Kelsie Adloo's Portfolio
Hi! I am a 7th grade English Language Arts teacher at Guy B. Phillips Middle School in Chapel Hill, North Carolina. After growing up in a small town on the southern coast of North Carolina, I got my B.A. in English and Women's Studies and Master's in Teaching at UNC-Chapel Hill. In addition to teaching, I love musical theatre, books, board games, and spending time with my friends, husband, and two dogs (Tonks & Granger). |
Cultural Connections Project 1: Global Collaborative Project (Video Synopsis)
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Cultural Connections Project 2: Scripted Duologue Based on Meetup Group or AirBnb City Experience (GoAnimate)
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Cultural Connections Project 3: Experience-Based Travel Writing Based on Meetup Group or AirBnb City Experience (Post on Travel Blog)
Marionettes & Mozart: A Prague Tradition
Marionettes & Mozart: A Prague Tradition
Cultural Collections Project 1:
Mapping Culture (Google Maps) |
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Cultural Collections Project 2: Timelining Culture (KnightLab)
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Cultural Collections Project 3: Curating Cultural Objects (Voicethread)
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Cultural Reflections Project 1: The Last Word, Czech education articles
Poet, writer, and teacher, Abiodun Oyewole explains that “America is a young dumb country (that) needs all kinds of help.” Though spoken in regards to the Black Power movement, these words resonate with me when I consider so many aspects of America, including our education system. I think of our not-so-distant days of a “separate, but equal” schools. I think of climbing on a bus as child in Wake County and riding far away from my house to a school that felt like a home. I think of moving to a new county where my sister was introduced as “not a terrorist” to her third grade class in the wake of September 11 and kids asked me “What are you?” when I was pretty sure I was just a human, right? I’ve reminded myself that my country is young and dumb and that we have so much to learn. That’s why I was initially surprised by the similarities I saw when reading about education in the Czech Republic, a country with a long history and plenty of practice in schooling.
When I first started reading the collection of education articles, I found nuggets of hope. See, 88.7% of kids in the Czech Republic receive early childhood education, and only 69% of American kids get the same (“The Education System in the Czech Republic” 21). There’s a prioritization of the “development of children’s personalities" (11)! Can we test developing a personality in the United States? Maybe we can add a section on the third grade EOG? However, the more I read, the more I questioned and worried.
I noticed lines tucked in fact-dense paragraphs that said the “Polish minority has its own schools in Polish" (6). Are these schools systems of support or means of isolation? I wondered. Is this a Czech version of “separate, but equal?” I kept reading. More lines jumped out. “Socioeconomic background strongly influences educational performance” and ”growing inequalities and international criticism of unequal treatment of Roma children” leapt of the pages ("Profile of the Czech Republic’s Education System”).
My disappointment only strengthened when Dr. Tomas Jerabek verified what was bubbling up - our struggles are so very alike. Dr. Jerabek touched on the increase in private schools, families hiding their true addresses to avoid poor neighborhood schools, and a lack of trust in teachers.
When it came time to practice the Last Word format, our group noticed this trend. We all felt a little surprised by the common challenges. And yet, perhaps we hadn’t considered that the Czech Republic isn’t very old at all. Our conversation centered on the huge factor I had naively and stupidly ignored in my idolisation of this European country’s history - The Velvet Revolution of 1989. This new form of governing for the Czech Republic is only as old as Adele, Taylor Swift, and me. To be fair, Adele was actually born in 1988, so she’s even older than the end of communism in the Czech Republic!
All of this reading and discussing made me realize that I have tons more reading and discussing to do. I need and want to dig deeper and read about the student protest that completely altered the country. And I certainly can’t wait to physically be in the Czech Republic to seek more information and, surely, to ask more questions!
