mae sot education · pdf filethe mae sot education project (msep) ... tover look o my lesson...

Newsletter layout by Alexis Chouan, 2012 Volunteer

WHO WE ARE AND WHAT WE DOThe Mae Sot Education Project (MSEP) is a community project based on the campus of Bishop’s University and Champlain College – Lennoxville in Sherbrooke Quebec. Since 2004, we have provided assistance to six schools for migrant and refugee youth from Burma/Myanmar whose access to education depends on support from the international community. In recent years we have also worked with other schools. Each year we select a group of young people from our campus to go to Mae Sot for six months. While there, they provide practical assistance to teachers and enrichment activities for children in the schools. They learn about the situation of displacement experienced by the Burmese people in Thailand as well as about the challenges for the Thai community in coping with a large population of refugees and migrants. Finally, they share their experience with Canadians. The Project Committee is made up of members of the community, faculty from Bishop’s and Champlain, and former youth volunteers with the project. Currently, members are: Avril Aitken, Carinne Bevan, Megan Irving, Catherine Isely, Bonnie Kay, Sunny Lau, Mary Purkey, Garry Retzleff, Marjorie Retzleff, and Barbara Rowell. For further information about the project, go to www.maesot.ubishops.ca or contact us at [email protected].

HOW YOU CAN HELPContributions to the project are always welcome, and tax receipts will be issued. Donations may be made to either the Champlain College Foundation (specify Mae Sot Education Project) or to the Bishop’s University Foundation (specify Mae Sot Education Project), Box 67, Champlain College, Sherbrooke, Quebec J1M 2A1.

Mae Sot Education Project

Fall 2013

www.maesot.ubishops.ca

Mae Sot Education Project — Fall 2013

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Notes from the BorderFirst Impressions of the World of Burmese Migrants and Refugees from MSEP 2013 Volunteers

“Hello TeacHer. can I geT you a Tea or coffee, TeacHer?”By Michelle Van Loon

2013 Volunteer

Myfirstweekof teachinginMaeSotfeltlikeasurrealblur.Betweengettingacquaintedwiththedifferentcustoms,gettingusedtoteachingandhavingtheteachertitle,itwasaweekfullof newexperiences.PriortocomingtoThailand,theonlytrainingIhadreceivedwasauniversityTESLgrammarcourse(TeachingEnglishasaSecondLanguage) and bi-weekly two hourmeetings. Although the class andmeetings havebenefitedmegreatly,thistrainingdoesn’tcomparetowhatteachersinCanadareceive,whichmademefeelasif Ihadn’tearnedtheteachertitle.Ittooksometimeformetobecomeaccustomedtothistitle,buttherewasalsothespecialtreatmentof teachersinmigrantschoolsthattookabitmoretimetogetusedto. InBurmese culture teachers arehighly respected individuals, rightup therewiththeroyalfamilyandmonks.Studentsexpressrespectfortheirteachersinvariousways.Studentsareneversupposedtobetallerthantheirteachers.If ateacherissittingandastudentwalksby,thestudentmustcrouchdowntomakehimorherself appearshorterthantheteacher.Studentsarealsoexpectedtocarrytheirteacher’sbooksandbagtothenextclass.IhadbeeninformedthatteachersinThailandwerehighlyrespected;however,IwasnotexpectingtobewaitedonhandandfootwhichishowIoftenfeltatthebeginningof Junewhenwefirstarrived. OneincidentthatoccurredacoupleweeksintomytimeteachingatMoeMaKhatookmebysurprise.Uponarrivingatmyclass,Iwaspresentedwithacupof teawhichIdrankwhilewaitingforclasstostart.Idecidedtolookovermylessonplanforthemorning,whichwasstowedunderneaththechaironwhichmyteawassitting.AsIreachedforit,Ibumpedthechairwithmyarmandmyteawentflying.Astudentwhoheardthecommotioncametoinvestigateandnoticingthepuddlesaroundmychair,disappearedbeforeIwasabletoaskwherethenapkinswerekept.Noteventwominuteslater,twostudentsreappearedarmedwithastackof napkinsandamop.AsIreachedforthenapkins,Iwasshooedawaybyasmilingstudentwhowascleaningup.Astrangemixof feelingswashedovermeafternotbeingallowedtohelpcleanupamessthatIhadmade.Watchingmystudents,Ifeltuncomfortable,asif Iwasdoingsomethingwrongbynotcleaningthemessmyself becauseIwasn’tusedtothiskindof treatment. I’vegraduallygrownintotheteacherroleandlifestyle.Thespecialtreatmenthastakenmethelongesttoadjustto,butI’vebecomefamiliarwiththedifferentwaysstudentsexpresstheirrespectfortheirteachers.Ifindmyself comparingBurmeseandWesternculturesbyimaginingthesamesituationsinaCanadianelementaryschool,anditisthereactionsof themigrantstudentsthatareoftenmorerespectful.Maybeif WesterncultureintegratedsomeBurmesepractices,schoolmightbemoreenjoyableforboththestudentsandtheeducators.

