When will their dreams come true?

Schools that fools

Hope and dreams of under-privilege youth

          Hopes and Dreams of Under-Privilege Youth

        By Sadia Wali

"Our youth are not failing the system; the system is failing our youth. Ironically, the very youth who are being treated the worst are the young people who are going to lead us out of this nightmare."  Rachel Jackson

In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Saxton, 2000)

 The future of youth is directly related to the educational opportunities, economic conditions and sustainability of the individuals in our country.  Young people of well-off families have resources and means to avail the best opportunity to enhance their learning. But have we ever thought about the plight of the young people of low income families, residing in the underdeveloped areas? The talent of these youth has been crushed due to limited resources, inequities in social, economic and political conditions; gender discrimination; unemployment; armed conflict and confrontation. Due to prevailing injustice, young people living in underdeveloped or remote areas have been indulged in anti- social activities. They often become disillusioned, indulge in drug usage and even resort to criminal activities. 

 “Deep resentment built up in me when I was deprived of a job opportunity for the third time when I disclosed that I dwell in one of the under- privilege areas of Karachi .i.e.  Lyari. As I began job hunting, I felt all my hopes shattered and crushed, I have no faith in the justice of this country. Wide spread racism and discrimination has created despair, defeat, despondency and hopelessness in young people, young man grumbled.  

During the last decade, there has been an unprecedented increase in the crime, violence and terrorism activities; majority of these activities are carried out in underdeveloped areas. One of the major reasons for this growing deterioration in law and order situation in Pakistan is the disengagement of young people.

To engage youth in constructive and productive tasks, Non- profit organizations in Karachi have taken initiatives to impart skills and knowledge to youth of under-resourced areas such as Lyari and Korangi. They have empowered youth by engaging them in inventive projects to develop values and beliefs and develop a positive frame of mind.  Their aim is to train youth in conflict prevention and management, civic engagement and community mobilizations.

 The urgent need of time is to facilitate our youth; Karachi Youth Support Network in collaboration with other NGOs and private organization started facilitating youth from Korangi, Saddar and Kemari and now they have expanded the scope of its activities to Lyari and Sultanabad. They also plan to execute their plans to other under- resource areas of Karachi. Up till now more than 300 energetic youth of Lyari, have been provided opportunities of their interests by KYSN.

“Learn, Lead, and Prevent opines a young teacher, residing in Lyari (Karachi) .He thinks that from the tender age of eight to ten years, our children see anger and violence all around and think violence is the only way to survive. On grounds of gang allegiance, language, ethnicity or religion, what they do best is fight! Since we have no prospect of getting good quality education, our youth remain disoriented.” I believe that through better employment opportunities and community service, the youth have the power to bring a real change in the impoverished and strife-hit neighborhood of Lyari”

Young people of Lyari, Korangi and Sultanabad are extremely talented and have capacity to improve their lives. Being part of the facilitators at a training workshop, titled ‘Peace and Tolerance ‘conducted by KYI and Teachers Development Centre, I got the opportunity to interact with the dynamic teachers of those areas. The aim of the workshop was to cultivate positive aspirations in young people; young teachers felt a unique and life-changing experience which paves the way towards improving their professional skills.

It was heartening to see young jubilant and energetic individuals attending the workshop. Young boys and girls aged  between 18 and 30 are passionately coming forward to act as agents for social change, economic development and technological innovation and  I really felt young people’s participation is valuable to raise up the standard of education.   

My conversation with the teachers regarding their participation in peace-building training initiative showed that they had high purposes in life. Mostly young teachers especially women face hardships and problems such as limited transport options, family restrictions and other social norms yet; it is encouraging to see them determined and firm. 

As one participant in the workshop said, “Work hard, aim high and stay committed to your goals!”

Another opined, “It is our right to get exposure to activities that encourage our imagination, ideals, energy and vision to flourish to the benefit society and our educational institutions.”  

“I am very much impressed by this session and had good learning. This type of innovative workshops should be conducted to build up the better future of our teachers. Thank you for creating awareness and waking up us and put us on a right direction” an enthusiastic comment of a participant.

