Don't All Inner City Youth Face the Same Challenges?

My mother and I have taken to sponsoring children in and out of our family who are struggling to pay school fees due to social ills that have trapped them in a life of dire poverty.
About a year ago, I considered making our personal service large scale and creating a program that would provide scholarships to children in conflict zones in Africa who are willing, but unable to attend secondary school because they can no longer pay their school fees. The children I was interested in targeting are those in Northern Uganda, who end up leading a life of vagrancy or joining the army because they see no other way to lead their lives. Discourse surrounding this issue usually characterizes these children as victims to their society and left with no other alternative. The Northern Ugandan region is filled with NGOs working frantically to rescue these youth from their wayward or dangerous lifesytles, so that they can be educated and possibly face a more promising future.
I put this project on hold, mostly because even though I still have a passion to helping impoverished children and youth, I have taken more of an interest in urban cities. And as I've explained with my experience with Tony, I empathize even more with children who are living in city centers, surrounded by affluence and opportunity, but are not afforded the opportunity to benefit from the development around them.
Since my return to the US, I have thought about the affinity I have grown towards helping urban slum youth and American NGOs, who flock overseas war torn regions, preventing youth from being conscripted into the army and rebel factions, and wonder why the same sentiments are not directed towards youth in American slums, who join gangs.
Youth gang members are almost always characterized as perpetrators of violence, victimizers, and more importantly terrorizers of their community. Encouraging them leave their lifestyle is a task usually relegated to former gang members. Other citizens are terrified of this group and wouldn't dare approach them, even on the grounds of reform.
I wonder, why the images of these two youth are seen so differently. They both kill, steal, and participate in violent acts in their community. They recruit other youth and reject most societal norms. But why are the African children viewed as helpless and conscripted into their lives of violence and left without other viable options for self-development, while American youth are viewed as willing terrorizers, who choose to follow lives of crime and dangers to society, who usually can't be saved?

Tony

One of my goals for the trip was to identify a child to sponsor. The younger children at MYDEL attend a makeshift school that the center setup. It is a single room, holding about 100 children at a time from ages 4-14. There are usually no more than 3 teachers available to instruct, but the pupils usually all stay the same material at the same time. This benefits the younger children as some of them are reading beyond their age level. But the older children are severely lagging behind. Twelve and thirteen year olds struggle to comprehend The Cat inn the Hat. I realize a read need for these kids to immediately enroll in a school with small classes and where they’d be separated by age group. Unfortunately, I’m able to sponsor only one child, so I faced a lot of challenges in deciding who I would choose
1. Therfe were hundresds of students to choose from. Besides theyounger children, there are youth enrolled in high school are also struggling to pay their school fees. There are also university students who volunteer at the center and have also approached me to help them find a sponsor to complete their degree. The need in the community is extremely high.
2. I wanted to identify a child who would benefit the most from a sponsorship. Many of the children have been out of school for years and re-entering into a formal education setting would not be beneficial. For example, a 13 year old who hadn’t been in school since the 3rd grade would find it extremely difficult to re-enter school and would most likely be unable to succeed in the 7th or 8th grade and would most definitely feel uncomfortable and perhaps a bit discouraged schooling with an 8 year old.
3. I needed to identify a child who was actually excited about learning and wanted to go to school. Sadly, some of the children only came to the center because it was something to do, they are fed breakfast, and their friends would be there. But while they were in class, they were extremely disruptive, uninterested in class material and clearly had no desire to be there.
I felt that the best way for me to identify the best pupil was to have impromptu interviews and perform assessments. I did all of this without the students being aware of my intentions because I wanted to get as accurate an understanding of them as possible.
I sat in on class one day and watched the children at work. Immediately, five stood out to me. They were extremely eager to learn and understand. They encouraged their classmates and even explained material to them that they couldn’t understand. After observing them for a few hours, I took time to speak to them individually about their lives, when they were last in school, etc. I also wrote a couple of stories and had them read and write to me in order to gauge their reading levels. Disappointedly, I realized that a couple of the students had the desire to learn, but were extremely far behind their age group because they hadn’t been in school for years.
Ultimately, I identified one young boy, Tony. He is nine, but hasn’t been in school since 2005. However, because of his tenacity to learn he has been able to stay on track in terms of reading and doesn’t seem to be far behind. Both of his parents are dead and he lives with his grandmother. The rest of his brothers and sisters are living with other family members. Besides his intellectual capacity, Tony stood out to me because of his discipline and overwhelming respect for authority and elders. Even when school is not in session and the children are enjoying their free time, Tony is extremely focused and holds himselfin an extremely esteemed manner. My next task is to find a school that is close to his home, but will offer quality education. Uganda has Universal Primary Education, however the quality of some government schools is not all that good. If I find a private boarding school that I can afford, that would be my best option.

Breakthrough

This week, I made major moves in my research. I randomly met the chairman of the Kampala Central Division on Wednesday. He asked me about my research and offered to link me with government officials, who would be able to provide me with the information that I have been looking for. This was a welcomed surprise because I had visited several offices numerous times and either I was unable to locate those that I needed to speak to, or when I did locate someone they were too busy to help me find the information I needed. It was just my luck to run into their boss and he was more than willing to help.
On Friday, I met him in his office and he called several of the officials that I was unsuccessful in locating or soliciting help from. One by one they came into his office and he instructed them to help me in anyway they good. It was surreal. In some ways I felt bad because I am sure that some of them were not too thrilled by the fact that I was able to go above their heads and have them ordered to help me, but this research game is a hustle, so I had to find a way to get what I needed.
Because of his help, on Monday I met with the Education Officer at the Kampala City Council, where I was furnished with primary public and private school enrollment numbers for several years. And on Wednesday the Kampala Central Division Education Officer is taking me to primary schools to speak with the headmasters and mistresses about the challenges they’ve faced since the inception of Universal Primary Education. At the end of the week I am doing home visits in Mengo, the slum area where many children at not enrolled in school. I have spoken to education officers about the challenges they’ve faced with UPE, but I am sure that headmasters and families will have a different perspective about the benefit and shortcomings of UPE.