Poet, writer, and teacher, Abiodun Oyewole explains that “America is a young dumb country (that) needs all kinds of help.” Though spoken in regards to the Black Power movement, these words resonate with me when I consider so many aspects of America, including our education system. I think of our not-so-distant days of a “separate, but equal” schools. I think of climbing on a bus as child in Wake County and riding far away from my house to a school that felt like a home. I think of moving to a new county where my sister was introduced as “not a terrorist” to her third grade class in the wake of September 11 and kids asked me “What are you?” when I was pretty sure I was just a human, right? I’ve reminded myself that my country is young and dumb and that we have so much to learn. That’s why I was initially surprised by the similarities I saw when reading about education in the Czech Republic, a country with a long history and plenty of practice in schooling.
When I first started reading the collection of education articles, I found nuggets of hope. See, 88.7% of kids in the Czech Republic receive early childhood education, and only 69% of American kids get the same (“The Education System in the Czech Republic” 21). There’s a prioritization of the “development of children’s personalities" (11)! Can we test developing a personality in the United States? Maybe we can add a section on the third grade EOG? However, the more I read, the more I questioned and worried.
I noticed lines tucked in fact-dense paragraphs that said the “Polish minority has its own schools in Polish" (6). Are these schools systems of support or means of isolation? I wondered. Is this a Czech version of “separate, but equal?” I kept reading. More lines jumped out. “Socioeconomic background strongly influences educational performance” and ”growing inequalities and international criticism of unequal treatment of Roma children” leapt of the pages ("Profile of the Czech Republic’s Education System”).
My disappointment only strengthened when Dr. Tomas Jerabek verified what was bubbling up - our struggles are so very alike. Dr. Jerabek touched on the increase in private schools, families hiding their true addresses to avoid poor neighborhood schools, and a lack of trust in teachers.
When it came time to practice the Last Word format, our group noticed this trend. We all felt a little surprised by the common challenges. And yet, perhaps we hadn’t considered that the Czech Republic isn’t very old at all. Our conversation centered on the huge factor I had naively and stupidly ignored in my idolisation of this European country’s history - The Velvet Revolution of 1989. This new form of governing for the Czech Republic is only as old as Adele, Taylor Swift, and me. To be fair, Adele was actually born in 1988, so she’s even older than the end of communism in the Czech Republic!
All of this reading and discussing made me realize that I have tons more reading and discussing to do. I need and want to dig deeper and read about the student protest that completely altered the country. And I certainly can’t wait to physically be in the Czech Republic to seek more information and, surely, to ask more questions!
Cultural Reflections Project 2: Czech Book Club
The Metamorphosis by Peter Kuper
My rating: 3 of 5 stars
Really interesting take on Kafka's original. The art work is clever and fits Kafka's unusual and unbelievable storytelling style. I especially love one panel that forces the reader to turn the book, giving us a chance to feel as awkward as Gregor does.
My rating: 3 of 5 stars
Really interesting take on Kafka's original. The art work is clever and fits Kafka's unusual and unbelievable storytelling style. I especially love one panel that forces the reader to turn the book, giving us a chance to feel as awkward as Gregor does.
Someone Named Eva by Joan M. Wolf
My rating: 3 of 5 stars
This was a quick, but haunting read. While I had learned about the role of the Hitler Youth in Nazi Germany, I wasn't educated about the forced removal of Aryan-looking children from their families and brain-washing tactics used to turn these children into "good Nazis." I certainly hadn't learned about the destruction of Lidice in response to Heydrich's assassination in Prague (despite there being no real connection between the assassins and the village). Though a work of fiction, Someone Named Eva broadened my knowledge of the atrocities of the Holocaust.
Someone Named Eva is about war and the capacity of human cruelty, but it is also about the importance of identity and hope against all odds. I was drawn to Milada's struggle with trusting who she is, and I found myself even forgetting details about her life before the Lebensborn center. I would have liked to have learned more about Milada, about each character, and about the novel's resolution. Overall, I'm thankful for this introduction.
My rating: 3 of 5 stars
This was a quick, but haunting read. While I had learned about the role of the Hitler Youth in Nazi Germany, I wasn't educated about the forced removal of Aryan-looking children from their families and brain-washing tactics used to turn these children into "good Nazis." I certainly hadn't learned about the destruction of Lidice in response to Heydrich's assassination in Prague (despite there being no real connection between the assassins and the village). Though a work of fiction, Someone Named Eva broadened my knowledge of the atrocities of the Holocaust.