Another reflection that touch my heart was, “Our area is portrayed by media as a place where criminal gangs roam the streets, and it is the reason that it is backward and regressive as compared to other sections of the city. With NGO’s support, we intent to get engaged in constructive tasks that mobilize young individuals, instill a passion to excel and achieve excellence.”

These are the desires and aspirations of our future torchbearers. Youth of under – privilege areas are exceptionally talented, they are capable of working wonders; the need is to channelize their talent into right direction.

 

The young blood of underprivileged areas needed a platform to learn necessary skills for standing parallel in the society. Engagement in constructive activities will empower them and ultimately leads this young energetic blood towards achieving their positive aspirations

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It is an irony that we as citizens do not seriously think about facilitating young individuals of low income families also the, government has turned a blind eye to their needs and to their problems. Our politicians and policy makers have no understanding about the consequences of ignoring young people. If there are any efforts underway, they are merely up to organizing seminar or workshops or passing rules, practical steps are always missing from the government's strategies. Private sector and NGO’s have undertaken target oriented programs for youth development, providing opportunities to young people to explore and realize their potentials, educate and guide them against terrorism and inhuman activities.

 We cannot think of any development, prosperity and progress without the engagement and contributions of young people .Time has come for us to seriously ponder over it.

It is rightly said,

‘The Youth of a Nation are the trustees of posterity’ (Benjamin-Disraeli)     

The article has been written by Sadia Wali while attending the training program titled, ‘Training for Peace and Tolerance’ a program organized to train teachers of three areas of Karachi (Lyari, Korangi and Sultanabad).The training workshop was organized in collaboration with Karachi Youth Initiative (KYI) and Teachers Development Centre (TDC) The workshop was attended by 304 teachers of these three areas. The workshop had eleven training sessions which began from 23rd of February and successfully concluded on 22nd of April 2015

Sadia Wali is a Research Assistant at Teachers Development Centre. She can be contacted at sadiawali@hotmail.com

Importance of first language in early childhood education

Importance of first language in early childhood education

By Sadia Wali

❝One language sets you in a corridor for life. Two languages open every door along the way.❞

‒Frank Smith

Beverly A. Clark says,

Language is inextricably entwined with our mental life—our perceiving, our remembering, our attending, our comprehending, and our thinking— in short, all of our attempts to make sense of our experience in the world….  Reference (Lindfors, 1991, p. 8)

   

The way children learn language follows a specific pattern and is inherently systemic in nature. It is clear that children must be exposed to language and be able to interact with others, but how that exposure and interaction occur is extremely variable. Even though young children are not formally taught language, language acquisition is part of the overall development of children physically, socially, and cognitively. There is strong evidence that children may never acquire a language if they have not been exposed to a language before they reach the age of 6 or 7. Children between the ages of 2 and 6 acquire language so rapidly that by 6 they are competent language users.

  As children develop their ability to use native language, they understand social situations well and learn how to express their own actions and thoughts. Speech development is one of the first tools that a child will demonstrate in his/her lifelong education.

  Research in bilingual education has shown that children need to have their first language facilitated in the early years, and it is not essential that English should be the first language of a child.Cummins, 1984; Gutierrez, 1993; Wong-Fillmore & Valadez, 1986, encourage families and teachers to maintain children's native language because bilingualism has been associated with many cognitive, social and economic advantages. Children who are bilingual may be equally proficient in both languages or they may know one language better than the other. Usually the language that predominates depends on the context (e.g., home vs. school).

Lindfors, 1991 says, “Children’s language development is a creative process that only needs a rich environment to thrive.”

In Vygotsky’s view, achild's external speech is the first step in the development of thinking.  The acquisition of language is a crucial part of cognitive development.  Children acquire a native language through the interactions with adults, cultural norms, and their environmental circumstances.He says that children solve all their tasks with the help of their speech, as well as their eyes and hands.For Vygotsky, first language provide the means to think in new ways and gain a new cognitive tool for making sense of the world. First language is used by children as an additional device in solving problems, to overcome impulsive action, to plan a solution before trying it out and to control their own behavior (Jones, 1995). 