LATEAFTERNOONREFLECTIONSONHUNGERBy Megan Irving

2013 Volunteer

“WhenIstudy,sometimesIdon’twanttodoanythingelse,”says17yearoldAyeasshelooksupfromherschoollessonsandstarespiercinglyatthebarrenwallof heremptyclassroom.“Sometimesteacher,Idon’tevenwanttoeat.” Ilookupfromthepileof worksheetsI’vebeenslowlycorrectingandwatchasAyeturnsherheadtowardstheclassroom’sonlyopenwindow.Shegazesoutside,andthenreturnsbacktoreadingherlessons.Aswallowfliesinfromoutsideandrestsforafewsecondsonthewoodenwindowsill.Outsidefourgirlsgathertheirlaundry,whichtheyhavebeenwashingbyhandusingrainwatercollectedinalargeholdingtank,andcarryittowardsaclotheslinethatrunsbetweentwomangotrees.Icanhearthemtellingoneof theyoungerstudentstohurryupandtakeherbath.Beyondthem,twostudentsareplayingjackstogether,usingsmallpebblesthey’vetakenfromtheschool’sgarden.Downthestreet,thedistrict’sintercomsystemisswitchedonandanauthoritativemalevoicebeginsmakingannouncementsinThai.

Michelle, at home in her classroom.