Someone Named Eva is about war and the capacity of human cruelty, but it is also about the importance of identity and hope against all odds. I was drawn to Milada's struggle with trusting who she is, and I found myself even forgetting details about her life before the Lebensborn center. I would have liked to have learned more about Milada, about each character, and about the novel's resolution. Overall, I'm thankful for this introduction.
Summer Meditations by Václav Havel
My rating: 4 of 5 stars
Though Havel wrote this book about (then) Czechoslovakia in 1991, so much of the text resonated with me as an American in 2018. I have to admit my ignorance when it comes to the Czech Republic's political history, and I am sure a stronger understanding would have helped me better appreciate Havel's meditations. Still, these are clearly the words of a thoughtful leader during an interesting time of transition.
As a teacher, I especially appreciated Havel's take on the importance of public schooling. Havel explains, " At all levels, schools must cultivate a spirit of free and independent thinking in the students. Schools will have to be humanized, both in the sense of their basic component must be the human personalities of the teachers, creating around themselves a 'forcefield' of inspiration and example, and in the sense that technical and other specialized education will be balanced by a general education in the humanities."
My rating: 4 of 5 stars
Though Havel wrote this book about (then) Czechoslovakia in 1991, so much of the text resonated with me as an American in 2018. I have to admit my ignorance when it comes to the Czech Republic's political history, and I am sure a stronger understanding would have helped me better appreciate Havel's meditations. Still, these are clearly the words of a thoughtful leader during an interesting time of transition.
As a teacher, I especially appreciated Havel's take on the importance of public schooling. Havel explains, " At all levels, schools must cultivate a spirit of free and independent thinking in the students. Schools will have to be humanized, both in the sense of their basic component must be the human personalities of the teachers, creating around themselves a 'forcefield' of inspiration and example, and in the sense that technical and other specialized education will be balanced by a general education in the humanities."
The Unbearable Lightness of Being by Milan Kundera
My rating: 4 of 5 stars
This might be a "love it" or hate it kind of book, and I fall gladly on the side of "love it." Everyone who has read The Unbearable Lightness of Being seems to come away from it with strong opinions. I found the novel very human. I was immediately drawn into the flawed (but fascinating) characters, their dramatic encounters, and Kundera's meta interjections among the typically third-person narrative. Even more interesting is Kundera's comparisons between Tomas and Prague's tumultuous history. In one breath Kundera writes, "Human life occurs only once ... History is similar to individual lives in this respect. There is only one history of the Czechs." In the next, Kundera is explaining the Defenestration of Prague in 1618 (of which I knew nothing until I read this novel.)
On an unrelated note, I wondered if this novel was inspiration for Jonathan Safran Foer's writing. It seems "Everything Is Illuminated" is a direct response to Kundera's quote early on in the novel about the alluring power of nostalgia. Both writers have a beautiful way of capturing the complexities of human experience, and fans of one will probably enjoy the other.
View all my reviews
My rating: 4 of 5 stars
This might be a "love it" or hate it kind of book, and I fall gladly on the side of "love it." Everyone who has read The Unbearable Lightness of Being seems to come away from it with strong opinions. I found the novel very human. I was immediately drawn into the flawed (but fascinating) characters, their dramatic encounters, and Kundera's meta interjections among the typically third-person narrative. Even more interesting is Kundera's comparisons between Tomas and Prague's tumultuous history. In one breath Kundera writes, "Human life occurs only once ... History is similar to individual lives in this respect. There is only one history of the Czechs." In the next, Kundera is explaining the Defenestration of Prague in 1618 (of which I knew nothing until I read this novel.)