Language development is a gradual process and reflects a child’s cognitive capacities. "Language is purposeful. As children play and work, they do so through language"  (Garcia, 1994; Lindfors, 1991; McLaughlin, 1984)

 Children expand their development of language by relating what they already know to what they encounter (Shatz&Gelman, 1973)

‘Play is a way for children to extend their language abilities; it is where new vocabulary can be introduced as well as new ways to use it. It also allows children opportunities to express their point of view, solve disagreements, and persuade peers to work together. Language play has a focus on the very language elements that children will need to consider later when they learn about language.   (Lindfors, 1991, p. 282).

“Children who develop proficiency in using their native language to communicate, to gain information, to solve problems, and to think can easily learn to use a second language in similar ways” (Pérez & Torres-Guzmán, 1996, p. 96).
“Even young children who are learning a second language bring all of the knowledge about language learning they have acquired through developing their first language” (Tabors, 1997, p. 12)
 Almost all children become fluent in their first language. This kind of guarantee is not automatic with the acquisition of a second language. Second-language acquisition is as complex as the acquisition of the first language but with a wide variety of variables added in. An interesting metaphor that Bialystok and Hakuta (1994) use is comparing the addition of a second language to home renovation vs. new construction.

The native language is also crucial and interrelated with the action, providing an additional tool used both to reflect the behaviour of the child. Both Piaget and Vygotsky viewed preschool children in problem solving situations talking to themselves. Vygotsky referred to it as a private speech. He said that private speech grows out of the children’s interaction with parents and other adults and through such interactions; they begin to use their parent’s instructional comments to direct their own behavior. 

Tabor states that “young children, then, certainly seem to understand that learning a second language is a cognitively challenging and time-consuming activity. Being exposed to a second language is obviously not enough; wanting to communicate with people who speak that language is crucial if acquisition is to occur.

Children who are in a second-language learning situation have to be sufficiently motivated to start learning a new language” (Tabors, 1997, p. 81).

There is real concern that if children do not fully acquire their first language, they may have difficulty later in becoming fully literate and academically proficient in the second language (Collier, 1992, 1995a; Collier & Thomas, 1989;)

How Modern world is damaging the minds of our youth

How Modern world is damaging the minds of our youth

By Sadia Wali

“She was standing on the steps of the Uffizi Gallery in Florence – a short, dark haired girl, slightly overweight, sulkily licking an ice-cream. I guess that she was no more than ten years. I suspect the only  thing the little soul  wanted to do is to curl up in front of TV to watch her favorite advertisements.’’ writes Sue Palmer in her book ‘Toxic Childhood: How The Modern World Is Damaging Our Children And What We Can Do About It’

According to social learning theory of Strasburger, “Children and adolescents learn by observing and imitating what they see on the screen, particularly when these behaviors seem realistic or are rewarded.” Hence it is a correct notion that the media is a reflection of society, media content has a direct influence on the mental and physical progression on young growing minds.

Apparently, young children spend more time using computer, the Internet, video-game and a cell phone and the vast majority of them have access to a bedroom television as well. Since a child’s brain is immature and he cannot comprehend the difference between illusion and reality, the marketers and advertisers through their fascinating and captivating advertisements attracts these innocent mind. Using fantasy in advertisements of junk food, candies, chocolates and carbonated drinks, the food and beverage advertisements negatively exploit a child’s imagination; thus, creating sense of urgency in them and compelled them to buy the product.

­The marketing campaigns continue to mislead children and young people in terms of the nutritional benefits. Children less than 6 to 8 years are more attracted towards fantasy; they are incapable of understanding the marketing tactics. The messages in food advertisements encourage children to induce their parents to buy the products. To children, it appears cool, fun and exciting to eat these unhealthy products anytime.