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SomeonenearbybeginssigningthechorusfromapopularBurmeselovesong. Ayeturnsapageinherbook.Theswallowtakesoff again,andinthedistance,abellrings. It’sdinnertime,andfromwhereIamsitting,Icancatchglimpsesof someof the64boardingstudentswholivefulltimeatParamiSchoolastheyeachbeginmakingtheirwaytowardstheschool’scafeteriabuilding.Eachstudentcarrieswithhim/herashallowmetalbowlandspoonwhichwillsoonbefilledwithaheartyservingof riceandbambooshoots,foodsuppliedbyalocalNGOandamealtheywillalleattogetheratlongtablesmadefromsheetsrecycledhousesiding. Iwatchasoneof theschool’ssmalleststudents,apetite6yearoldwhomeveryonehasappropriatelynicknamed“Mouse”walkshand-in-handwithheroldersister.Someof theboysbeginsaunteringoutof theirdorm,passingavibrantlandscapedrawingthatoneof thestudentshasdoneinoilpastelsgiventohimbyaJapanesevolunteer.Everydayadifferentdrawingismountedonthebamboowall. Thingsaremovingallaround,butAyedoesn’tbudge.Sheknowsthelinefordinnerwillbelongandslowmoving,andif shestayshere,shewillavoidhavingtostandandwait.Shealsoknowsstayingwillgiveherafewmoreminutesinwhichshecankeepreading.Sheisinnorushfordinner;anemptystomachcreatesahungershecaneasilysatisfy.Itisherappetiteforknowledgewhichshehastroubleabating. AyeandIaresittingacrossfromoneanotheratasmallwoodenbench.Athersideisawell-wornEnglish-Myanmardictionary,agiftfromherfatherwhoworksasamigrantfarmlabourerinasmallremotevillagenearMaeSot.HerparentsworkforaThailandowner,andtheyhavesentAyetoParamibecausetheirvillagedoesn’tofferanyfurthereducationbeyondGrade6.PresentlyitislateJuly.Thismeansthatthehourstheirdaughterwasinclasstoday,holdingherpencilratherthanapickaxe,theyspentcombingthroughcornfields,tillingacresof ThaisoilandseedingThaicropsbyhand.Aday’sworthof hardlabourwillwarrantherfathersomewherebetween80-100bhat(2.60-3.30$).Herdictionarystillbearsitspricetag:100bhat.Havingspentoneyear,theyearsheturned14,outof schoolworkingsidebysidewithherparentsinsteadof attendinggrade7,Ayeisacutelyawareof thevalueof theeducationsheisreceiving. Thehand-outI’mcorrectingisaseriesof exercisesaimedatusingadverbsof frequency.AsAyepicksupherdictionary,myeyeswandertoanotherstudent’spaper.Undertheheading“Writesentencesaboutyourlifeusingthewords‘always,rarely,andnever’”Iplacealargeredcheckmarknexttothephrase“Irarelyvisitmyvillage.Ialwaysdomyhomework.Ineverwanttogiveupmylife.” Thereareover70differentmigrantschoolsinexistenceinMaeSotanditssurroundingareas,70schoolsofferingeducationtoover30,000Burmesechildrenandyouth,manywiththesameaspirationsasAye.Yetonlyonein300makeitpastgradefive.Thesestatisticsaredifficulttoswallow.AmigrantschoolinMaeSotwilloftenlackfundsandresourcesbutneverexperiencesalackof needorpromise.ChangesinsideBurmahavenotyetresultedinanydecreaseinthenumberof childrenlookingforeducationalopportunities–forabetterchildhood,if notfuture–inMaeSot.Here,inthissmallcornerof theworld,thereoftenexistsanimmensehungerforsomethingmore,andmigrantstudentsareravenousforallthattheireducationhastooffer. Finally,ItellAyethatshehastostop.“Tummysamesnaw”Isay.“Let’sgoeatrice.Youcannoteatwordsfordinner.”However,watchingherasshejoinstheotherstudents,holdingheremptybowlinherhands,Ican’thelpbutwonder:whatif itwerepossibletosubsistonwordsfordinner?Howmanyof studentsaroundmewouldthenquietlycleartheirplates…andaskformore?

ScHool DIScIplIne – BurmeSe STyleBy Vanessa Laroche

2013 Volunteer

Thequestionof howtodisciplinehasbeenabigsubjectof conversationinsomeeducationclassesIhavetakenoverthecourseof mybachelorprogram.Weoftenaskourselveswhentopunish,howtopunish,shouldpositiveornegativereinforcementbeusedinsteadandfinally,whatwillthestudentslearnfromthepunishment?