On an unrelated note, I wondered if this novel was inspiration for Jonathan Safran Foer's writing. It seems "Everything Is Illuminated" is a direct response to Kundera's quote early on in the novel about the alluring power of nostalgia. Both writers have a beautiful way of capturing the complexities of human experience, and fans of one will probably enjoy the other.
View all my reviews
Cultural Reflections Project 3: Czech Film Club
Antropoid opens in near silence, ashes falling across the screen in between historical footage of World War II. Stark white text on a black background provides context for the film. The Munich Agreement of 1938 has left Czechoslovakia helpless under German rule. A year later, after Germany’s invasion of Poland, Hitler has placed his third in command, Reinhard Heydrich, in Prague to extinguish any signs of resistance. This name will be familiar to students of the Holocaust and World War II. Reinhard Heydrich, “The Butcher of Prague”, is remembered as one of the most brutal and terrifying of Hitler’s Nazis. He orchestrated Kristallnacht and planned the “Final Solution” - the genocide of all Jews.
Viewers experience immediate tension when the initial quiet is punctured by a flapping parachute, the crashing of a body, and men shouting through the woods on a snowy night. The sounds come from our two protagonists, Jozef Gabčík and Jan Kubiš, dropped into Czechoslovakia by the British with the seemingly impossible order to assassinate Heydrich. Once we get a glimpse of these two men the film takes us back to an image of a page of Czech text. Though I tried, I couldn’t figure out what book this is, but the symbol makes itself important later in the film. After the opening I found myself trusting no one, and I never lost that sense of fear and unease that the first scene instilled.
Aside from capturing what I’m sure is a sliver of the terror felt in Prague under German occupation, Anthropoid also provides an interesting look into the role of women in the Czech resistance. I was surprised by the importance of women through the entire operation. Two young Czech women, Marie and Lenka, serve as supports for Jan and Jozef. Their presence provides the spies an alibi for being out of the house, and they both help transport and decode significant messages. Two scenes in particular stood out to me in terms of the specific power of Lenka. In a close call with the Gestapo, Lenka drops a teacup and reveals her bare knee to an officer as a means of distraction to save the resistance members meeting one room over. Another scene shows Lenka posing for a portrait, allowing Jozef the chance to inconspicuously record Heydrich’s daily routine in preparation for the assassination. It’s hard to imagine the operation working without the help of women. In fact, it is Mrs. Moravec who houses and protects Jan and Jozef despite the constant fear that her son, a talented young violinist, may pay the ultimate price. While I’m used to seeing the exploitation of female emotional support for the growth of male characters, Anthropoid provides fully developed heroines who are fighting for their country and for themselves.
Along with fleshed-out characters, Anthropoid also interweaves historical images that remind the viewer of the reality in the story. Images of Heydrich’s open cadillac, the bullet holes sprayed across an open window at the Orthodox Cathedral of Saints Cyril and Methodius, and the bodies of innocent Lidice residents laid on the ground all made me pause the film to catch my breath. In a dramatic confrontation between our four main characters, Lenka says “there is nothing romantic about war.” This film never lets its viewer forget that. There are no romanticized scenes about the bravery of soldiers fighting Nazis. No moments of comedic relief. No glimmers of hope. The members of the resistance are young, afraid, and traumatized. The losses are innumerable. The pain - incredibly real.
Antropoid opens in near silence, ashes falling across the screen in between historical footage of World War II. Stark white text on a black background provides context for the film. The Munich Agreement of 1938 has left Czechoslovakia helpless under German rule. A year later, after Germany’s invasion of Poland, Hitler has placed his third in command, Reinhard Heydrich, in Prague to extinguish any signs of resistance. This name will be familiar to students of the Holocaust and World War II. Reinhard Heydrich, “The Butcher of Prague”, is remembered as one of the most brutal and terrifying of Hitler’s Nazis. He orchestrated Kristallnacht and planned the “Final Solution” - the genocide of all Jews.
