faculty, and parents participated in a readathon for Haiti relief. They all read books in the Lower School library, and up and down the halls, from 2:15 to 3 p.m., unified in a student-led community effort to show we are trying to make a difference. Students collected pledges for reading a certain number of minutes or a certain number of pages, and the resulting pledges were added to the funds that Catlin Gabel students and community members have already raised for Haiti relief. As of February 8, more than $11,000 had been donated to Mercy Corps from student-led efforts all over the school, and that figure will continue to grow.

Haiti Presentation

Send by email
Lower School Community Meeting

Mariam Higgins, fourth grade teacher, describes Haiti and her families' experiences there in light of the recent humanitarian crisis.

Victoria Trump de Sabático en Peru y España

Send by email

Hola a todos!

Espero que les hayan disfrutado las fiestas de la navidad y el año nuevo. Les estoy mandando este correo con un poquitito de información sobre mi año sabático.  Estaré parte del panel de ex-alumnos sobre la vida después de CG, hablando un poco sobre mis experiencias en Perú y los beneficios de un año sabático. Viví en Urubamba (en la provincia de Cusco) por 3 meses con una familia que sólo habla español. Para mi trabajo, hice cocinas con chimeneas y filtros para agua sana (los dos de cerámica) para comunidades pequeñas y pobres cerca de Urubamba, hablando con la gente para enseñarles sobre las cocinas y los filtros sólo en español (y con un poquito de Quecha, el idioma nativo de Perú).

Para el próximo parte de mi año sabático voy a viajar a Barcelona para vivir con Guillem y estudiar (sólo un poco cada semana...sí pues, es un año sabático, ¡no un año más de la escuela!). Estudiaré "Cine Español" y "Arte Moderno y Contemporáneo" a la Universidad de Barcelona, Estudios Hispánicos, y Francés al Instituto Francés de Barcelona.  Mis dos cursos con la UB serán totalmente en español (¡y con ensayos también!) así que vamos a ver como hago...jajajaja.

¡Muchísimos abrazos!
Victoria

Jenny Faber on SYA ~ Spain

Send by email

Jenny Faber writes from Spain during her year abroad, November 30, 2009

"The Endless Search"