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OnmyfirstweekatHsaThooLeiSchoolIexperiencedfirst-handthetypeof “reinforcements”thatareusedbythestaff atmyschool:forexample,physicalpunishmentbyhittingthehandswiththinbamboosticks.Iwasnotsurehowtoreactwhenfacedwiththistypeof punishmentsinceIhadonlyseenitinmoviessuchasAurore l’Enfant Martyre,andwhatIwitnessedatHsaThooLeiwasfarfrombeingasbadasinthatmovie–andthereforeabitharderformetoprocess. DuringmysecondweekatHsaThooLeiIwalkedintotheteachers’officeandsawtwoboyshangingonthebarsattachedinsidetheofficewindowswithoneof theteachersteasingthestudentsandotherseitherlaughingatthe“silliness”oractingasif nothingwashappeningaroundthem.TheteacherscouldprobablytellthatIwasfeelinguncomfortableaboutwhatwashappeningtothestudentssotheyexplainedtomethattheboyshadbeencaughtseveraltimesskippingandmisbehavinginclass.Evenknowingthatitisthe“ultimatepunishment”giventomisbehavingstudents,IstilldonotknowhowIwouldreactif Iweretoencounterthistypeof punishmentagain. Duringadiscussionwithmyassociateteacher,Ibroughtupthesubjectof hittingandhowitwassomethingthatIwasnotaccustomedto.SheexplainedtomethatinMyanmarif achildmisbehavesbybeingdisrespectful,hecanbehitextremelyhard;howeverif theyweretodothisintheschool,theparentswouldcomeknockingattheirdoorandthatteacherwouldbeintrouble.Sheexplainedthatteachersdonotneedtogiveanypunishmentforthehighergrades.Shethengiggledandaskedaboutoursystembutseemedtothinkthatwespentalargeamountof timefindinginnovativewaystopunishourstudentsforsmallreasonsliketalkinginclass. AtHsaThooLeistudentssomehowmanagetoalwaysgivetheteachertheworkrequestedanddotheirbesttolisteninclass.Evenif theydonotalwaysunderstand,theyalwaysgenuinelyseemtowanttodotheirbestineverysubject.Theydotalkinclass,butitisoftentohelpapeerwhohasnotunderstoodtherequestedworkbecausetheyknowthatsomeof theirclassmatesstrugglemorethantheydo.Duringmysecondandthirdyearpractica,Ireceivedthesamecommentfrommyassociateteachersandsupervisors:yourstudentstalk

alot,yourclassroomisveryloud.Thecommenthasresultedinmeconstantlyaskingthestudentstobemorequietinclassandpreventingthemfromcollaboratingduringworktimeastheyseemtodoinallof theirclasses.Icametorealizethataskingaclasstobequietsomuchcanbeharmfultotheirlearningexperience. WeCanadianteachersarereadytodedicatenotonlyanentiregroupof professionalsinchargeof punishingstudentswhoactoutunwantedbehavior,yetthereseemstobeverylittlechangeinthebehaviorof thestudentswhofrequentlyattenddetention.AtHsaThooLei,thefactthatnoneof thechildrenareeverkeptafterschoolorduringlunchhourfordetentionandthatthehighergradesdonotgetpunisheddemonstratesthatpossiblyour“evolved”disciplinemethodsmaynotbeentirelyeffectiveandarenottheonlyway.Iamnotsayingthatweshouldstarthittingourstudents,butourschoolsystemscoulddefinitelylearnsomethingfromtheteacher-studentinteractionsinthismigrantschool.

rIDIng THe BuS – a journey InTo anoTHer worlDBy William Bryson

2013 Volunteer

AsIlookedatmywatchafterstuffingmychangebackintomywalletatthe7-Eleven,Ibegantogetanxious.Theothervolunteerswerestillinlinewaitingtopayfortheirpurchases.OurSongthawwasleavingforMaeTan,threehoursnorthof MaeSot,infiveminutes. Iwentonahead,pedallinglikemad,andarrivedatthebusstationjustintimetostalltheSongthawdriveruntiltheothervolunteersarrived.ASongthawisatruck,typicallyaToyota,NissanorMitsubishi,convertedintoabusbyaddingtworowsof benchesandaroof tothebedof thetruck.Fortunately,IhadnotfactoredinthediscrepancybetweenThaitimeandWesterntime.Feelingabitfoolishforbreakingintosuchasweat,Iwaitedwiththeothervolunteersanother10minutesforourbustoleaveforKhaThaBlayCollege,aruralschoolforyoungadultswherewewerescheduledtodosomeworkshops. ABurmesewomanandhersonweretwoof thefirstpeopletojoinusonthebusridethatovercastJulymorning.AswetravelleddownthehighwayinourSongthaw,sandwichedbetweenenormousbrightgreenricepaddiesandlushcornfieldsoneitherside,outof thecornerof myeye,Icouldseethatthewomanwaslookingforaplacetostoreheremptybottleof BIGColathatshehadjustfinished. Iturnedmyheadjustintimetowatchasthebottlesoaredoutof thebackof thebus,smackedtheasphaltandrolledtothesideof theroad.Stillfeelingalittlebitshockedanddisappointedtoseesomeoneblatantlylitterinsuchapureandnaturalplace,minuteslater,Ilookedonasherson,whohadevidentlybeenwatching,madeabaseball-likepitch,lookinglikeaminiatureMLBplayer,sendinghisyellow