Viewers experience immediate tension when the initial quiet is punctured by a flapping parachute, the crashing of a body, and men shouting through the woods on a snowy night. The sounds come from our two protagonists, Jozef Gabčík and Jan Kubiš, dropped into Czechoslovakia by the British with the seemingly impossible order to assassinate Heydrich. Once we get a glimpse of these two men the film takes us back to an image of a page of Czech text. Though I tried, I couldn’t figure out what book this is, but the symbol makes itself important later in the film. After the opening I found myself trusting no one, and I never lost that sense of fear and unease that the first scene instilled.
Aside from capturing what I’m sure is a sliver of the terror felt in Prague under German occupation, Anthropoid also provides an interesting look into the role of women in the Czech resistance. I was surprised by the importance of women through the entire operation. Two young Czech women, Marie and Lenka, serve as supports for Jan and Jozef. Their presence provides the spies an alibi for being out of the house, and they both help transport and decode significant messages. Two scenes in particular stood out to me in terms of the specific power of Lenka. In a close call with the Gestapo, Lenka drops a teacup and reveals her bare knee to an officer as a means of distraction to save the resistance members meeting one room over. Another scene shows Lenka posing for a portrait, allowing Jozef the chance to inconspicuously record Heydrich’s daily routine in preparation for the assassination. It’s hard to imagine the operation working without the help of women. In fact, it is Mrs. Moravec who houses and protects Jan and Jozef despite the constant fear that her son, a talented young violinist, may pay the ultimate price. While I’m used to seeing the exploitation of female emotional support for the growth of male characters, Anthropoid provides fully developed heroines who are fighting for their country and for themselves.
Along with fleshed-out characters, Anthropoid also interweaves historical images that remind the viewer of the reality in the story. Images of Heydrich’s open cadillac, the bullet holes sprayed across an open window at the Orthodox Cathedral of Saints Cyril and Methodius, and the bodies of innocent Lidice residents laid on the ground all made me pause the film to catch my breath. In a dramatic confrontation between our four main characters, Lenka says “there is nothing romantic about war.” This film never lets its viewer forget that. There are no romanticized scenes about the bravery of soldiers fighting Nazis. No moments of comedic relief. No glimmers of hope. The members of the resistance are young, afraid, and traumatized. The losses are innumerable. The pain - incredibly real.
Cultural Reflections Project 4: Famous Czechs, Bio Poem (Pixlr)
Cultural Reflections Project 5: Urban Neighborhood Analysis (from Field Research)
Karlin, Prague
July 9, 2018
Today I spent a lovely afternoon meandering the streets of Karlin (Prague 8) with Kelly and Colin. We all loved this little section outside of Prague, and it seemed to have a bit for everyone.
After exiting the metro, we decided to grab a bite to eat at Lokal where we, coincidentally, met a couple locals who were happy to tell us what they enjoy about Karlin. While we delicately nibbled on (or, in my case, viciously devoured) fried cheese with tartare, the two guys mentioned that Karlin hasn’t always been hip, but now they are thankful for the people of the town and cool spaces to hang. We noticed quite a bit of hanging for a Monday afternoon - mothers with their young children spending time in the public parks, friends gathering outside of a restaurant, individuals working on their laptops in a cafe, construction workers taking a lunch break, and white-collar employees working with their open office windows overlooking the district.
Though it is difficult to say for sure, there seems to be some mixed-use buildings in the town for shops, businesses/companies, and homes. One thing I noticed immediately is the ample parking in the area. This led me to believe that people work and live in Karlin. Still, the area is completely walkable. Public and private spaces merge together in the same way that the old and modern styles of the buildings are set side-by-side. Kelly found a neighborhood school, so we were able to get a peek at what a slice of school life might be like for the kids of Karlin.
My favorite aspect of Karlin is the blending of natural spaces with the town’s buildings and roads. Nearly half of Karlin seems to be dedicated to a public park with built-in playspaces and signs that invite visitors to walk on the grass. The best find of the day, in my opinion, was the hot pink door set against an ivy-covered wall with a placard and door bell encouraging viewers to imagine what nature they might find beyond. Sadly, the door is locked and leads nowhere, BUT it’s clear that Karlin appreciates the natural world. And though we didn’t see many wild or tamed animals, I did spot a honey bee hibernation home built outside of the Butterfly House building!
