Sunday Sermon: Maybe It’s Not You

I spend a fair amount of time reading articles, blog posts, and email newsletters full of expert tips, advice, feel-good material, and any number of other kinds of material. Today, I read an article about fitness — which really isn’t my favorite topic — and one paragraph in particular really stuck with me, and I decided to share it here.

Women are conditioned blame themselves all the time, because everyone blames us—literally us, and not difficult scenarios—at every opportunity. I’m here to say to you—no. The path for anything is not straight and you will not always get it right the first time. Expect difficulties, expect setbacks, expect to have to look at everything with clear eyes and realize it is both possible for things to not be going smoothly *and* for that to not reflect on you as a person.

For me, that take-aways are:

  1. Sometimes things are difficult.
  2. Not winning or not succeeding in a task or moment does not mean you suck.
  3. You’re not the sum of things you didn’t do perfectly.

Keep trying. Get better. Celebrate success on your own terms. You deserve all of that.

Culture Clash: Nationalism And Collective Energy

Published in Culture Clash — a weekly column in The Tribune — on September 13, 2017

THE past week has been hectic and panic-filled as the country prepared for Hurricane Irma which we expected to impact more islands and people than it did.

We rushed to stores to buy food, water, ice, plywood, and all of the other supplies demanded by this active hurricane season.

For as long as we had electricity and internet, we tracked the storm like meteorologists-in-training, checked on family members and friends, and monitored social media closely. It was the latter that inspired us to activate one of our most popular, prized team sports — national outrage.

We have no shortage of reasons to be angry. Our educational system has been failing for years and continues to go without critical review and transformation. Crime and the fear of crime inspire no innovation in prevention techniques or programming.

The poverty rate is over ten per cent and successive government administrations continue to play numbers games with unemployment by creating temporary jobs as opposed to developing new industries, helping people to up-skill, or encouraging entrepreneurship.

The Disabilities Act has been passed, but the able-bodied continue to park in parking spaces designated for differently-abled people. The abuse of children is so commonplace and normalised that we agree to call it “discipline”. All of this and more, but what really gets us going? People on the internet who make negative posts and comments. These inspire more nationalism than anything else.

From Nellie Day who wrote about the “small beach shacks and huts”, she claimed we live in to the people who complained about Shaunae Miller’s dive to the finish in the 400m at the Rio Olympics, Bahamians are keen to teach non-Bahamians not to mess with The Bahamas. We, as Bahamians, can complain about poverty, crime, and environmental hazards, but no one else can.

Our issues with this country, the way it is run, and the way its people behave are valid. Our responses to these issues, however inflammatory, insulting, and unproductive, are valid. It’s similar to sibling relationships. We can bully our brothers and sisters at home, but no one at school can even look at them the wrong way without having to deal with us. We don’t recognise our own behaviour as violent or counterproductive, but when others behave the same way, we read it as violence. How do we respond? With more violence, of course.

In the blink of an eye, we go from a Christian nation — a praying nation — to a band of keyboard gangsters. We forget about love, forgiveness, and divine intervention because someone callously wished ill on these blessed and highly favoured islands. We combine our powers and, for as long as the power company and internet service providers allow, hurl insults filled with vulgarity at our new enemies.

This becomes the national priority of the moment and is when we reveal our true selves. Maybe we are not the Christians we pretend to be on Sundays, during referenda, and when some — not all — of our islands are spared a hurricane. Every ounce of misogyny rises to the top as we associate our adversaries with the worst things we can think of — femininity and vaginas.

It is used against both men and women, stripping the former of their masculinity and reminding the latter that they are seen as little more than their reproductive organs. Many of us use these words and phrases with little thought, not intending to belittle or harm women and girls, but words have meanings.

Why is the wrath of the Bahamian people cloaked in misogyny? And why do we, when challenged, try to defend ourselves and our choice of words instead of recognising the issues and committing to better behaviour? What would our comeback be if our opponents called us on our misogyny, and that became the new way of seeing The Bahamas? Would we care then?

There are better uses of our time and energy as Bahamians who care about this country and impacting its trajectory. Thousands of tweets at people who think we did not deserve a gold medal we will always have do not shift it.

Bullying and doxxing people who make foolish statements about us do not improve our circumstance. We are constantly proving our creativity, but only occasionally show our dedication to our country, our people, and our future.

How can we use our time, energy, and creativity to turn our love of country into commitment to a collective vision for this nation? Can you secure a space for a reading programme? Do you have vacant property that can become a community garden? Can you teach the children in your neighbourhood to swim? Do you have access to resources a non-profit organisation can use to benefit its community?

Think about what you have — tangible and intangible — and how it can be used to benefit others. #CYC is just a term and the internet. We, as a people, have more than that, and we should be using it to improve our circumstances, across all islands and cays.

Today, many Bahamians feel like winners. We made people wish they never said anything negative about The Bahamas, and then we prayed a hurricane away (even if it was after it hit our southern islands). Still, our greatest battle has not yet been fought.

We have numerous issues to address as a nation, and one of them is the safety and comfort of those evacuated and displaced because of Hurricane Irma. They will need long-term shelter, food, clothing, toiletries, and various forms of support.

It takes more effort than angrily replying to people on social media, but we have the time, creativity, and motivation to help our fellow Bahamians.

Instead of complaining about the extra food we bought, donate it to those in need. When shopping, pick up a few extra toiletries. A number of organisations are assisting in hurricane relief efforts and will need our support.