    Back home finding the perfect parking spot poses a serious challenge for my dad, circling the rows of cars like a vulture and stalking pedestrians loaded down with shopping bags following them back to their car. But my dad’s quest for the parking doesn’t even compare with the lengths Juan, my host father, went to during las fiestas de Pilar. Even during frenzied Christmas shopping or a Costco run before the Superbowl, the most hectic parking times in Oregon, it normally doesn’t take more than half an hour to find a place to park. But after an hour of winding through the streets of Zaragoza, Juan didn’t show any signs of weakness, even when we passed the parking garage, with the bright green illuminated LIBRE sign.
    La Ofrenda de las Flores, the most religious aspect of Pilar, started early Monday morning, and Pili and Jorge, my host mom and little brother were up with the sun to join the procession. Juan isn’t a native Aragonese and wouldn’t walk in la Ofrenda.  Instead he and I planned to get to Calle Alfonso in time to see Pili and Jorge walk by in their native costumes on their way to Pilar.  Normally it takes me about fifteen minutes to get to Pilar on the 29 bus, so it should have taken less time by car. It was such a weird feeling being back in a car, in the month I’d been in Spain, I’ve ridden in a car twice, instead taking “tu amigo el 29” as Juan calls it.  I hadn’t expected such an adventure in the car, normally all my exciting transportation moments occur in the bus.
    We started out at 11:15, Juan asking me, “¿Te molestas si fumo?” Sí me molesto mucho but I couldn’t just tell him that. It was a rhetorical question anyway. We drove by my bus stop, just as a 29 was pulling up, the people packed on like sardines, headed to Pilar. I scoffed at their misery, crammed into the bus, the Spanish abuelas staring down anyone without gray hair, trying to get their seat. We’d get to Calle Alfonso much more comfortably than them, and quicker too. We crossed the river and made a quick loop around Pilar, just to be thorough but it was evident we couldn’t get a parking spot that close. That was just wishful thinking. The streets were difficult to navigate, with cars lining both sides, and everyone hurrying in the direction of the Ofrenda. It was like a step back in time, with the women walking around in floor length dresses, with petticoats and shawls and the men wearing stockings and vests. The drive through town was surreal, it would have been much more apropos to ride in a horse drawn carriage.
    By 11:40 we’d driven into a part of Zaragoza I’d never been to and Juan became a tour guide. That fit well with the picture I’d formed of Juan in my mind, when he emailed me in June, saying he’d be my “solucionador de cuestiones”, my solver of questions. In all the ideas I’d dreamed up of my year in Spain, I never thought of anything resembling our parking odyssey.   KISS FM played on the radio, occasional American songs popped up and other times Spanish music courses through the car. Juan told me little tidbits about each song, even the American ones. As we passed certain buildings Juan explained what their used for and occasionally their style of architecture. Sometimes, I could understand him perfectly and was on top of the world, considering myself basically fluent. Other times, I couldn’t understand anything and realized how much I have to learn.
By the time we passed La Romadera, the soccer stadium, we were farther from Pilar than our house was. The casual manner in which we drove around made it seem like it wasn’t vital to find a parking spot and more important to enjoy the drive together. There was no swearing, nor rude gestures at the others searching for parking, instead camaraderie, drivers signaling if a parking lot was full.     At that point, I’d been in Spain a little more than a month; I no longer felt like a stranger around my host family. I was beginning to feel like I lived in Spain, rather than just a tourist. But that still didn’t mean being alone with my Spanish dad didn’t terrify me. Try as I might, I just couldn’t communicate with him as well as I wanted to. He’d ask me a simple question, and I’d repetitively respond with a puzzled “¿Qué?” Or when I got sick of asking him to repeat it with simpler words, I’d just jump in and respond, more often than not answering him about something he hadn’t even asked me. I could handle a short car ride, but the clock kept going and I desperately longed to fill the awkward silence.
 Juan was on cigarette two when we drove back by Pilar to start circling again. The fumes were bothersome, but smoking is an ever present culturally accepted pastime in Spain. The infamous Zaragoza wind, El Cierzo, picked up right as we drove past a construction site, and it was a mad race to see if Juan could roll up the windows of the car before the dust cyclone hit us. The windows rolled up just in time, and a new topic of conversation started, one of Juan’s favorites, about how I would freeze this year. It didn’t help that I wore a dress and tights, perfectly accentuating his point that I never dress warmly enough. But Juan’s nagging doesn’t bother me; it’s his way of protecting me, making sure I don’t become an American Popsicle. “Abrígate” has become Juan’s trademark phrase, replacing hello and good-bye. It’s not uncommon that I’m sent to put on more layers before I’m allowed leave the house.
    At noon we’d been searching for more than 45 minutes, breaking all records from back home. A lesser man would have given into the temptation of the parking garage, only a moment’s walk from where we planned to meet Pili and Jorge. But Juan resisted the lure of the green glowing LIBRE sign, beaconing like a holy grail, and we drove off to scour elsewhere for a parking spot. The farther out we went the easier it was to see people’s desperation for parking. Cars parked on the sidewalk blocked all pedestrians and cars parked in the street blocked all drivers. Once we crossed back over the river and closer to home than Pilar, it would have been quicker to take the bus. After more than an hour of searching we pulled into a parking lot close to home that was overflowing with cars and buses. There were no rows to drive down to look for space, because cars were crammed into every space possible. It was utter madness, and the poor cars parked in the back were stuck until Pilar festivities finished, and the cars would give up their coveted spaces. Juan works in renewable resources, with los molinos, but he doesn’t drive a compact hybrid car. There was no way his SUV was going to be squeezed in anywhere. Though it worked perfectly we hopped the curb to park in a free spot of sidewalk.  It didn’t matter to Juan that we parked closer to home than to Pilar, and still had to walk halfway there. We triumphed, and against all odds, found a parking space. Juan had evidently planned for our extensive search, because we made it to Pilar exactly the time Pili and Jorge walked by, dressed to the nines in their native costumes.