We stopped for coffee, lemonade, and desserts, but ultimately ended our day having a delicious strawberry beer feeling like locals in a cool bar that Colin found. A wonderful Monday hang, indeed.
Karlin, Prague
July 9, 2018
Today I spent a lovely afternoon meandering the streets of Karlin (Prague 8) with Kelly and Colin. We all loved this little section outside of Prague, and it seemed to have a bit for everyone.
After exiting the metro, we decided to grab a bite to eat at Lokal where we, coincidentally, met a couple locals who were happy to tell us what they enjoy about Karlin. While we delicately nibbled on (or, in my case, viciously devoured) fried cheese with tartare, the two guys mentioned that Karlin hasn’t always been hip, but now they are thankful for the people of the town and cool spaces to hang. We noticed quite a bit of hanging for a Monday afternoon - mothers with their young children spending time in the public parks, friends gathering outside of a restaurant, individuals working on their laptops in a cafe, construction workers taking a lunch break, and white-collar employees working with their open office windows overlooking the district.
Though it is difficult to say for sure, there seems to be some mixed-use buildings in the town for shops, businesses/companies, and homes. One thing I noticed immediately is the ample parking in the area. This led me to believe that people work and live in Karlin. Still, the area is completely walkable. Public and private spaces merge together in the same way that the old and modern styles of the buildings are set side-by-side. Kelly found a neighborhood school, so we were able to get a peek at what a slice of school life might be like for the kids of Karlin.
My favorite aspect of Karlin is the blending of natural spaces with the town’s buildings and roads. Nearly half of Karlin seems to be dedicated to a public park with built-in playspaces and signs that invite visitors to walk on the grass. The best find of the day, in my opinion, was the hot pink door set against an ivy-covered wall with a placard and door bell encouraging viewers to imagine what nature they might find beyond. Sadly, the door is locked and leads nowhere, BUT it’s clear that Karlin appreciates the natural world. And though we didn’t see many wild or tamed animals, I did spot a honey bee hibernation home built outside of the Butterfly House building!
We stopped for coffee, lemonade, and desserts, but ultimately ended our day having a delicious strawberry beer feeling like locals in a cool bar that Colin found. A wonderful Monday hang, indeed.
Cultural Reflections Project 6: Czech Education Analysis (from Field Research)
When I’m considering a book suggestion for a student, I always make sure that the book is easy to access. By that I mean that the student can approach or enter the text without intimidation or fear. Others may consider the ease with which something can be found. Synonyms include entrance, entry, way in (all nouns), and gain, acquire, obtain (all verbs). When walking through The National Pedagogical Museum and Library of J. A. Comenius, it was clear to me that there were different means of access to education during different time periods in the Czech Republic, and oftentimes there was little to no access to schooling despite the efforts of Comenius.
Walking up the stairs to the second floor of the Pedagogical Museum I noticed this beautiful quotation from Comenius - “We, the whole human race, we are the only posterity, the only blood, the only home. Therefore, in the same right as a part assists the entirety, as a limb assists all other limbs of the body, also we have to assist each other.” This quote is pulled from Comenius’ text from 1668 Unum Necessarium. In English, the title is “The One Thing Necessary." What better way than to think of access to a quality education as a necessity? Coincidentally, Comenius uses labyrinths and mazes as symbols throughout both Unum Necessarium and Labyrinth of the World and Paradise of the Heart. When I consider how marginalized groups have had to fight their way through systems and barriers to get good educations, I think this symbol carries through perfectly.
Centuries prior to Comenius’ educational research, Czechoslovakia struggled to find this access, though it seemed to be a priority. On one of the placards describing Charles University’s establishment in 1348 explained that the country’s oldest university “should have offered access to education to all, regardless of their social status of nationality.” However, “the only condition was the Christian persuasion of an applicant.” For many, Charles University offered access to higher-level thinking than previously possible. For others, though, this level of education would have been unthinkable, completely inaccessible.