Lim Loves the Kids

Today I gave the children the clothes that I collected. They were ecstatic. I was able to bring over 100 pieces of clothing and each child was able to receive at least one item. Even though only one item seems like it may not be much for the common person, to these children it is a great deal. Most of them wear the same items of clothing every single day. When the center was able to give them uniforms to give to school, they began to wear the uniforms during the day and using their single outfits as play clothes. Sadly enough, I am able to remember each child because they are usually wearing the same outfit each day. So having an additional shirt or bottom makes a huge difference to them.
They were also extremely grateful and I think they got more comfortable with me. One thing that has surprised me about working with this young people is the amount of respect they have for me and those around them. I think it may have a lot to do with the fact that this organization is community based, but I am so impressed by the way they conduct themselves in front of elders and those they respect. Each time they greet you or present you with something they bow in a sign of respect. I am so happy that even though a great deal of their family structure has been disrupted due to the death of their parents, they have maintained traditional customs and respect for elders. It is such a beautiful thing, and something that many youth in impoverished communities all over the world are lacking.

It's Been A Long Time Coming

I know I've been away for quite a long time...almost a year, but a lot of things have incited my muse.
In two weeks I'll be returning to Uganda and this time for a month. I'll be going by myself this time, though I've got a great deal planned.
I'll be working on my master's thesis, so that I can finally graduate! (HOORAY!!!) I'll be volunteering at a youth development organization and orphanage. And I'll be spending time with all of the friends that I met during my first trip and having been longing to see for over a year.
I'm extremely excited to go back. I hope that everything is as good as I remember it being the first time. I am a bit apprehensive that because I stayed on Makerere's campus and we had a cook, driver, and guide, things may have been sugarcoated for me. Though I did make an effort to branch out on my own and try to experience native life, I am still sure that I was sheltered from or wasn't there long enough to experience everything. I just hope that whatever is to come in the month that I'm there will still leave me loving Kampala because I definitely still have an interest in moving there in the next year.
The director of the youth organization that I will be volunteering with seems very excited to have me visit and I also hope that is a great experience. I know that it will be challenging because thought I am very passionate about working with young people, I empathize with them quite a bit and am usually deeply and personally affected by their experiences. I appreciate having a vested interest in their livelihood, but this experience will definitely show me if I am able to have a hands on approach to their plight and still be effective on a larger, administrative scale.
I have decided to focus my research on corruption in the education system and more specifically the effects that the Public Expenditure Tracking System (PETS) has had on curbing corruption and ultimately increasing school resources and student access to education. Uganda has been heralded as becoming more transparent due to the PETS, but I wonder if this assertion is due to a series of reports generated by the government or if teachers and administrators of the PETS have felt that it was indeed effective and helpful.
This week I am also taking a one week course on Youth & Conflict. The instructor of the course, Randolph Carter, came in to speak to a class that I took last fall and he was amazing! Even though this course is being offered so close to the time that I leave for my trip, I just had to take it! I hope that I enjoy the course as much as I did his guest visit to my class. And hopefully it will incite some thoughts and generate ideas for me to share with everyone. It has surely been too long since I've done so!
However, though I have been MIA, I have been writing this spring, so I will post some excerpts from papers I've written and thoughts that I have been having in general in 2007.

The Boys of Baraka

Most people know about my affinity for Netflix. I rarely watch television. I just queue DVDs and watch movies (cuz Im not found of going to theatres), catch up on shows (cuz like I said, I rarely watch tv), and watch documentaries (netflix has got a great selection). So last night I watched The Boys of Baraka. This is a must see film for all black males, anyone concerned with the plight of black children, or anyone who doesnt understand the conditions facing poor children in America.
As the blurb reads: "In an experimental program to reduce the rate of juvenile delinquency, the city of Baltimore sent a group of 12-year-olds deemed "at risk" to a boarding school in Kenya, affording the boys the rare opportunity to turn their troubled lives around. Focusing on four of the youths, this compelling documentary follows the students as they struggle to overcome the obstacles of their past in their hopeful bid for a shot at a brighter future."

With as much exposure as I've had to inner city youth and scholarly research I've done on their plight, this documentary still revealed a great deal to me. I am still unable to fathom the fact that in order to face a brighter future, these young men are taken out of the streets of Baltimore and taken to Kenya. The educational system in most of sub-saharan Africa though rigorous is severely lacking in resources. However, these boys ended up learning in one year in Kenya more than they did throughout years of schooling in Baltimore city schools. I was also impressed by the level of determination the children showed. They were aware that their environments were conducive to failure and were willing to move to a completely foreign environment in order to better themselves. I found many of the children to be smarter than their parents, who were not working nearly as hard as their sons to improve their quality of life.

However inspiring this film was for me, it was still troubling in many ways. I was disappointed that though the Baltimore recruiter for the Baraka school was a black woman, all but one of the teachers, counselors, and administrators of the program were white. These boys were in need of more than educational and psychological counseling. They needed to see Black men as role models encouraging them to make it because they had as well. This was lacking in the program and is lacking overall in most communities. Most of the boys did not have their father's or even other males in their households and this most definitely has an effect on their outlook of their future.

Overall, this is a great documentary and everyone needs to see it.