Instead of focusing on strengthening the physical health of children and undermining the significance of healthy lifestyle choices, the advertisements have created huge negative impact on the mental and physical health of the children and teens. The question which bothers me is that although we act like mature individuals who understand the influence and consequences of overexposure of media on society, yet we act in an irrational way and feel comfortable in following the materialistic life style trends as portrayed by mass media. Let’s take an example of carbonated drinks; soft drinks have become a part of modern living. Soft drinks advertisements are especially targeting young people who drink soft drinks in place of water. People love drinking soft drinks too–they give the refreshing feeling and seem to quench thirsts on a scorching hot day. Purchasing designer outfits have increased extensively. The fashion industry continues to manipulate the mind of young women and appeals them to buy expensive designer clothes and females are developing a certain sense of pride they are equipped with all the ideal fabric of today marketplace. With prices reaching the thousands, most designer clothing is regularly purchased by only those who can afford it. However, people with modest income cannot afford to buy the designer dresses due to their short budget. This is however one social effect which we need to ponder over it whether buying a designer clothing item is worth or not! 

                                         

Advertising seems to be jeopardizing one's idea about life style as media has changed the living standards and lifestyle of people. Take the example of family-oriented activities such as eating dinner together, families discussing the important issues and youths seeking advices from elders are now rarely seen.  Whether the meal is a home-cooked feast or fast food from the drive-through, the most important ingredient is the sharing time it strengthens family ties.Since children and families are now more exposed to commercial media, it has severely damaged the cultural values and traditions, effecting their self-esteem and relationships with their parents. Consequently, young people have more likely to develop materialistic attitudes and self-beliefs. 

      In recognition of the importance of fostering ethical, responsible and caring young people, character education plays a pivotal role. Strong moral education can help children and adults to acquire virtues or moral habits that create real and deep impact and bring personal change in an individual. Hence, moral and spiritual development, self-control and personal mastery develop realization in the person to accept simple things and could distinguish between reality and temptation. ‘Learn to say no and mean it’ is only possible when character is built up strongly. . How many times you wanted to go for a walk, knowing how wonderful you feel afterwards, but due to laziness, you stayed at home and watched TV instead  Or How many times have you tried to change your eating habits, stop smoking, or get up earlier in the morning, but you didn't possess enough inner strength and persistence? Developing willpower and self-discipline can make a great difference in one’s life. These skills build up Inner strength which is vital for success and for personal growth.

 As Dr. Habib Sadeghi says,

“Inside all of us, there is grassland that needs tending with the greatest of care. When we don’t have the proper tools to nurture it, the soil of our soul becomes exposed to the damaging effects of negative life experiences. It dries up, loses its nourishing capabilities and blows away, leaving us completely ungrounded.”

 William Bennett observed in The Book of Virtues,

“There is nothing more influential, more determinant in a person life than the moral power of a quiet example. It is critically important that parents should influence children’s character in positive ways”

Parents have great concern about the impact of the mass media on children and teens. Concerned parents fear that since media exposure has created toxic new generation, it is a perplexing as how they can protect their families from the problems of the modern world and help ensure that their children emerge as healthy, intelligent and pleasant adults.

As parents, “we strive day in and day out to provide healthy meals, drive our kids for recreational activities; and teach them to say “no” to bad habits such as smoking, watching too much TV etc. While we are busy covering all the basics of being a good parent, we can be far too oblivious of the effects the social media is having on children”.

 It is up to adults to set an example for children and to protect them from temptation. Parents can teach children to be more cautious about the media distinguish what content they see or hear in the media or the content is appropriate to watch. Help them develop an appreciation for non-material rewards. In today’s consumerist culture, youth could easily come to believe that image — wearing the “right” clothes, driving the “right” car, etc. — represents the path to success and happiness. Parents can make strong statements about what they value by the ways in which they allocate their own resources and how they allow their children to spend the funds entrusted to them. . As parents and children interact with one another and with others outside the home, there are countless situations that can be used to teach valuable lessons about responsibility, empathy, kindness, and compassion.