Centuries after Comenius, education was still only accessible to some. The Act of 1869 allowed for a public girls’ institute which not only made space for female students but also female educators. One placard explained that this act gave “access to women teachers into public secular schools, including coeducational or boy schools.” Still, this access had its limitations as well. For example, female teachers were forced to remain celibate throughout their careers until 1919. This rule cut off access to family and history.
Of course access becomes an even flimsier concept when considering the Nazi persecution of the Czech school system. Many Czech Jews were transported to Theresienstadt concentration camp. In the camp, children were educated because of the initiative of the adult prisoners. Sadly, most of these children and adults were killed, and the world lost access to their lives and potential.
Though access can be considered on a lesson-by-lesson basis, we can also apply greater questions of accessibility to educational philosophies and best practices. Who can access education in the United States? Can parents and families access information about their children’s schooling? Are we providing ease and clarity to all of our kids when it comes to accessing their own education?
When I’m considering a book suggestion for a student, I always make sure that the book is easy to access. By that I mean that the student can approach or enter the text without intimidation or fear. Others may consider the ease with which something can be found. Synonyms include entrance, entry, way in (all nouns), and gain, acquire, obtain (all verbs). When walking through The National Pedagogical Museum and Library of J. A. Comenius, it was clear to me that there were different means of access to education during different time periods in the Czech Republic, and oftentimes there was little to no access to schooling despite the efforts of Comenius.
Walking up the stairs to the second floor of the Pedagogical Museum I noticed this beautiful quotation from Comenius - “We, the whole human race, we are the only posterity, the only blood, the only home. Therefore, in the same right as a part assists the entirety, as a limb assists all other limbs of the body, also we have to assist each other.” This quote is pulled from Comenius’ text from 1668 Unum Necessarium. In English, the title is “The One Thing Necessary." What better way than to think of access to a quality education as a necessity? Coincidentally, Comenius uses labyrinths and mazes as symbols throughout both Unum Necessarium and Labyrinth of the World and Paradise of the Heart. When I consider how marginalized groups have had to fight their way through systems and barriers to get good educations, I think this symbol carries through perfectly.
Centuries prior to Comenius’ educational research, Czechoslovakia struggled to find this access, though it seemed to be a priority. On one of the placards describing Charles University’s establishment in 1348 explained that the country’s oldest university “should have offered access to education to all, regardless of their social status of nationality.” However, “the only condition was the Christian persuasion of an applicant.” For many, Charles University offered access to higher-level thinking than previously possible. For others, though, this level of education would have been unthinkable, completely inaccessible.
Centuries after Comenius, education was still only accessible to some. The Act of 1869 allowed for a public girls’ institute which not only made space for female students but also female educators. One placard explained that this act gave “access to women teachers into public secular schools, including coeducational or boy schools.” Still, this access had its limitations as well. For example, female teachers were forced to remain celibate throughout their careers until 1919. This rule cut off access to family and history.
Of course access becomes an even flimsier concept when considering the Nazi persecution of the Czech school system. Many Czech Jews were transported to Theresienstadt concentration camp. In the camp, children were educated because of the initiative of the adult prisoners. Sadly, most of these children and adults were killed, and the world lost access to their lives and potential.
Though access can be considered on a lesson-by-lesson basis, we can also apply greater questions of accessibility to educational philosophies and best practices. Who can access education in the United States? Can parents and families access information about their children’s schooling? Are we providing ease and clarity to all of our kids when it comes to accessing their own education?
Cultural Reflections Project 7: Czech Literature Analysis (from Field Research)
After reading Franz Kafka’s works and touring the Kafka Museum in Prague, I’ve come to the conclusion that the enigmatic man was perhaps too human for this world. Kafka felt everything around him so deeply, so intensely that existing was difficult. I was especially struck by our guide’s telling of Kafka’s vegetarianism, how he struggled when he saw his friend’s fish and could no longer eat flesh. Instead, he wished to be friends with the fish. Some might see Kafka’s emotional extremity as obnoxiously self-pitying. I believe Kafka was an empath, with an earnest ability to feel with those around him.
