I took a taxi to Mirian’s house and we drove to pick up Monica, another principal. Monica took us to see her school in another villa. This villa is the equivalent of our housing projects, but in much poorer condition. The people build the homes themselves: some out of cardboard, some out of scrap lumber, some out of brick. The families living here are the third generation living on public assistance. They live in these villas and if the government decides to use the land for something else more lucrative, they uproot the families and move them somewhere else. Sound familiar?
This school was very depressing to see. It is a relatively new building, but has nothing. Every door and window had a huge padlock on it. We met a woman who works for the school as a porter. She followed us around removing padlocks and putting them back on after we had seen a room. Some doors had to be soldered shut because of thieves breaking in to steal. A flagpole stands in the little school patio, but not flag can be hung because the rope and clips to raise it have been stolen. The neighbors are afraid to say anything against the robbers and the police are “blind” to what is going on. Monica says that the children “shut off” about the time they turn 10. Some are younger. How can education take place in this sort of setting? I'm not sure Monica was attempting to educate or just attempting to survive. How will the cycle be broken?
We returned to Mirian’s house for dinner. Her mother cooked Italian for us – cannelloni and spaghetti. Victor’s parents also joined us for dinner.
Later in the afternoon Mirian invited a group of about 8 principal friends over for dialogue. It was an excellent conversation, comparing our education systems and hearing them compare their own schools. A gentleman who coordinates the city’s museums was also there and was very interested to hear how the Chicago museums connect with the city schools.
I returned to the hotel and went to bed hoarse after such lively conversation.
This school was very depressing to see. It is a relatively new building, but has nothing. Every door and window had a huge padlock on it. We met a woman who works for the school as a porter. She followed us around removing padlocks and putting them back on after we had seen a room. Some doors had to be soldered shut because of thieves breaking in to steal. A flagpole stands in the little school patio, but not flag can be hung because the rope and clips to raise it have been stolen. The neighbors are afraid to say anything against the robbers and the police are “blind” to what is going on. Monica says that the children “shut off” about the time they turn 10. Some are younger. How can education take place in this sort of setting? I'm not sure Monica was attempting to educate or just attempting to survive. How will the cycle be broken?
We returned to Mirian’s house for dinner. Her mother cooked Italian for us – cannelloni and spaghetti. Victor’s parents also joined us for dinner.
Later in the afternoon Mirian invited a group of about 8 principal friends over for dialogue. It was an excellent conversation, comparing our education systems and hearing them compare their own schools. A gentleman who coordinates the city’s museums was also there and was very interested to hear how the Chicago museums connect with the city schools.
I returned to the hotel and went to bed hoarse after such lively conversation.
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