Why Do You Have to Have a Sister School in Nicaragua?

Half of these meetings focused on speakers, including first-hand reports on recent trips to Nicaragua by the president of the school's Board of Trustees, who is active in Witness for Peace and takes delegations several times a year, and by the four teachers who visited parts of Nicaragua in the...

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Bibliographic Details
Published inRadical teacher (Cambridge) no. 38; pp. 9 - 17
Main Authors SOLÁ, MICHÈLE, ROSENTHAL, MEL
Format Journal Article
LanguageEnglish
Published Cambridge, MA Boston Women's Teachers' Group, Inc 01.07.1990
Boston Women’s Teacher’s Group, etc
Center for Critical Education of NY
Subjects
Children
Classrooms
Cultural diversity
Culture
Curricula
Education
Educational administration
Elementary Education
Elementary school students
Elementary schools
Government School Relationship
Grade 7
Grade 8
Human relations
International
Interpersonal communication
Minority & ethnic groups
Multiculturalism & pluralism
Multiracial people
Parents
Pencils
Personal relationships
Photography
Politics
Private schools
Resource Materials
Sister cities
Spanish
Staff Meetings
Teachers
Toys
Trade embargoes
Traditions
Youth sports
Nicaragua
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Summary:Half of these meetings focused on speakers, including first-hand reports on recent trips to Nicaragua by the president of the school's Board of Trustees, who is active in Witness for Peace and takes delegations several times a year, and by the four teachers who visited parts of Nicaragua in the summer of 1988. Reactions to the U.S. government's imposition of a trade embargo and support for the contras ranges from a lack of understanding to surprise to rage. The arrastradores (draggers) in photos #8 and #9 are members of Tipitapa block organizations whose responsibility it was to complete census information on children aged five and younger, to inform families about the national vaccination campaign, and to do everything possible to ensure that all children up to the age of five received vaccine at the local health center. The overall value of this project and the program has been to bring out into the open discussions of wealth, and the realities of how it is distributed among nations and individuals in New York, Nicaragua, and other places students know about. Because communicating with real people in Nicaragua has been an ongoing piece of the project, discussions of wealth and power inevitably arrive at a point where students are comparing their own lives with the compelling examples of openness, personal strength, and political commitment which come through letters from Tipitapa and exchanges of visitors.
ISSN:0191-4847
1941-0832