In Kafka’s Metamorphosis, Gregor Samsa wakes one morning as he does every morning - hating his job, financially supporting his parents, and longing for something more. However, there is one striking change in Samsa’s life; he is transformed into a insect. I have loved this story since I first read it when I was fifteen in high school. The absurdity satisfied my teenage angst. It was odd and creepy and unlike anything else I had read. My reading of this story has changed now that I am an adult. I have a career and financial responsibilities of my own, and I have an understanding of the potential cruelty of human beings. Now when I read the story I don’t find it as absurd or as odd. I just find it sad. Kafka captures loneliness, depression, and hopelessness perfectly. Being human is so hard and so strange that turning into a bug makes almost as much sense as spending your entire life in a situation that you hate.
Once Gregor turns into an insect his family immediately despises him. They treat him as if he was never human at all. Every time I read this text I think about the process of dehumanization in situations of oppression and domination. Gregory H. Stanton, professor of Genocide Studies and Prevention, cites dehumanization as the third stage in the the eight stages of genocide. He writes, “Denial of the humanity of others is the step that permits killing with impunity.” Nazi propaganda referred to Jews as vermin. Rwandan Hutu hate radio called Tutsis cockroaches. By using an insect, Kafka is stripping Gregor of his humanity and, maybe more importantly, removing our ability to empathize with our protagonist.
Works Cited:
Stanton, Gregory. "The 8 Stages of Genocide", Genocide Watch, 1996
http://www.genocidewatch.org/images/8StagesBriefingpaper.pdf
After reading Franz Kafka’s works and touring the Kafka Museum in Prague, I’ve come to the conclusion that the enigmatic man was perhaps too human for this world. Kafka felt everything around him so deeply, so intensely that existing was difficult. I was especially struck by our guide’s telling of Kafka’s vegetarianism, how he struggled when he saw his friend’s fish and could no longer eat flesh. Instead, he wished to be friends with the fish. Some might see Kafka’s emotional extremity as obnoxiously self-pitying. I believe Kafka was an empath, with an earnest ability to feel with those around him.
In Kafka’s Metamorphosis, Gregor Samsa wakes one morning as he does every morning - hating his job, financially supporting his parents, and longing for something more. However, there is one striking change in Samsa’s life; he is transformed into a insect. I have loved this story since I first read it when I was fifteen in high school. The absurdity satisfied my teenage angst. It was odd and creepy and unlike anything else I had read. My reading of this story has changed now that I am an adult. I have a career and financial responsibilities of my own, and I have an understanding of the potential cruelty of human beings. Now when I read the story I don’t find it as absurd or as odd. I just find it sad. Kafka captures loneliness, depression, and hopelessness perfectly. Being human is so hard and so strange that turning into a bug makes almost as much sense as spending your entire life in a situation that you hate.
Once Gregor turns into an insect his family immediately despises him. They treat him as if he was never human at all. Every time I read this text I think about the process of dehumanization in situations of oppression and domination. Gregory H. Stanton, professor of Genocide Studies and Prevention, cites dehumanization as the third stage in the the eight stages of genocide. He writes, “Denial of the humanity of others is the step that permits killing with impunity.” Nazi propaganda referred to Jews as vermin. Rwandan Hutu hate radio called Tutsis cockroaches. By using an insect, Kafka is stripping Gregor of his humanity and, maybe more importantly, removing our ability to empathize with our protagonist.
Works Cited:
Stanton, Gregory. "The 8 Stages of Genocide", Genocide Watch, 1996
http://www.genocidewatch.org/images/8StagesBriefingpaper.pdf
Cultural Reflections Project 9: Czech Site Analysis, Site-Based Travel Writing (Post on Travel Blog)
A World Without Butterflies*: Theresienstadt Concentration Camp
A World Without Butterflies*: Theresienstadt Concentration Camp