Equality Bahamas volunteers will be at Lignum Vitae, 11 Meeting Street, on weekdays from Thursday to Tuesday, 4-7pm and at the farmer’s market at Doongalik on Village Road with Seasonal Sunshine Bahamas on Saturday, 9am to 1pm. We’re collecting toiletries (especially pads and tampons), underwear, and new clothes. Even if you’re not able to donate, you can volunteer with one of the many organisations doing this work and share posts on social media to help increase reach. We need to construct a positive narrative of the Bahamian people and our collective power. Let this be a start.

Donation Drive on the Porch at Doongalik

#HurricaneIrma

#HurricaneIrma Donation Drive

#HurricaneIrma

#HurricaneIrma

Culture Clash: D-Average Students Aren’t The Problem

Published in Culture Clash — a weekly column in The Tribune — on September 6, 2017

Every year around this time, the entire country is frustrated by the BJC and BGCSE results. The “national average” becomes a measure of our worth and indicator of success, both present and future.

For the past decade, this “national average” based on national examination results has been a D, and we have come to casually define ourselves as “D-average”. It is the first thing that comes to mind when someone runs a red light, an MP makes a nonsensical statement, a neighbour fails to sufficiently prepare for a hurricane, or people lose money in looms. We’re quick to say, “There’s the D-average again.”

We don’t consider lack of respect for law and order, or the quickness of a lie as opposed to time and energy it takes to tell the whole truth. We don’t think about the scarcity of resources necessary to complete tasks, or the desperation of people who need a way out of poverty. The D-average is the national scapegoat, and every summer we are reminded everything can be blamed on it.

Resist the urge to make sweeping generalisations about lazy students, poor parenting, and underpaid, overworked teachers. We know we will not be able to solve a problem until we define it. Is the underperformance of students in national examinations the problem? Could the problem be the exams themselves? Should we be thinking about the way we prepare students for these exams? With over fifty per cent of students sitting the national exams getting under a C, the problem cannot be the students. The existing system is not working.

For emphasis, our students are not the problem. They are not, year after year, failing us. We are failing to properly serve them.

Missing the Basics

Social promotion is still practised in our schools. Students who do not meet the minimum standard for one grade are pushed through to the next. They fall further and further behind, unable to catch up because a level of knowledge and understanding is assumed, and the students are often too embarrassed to admit they have not acquired them. This can manifest in a number ways, from the appearance of disinterest to poor behaviour. Teachers can often identify these issues, but are limited in what they can do in a class of dozens of students with limited resources, minimal involvement of parents/guardians, and an unchanging educational system.

Home Life

In pre-school and primary school, learning cannot stop in the classroom. Homework and grade level-appropriate project help to bring context to new knowledge, and give students the opportunity to practice what they’ve learned and test their understanding of material.

This, more often than not, requires parent/guarding participation. Someone in the home needs pay attention to what is being taught and how the student is progressing by assisting with homework, reviewing tests, and meeting regularly with the teacher. Some parents/guardians are willing and able to do these things, but others are either ill-equipped or unavailable for this level of involvement. Multiple jobs, shift work, and low literacy are among the barriers to greater involvement in their children’s education.

Beyond help at home, nutrition and rest are critical to student performance. In 2014, it was reported that 19.3% of five to 14-year-olds were living in poverty. We often hear stories about students going to school hungry, and not having money or anything packed for lunch. How can we expect them to learn under these conditions?

Some students work after school and on weekends to help ends meet, and some have to help in other ways like taking care of elderly relatives or children younger than themselves. With these responsibilities, and concerns about their homes and families, it is not hard to understand why students are struggling in school. Add to this the lasting effects of hurricanes like Hurricane Matthew, from missing school to untreated PTSD.

Learning and Teaching Styles

In many ways, we have not built schools and educational programmes that accommodate our students. One style of teaching does not work for every student. Learning styles are typically broken down into four categories: visual, auditory, reading and writing, and kinesthetic.

Do teachers cater to all of these learning styles? Are they trained to identify students’ learning styles and adapt lesson plans to suit their needs? Do we need to start using learning styles to compose classes similar to the way we rank them by grade?

Even the best lesson plan will not produce results if it seems like it is in a foreign language. As Director of Education Lionel Sands said on a radio talk show this week, we need to prepare school for our students, not students for schools.

How can we make the shift from teaching (and learning) toward the goal of succeeding in an exam to encouraging curiosity, creativity, and critical thinking, practising new skills, and exploring ideas with new-found knowledge?

Students learn in environments of dread because they anticipate exams to come. This helps to feed anxiety and forces memorisation and regurgitation rather than real engagement with and understanding of the material. Classrooms need to be student-centred, not test-centred.

Testing and Evaluation

Every student is not good at taking tests. Test-taking is a specific skill. Some students perform well on multiple choice questions while others excel in short answer and essay questions.

In many cases, results speak to a student’s ability to strategise and navigate a specific type of test rather than knowledge.

How can we evaluate students and test their understanding of material in ways that yield real results? How can we prepare students for test-taking, outside of teaching the material? These are the things we need to consider when we expect to use exam results as the ultimate measurement tool.

The national average should not be used as a collective insult. It is not a reason for us to feel bad about ourselves, or fear for the future of this nation.

The D-average is a call to action. The results are abysmal, and that a reflection of the system, not the students.

As citizens of this country, it is on us to call on the Ministry of Education, educators at all levels, parents, and students to address this national issue.

We cannot afford to forget about this until it’s a handy weapon in an argument. We need a national action plan for the improvement of our educational system, and we must be prepared to do our part — churches offering student breakfasts, civic organisations operating homework help centres, education experts providing ongoing training to teachers, and communities supporting parents.

The D-average is our problem to solve, and whether or not we get rid of BJCs and BGCSEs, our work is cut out for us.

What are you prepared to do? How can you contribute to the effort? Email me, and let’s get to work.