Adventures in Education: Teaching at An NGO School in Zimbabwe

TEACHING HUMANITIES

One of the greatest contributions I have made at this school is in the designing of the Humanities curriculum. Inspired by the different perspectives attained at Reed College, I picked up the mantle to create an Afrocentric, inclusive curriculum, one that is a reflection of our diverse world. I wanted the students to critically and analytically engage with texts and ideas that resonate with their identities and lived experiences, while also challenging them to think globally.The curriculum ranges from a variety of subjects such as Religion, Power, Family & Tradition, Gender and Colonialism & Liberation Movements among others that make students engage with history, culture, philosophy, and social justice from an African and international perspective. I truly wanted create a class space where my students see themselves represented, yet also where they can get critical thinking and analytical skills to help them understand and navigate some of life's complex issues.

TEACHING MUSIC

Education is not just about academics and Cambridge exams, so I also built, from the ground up, the performing arts program in the school. I myself am a musician and artist, and truly believe in the holistic development of all children. Running and managing this program has been a labor of love, super intense work goes into making sure all its aspects continue, but it is also a source of profound joy. The program, focuses on teaching Marimba, Traditional Dance, Choral & Acapella singing, and Mbira, all of which celebrating Zimbabwe's rich cultural heritage. These art forms have been particularly gratifying to teach because they afford students an avenue through which to express themselves creatively and identify with their heritage. In turn, the performing arts have become a medium for genuine healing and expression, creating an appropriate space for students to process their emotions and continue to build their confidence.

THE ROLE OF EDUCATORS

Teaching at USAPCS has not always been easy. Many of the students come from difficult backgrounds, and sometimes they are carrying around personal traumas that make learning very hard. Working with them has taught me how deeply education is intertwined with the emotional and psychological well-being of children, and role adults in education could play in ensuring this wellbeing. Teachers are often called to be more than just educators; they must also be mentors, counselors, and advocates for their students. This has been a humbling realization, as I’ve seen firsthand the resilience of my students and the profound impact that a supportive and understanding teacher can have on a young person’s life. It has also brought me to consider the emotional labor involved in teaching and further, the need for self-care and emotional resilience as a teacher. Paradoxically, these very challenges have rendered moments of connection and
growth more meaningful. The look of a student lighting up with new understanding, nailing a skill that has been hard-won, or finding voice through the arts is a kind of fulfillment which begs description. It is through these moments that I see the real value in those skills and knowledge I gained at Reed College emphasizing a deep commitment to learning, “a life of the mind” as it were.

THE VALUES OF EDUCATION

Being able to pass these values on to my students is one of the most rewarding aspects of my work. These experiences have been enlightening, and through reflection, I realize that my journey as an educator is far from complete. Whereas over the past years, I have grown immensely, I'm really conscious of how much more there is for me to learn concerning effective teaching, curriculum development, and how best to support students who might face adversity. This has kept me driven in my pursuit of graduate school, where I hope to further understand education/performing arts/anthropology and hone my skills. The ultimate aim is to return to the classroom prepared with far greater capacities to facilitate a student's growth academically, emotionally, and creatively. This journey has reinforced the central truth for me: teaching is not at all about imparting knowledge; it's about growing, connecting with each other, and changing.