At Hsa Thoo Lei, being well-behaved doesn’t mean not having fun!


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candywrapperflying.Thistime,Icouldonlysighandchuckletomyself. Asthecoolweather,broughtonbytheovercastskies,begantoturntolightrain,theplasticawningsonthesidesof thebuswereunravelledtoprotectusfromtheheavyrainsahead.Viewsof thecountrysideceasedexceptforwhatcouldbeseenthroughthesmalldirtytransparentplasticwindows. Fromthispointon,stopstopickuppassengersbegantobemorefrequent,andthebusbecamemoreandmorecrowded.Icounted19peopleatonepoint,allBurmese(Karentobespecific),includingthosewhowerehangingoff thebackof thetruck,holdingonfordearlife.Onewasapopularolderwoman,heavilybuilt,wholookedweatheredandtoughfromhavingseenmanyyearsinarefugeecamp.Inhermouth,shehadthemostmassivewadof beetlenutIhaveeverseensomeoneattempttochew.Extendingherbottomlipsotonotdropanyredbits,shetriedherhardesttoengageinconversationwithotherriders,butitwasevidentthateveryonewashavingdifficultyunderstandinghergarbledgibberish.Luckily,wewereallabletohaveagoodlaugh,evenher.

A sudden nudge in my side fromthe volunteer sitting next tomemeant therewas something to see. I turnedmy head andcaught my first glimpse of Mae La RefugeeCampthroughtheblurryplasticwindow.Thestreakingrainmadeithardtoseetheimmensecity of bamboo and broad leaf huts sittingat the foot of the stunning mountain rangethatdividesThailandandKarenState.Totallyoblivious to the activity of the passengersgettingonandoff thebus,Ipatientlyhopedtogetabetterviewof itall,toseeif itmatchedtheimagesIhadinmymindfromtheinformationI had been given. Sadly, a better view nevercamewhichmadeitdifficultformetodevelopmyownunderstandingabouttheCamp. Although it is now easier for meto conceive of the appalling conditions thatrefugees and migrants endure on the border

becauseIhaveseensomeof theseconditionsfirsthandinandaroundMaeSot,IreflectedonhowdifficultitmaybeforCanadianstoimaginetheawfulcircumstancesBurmesepeopleendureeachdayinaplacelikeMaeLawhereconditionsareexceedinglycramped.Thereisnoin-homerunningwaterorsewagefacilities;garbageispiledinlargemoundsawaitingdisposal,andpeoplecountdownthedaysuntiltheyreceivethemostbasicmonthlyfoodrations,oil,riceandfishpaste. Inretrospect,IsupposeIdidgetaninsideglimpseof MaeLathatdayafterall,asthebusrideprovidedasampleof thepeopleonemightencounterinthecamp.RememberingthecharactersIencounteredonthejourney,Ideveloppedanewperspectiveabouteverydaylifeforthosewhoaredisplaced. Thinkingbacktothewomanwhochuckedhergarbageoutof thebackof thebus,Irealizedthatshesimplyhasmanymorepressingneedstoattendtothanspendingtimeworryingaboutissuessuchasenvironmentalconservationorglobalwarming.Ialsofiguredthat,incomparison,weWesternersconsumefarmoreandcreatefarmorewaste.Perhapswhensheisabletosufficientlynourishherfamilybyherownmeans,ensurethatlivingconditionsinherownhomearesanitaryandlivewithoutfearof beingindangerinherowncountry,shewilltakeontheresponsibilityof recycling. AsfortheburlyBurmesewoman,hereasymannerprovokedaninterestingandironicthought.AcrossThaiandBurmeseculture,thepaceof lifeisseeminglymuchslowerincomparisontoWesternculturewhichIbelievehastodowithpeoples’varyingperceptionsof time,muchlikeourbusdriver’s.Hereontheborder,thereseemstobelessurgencywhenitcomestoaccomplishingeverydaytaskssincetherewillalwaysbemoretimetodosolater. Ironically,manyof thoselivingslowerpacedliveshereappeartoagemorequicklycomparedwithWesternerslivingafastpacedlifewhofeelliketheymustaccomplishsomucheachdaytocompensateforhavingsomanydesires.Perhapsthismorerapidagingprocessoccursbecausechildrengrowingupontheborderexperiencemuchdifferentchildhoodsthanoneswewouldbefamiliarwith. Oftenstartingataveryyoungage,childrenmustworkinamultitudeof waystosupporttheirfamilies.Theywillcontinuetoworkfortherestof theirlives,inevitablyencounteringadversityandwitnessingtragediesalongtheway.Ithasbeenfascinatingandsoimpressivetolearnjusthowmaturemystudentscanbeandhowmuchknowledgetheypossessaboutsuchthingsasedibleandnon-edibleplants,catchingfood,butcheringanimalsandcooking. Itseemstomethatwhenthesechildrenbecomeadults,asmallportionof theirsoulsalwaysremainsreservedforthechildhoodthattheyweresomewhatdeprivedof.Asaresult,thereisalwaystimetoplay,totellastory,tolaughandtellajokeorsimplyenjoyasmile.


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TeacHIng anD learnIng aT Kaw THa Blay collegeBy Elizabeth Serra

2013 Volunteer

Wesatinsilenceinthebackof oursongthaw,eachlookinginadifferentdirectionforthe30minutesittooktoconfirmthatweweretheonlyonesleavingthesmalltownof MaeTan.Wehadjustfinishedafewdaysof workshopswithagroupof youngadultstudentsatKawThaBlayCollege,aruralprojectforKarenyouthtwohoursnorthof MaeSot,fundedbytheCanadianNGOProjectUmbrellaBurma. Aroundus,aswewaitedforthe“bus”toMaeSot,werefamiliarsights—asmallmarketsellingallof theessentials,withfoodinonehalf andaneclecticmixof clothes,machetesandropeintheother.Therewastheusualrambutanandmangosteenstand,andanotherdedicatedtoBurmeselongyis,piledtotheceilingsothatallwecouldseewasapatchworkof vibrantreds,purplesandgreens.ButdespitethesimilaritiestoMaeSot,thisplacewasdifferent.Ithadleftamarkonallof us.Anditwasasif,inthoselastfewminutesinthesongthawwewerecollectivelytryingtoabsorbthelastmemoriesfromourexcursion. BeingatKawThaBlayCollegewasmyfirstexperienceinThailandof learningoutsidetheclassroom.Thesmall,close-knit,campusatmospheregavemethepushIneededandwantedtobeinvolvedwiththestudentsinawaythatwasn’tscheduledandgraded.Wecametotheschoolwithapileof lessonplansandactivitiesreadytointroducethestudentstohumanrightsandbroadenourownviewof teachinginthemigrantschoolsystem.WecametoKawThaBlayreadytoteach,butIdon’tthinkanyof usweretrulyreadytolearn.AsIwatchedthegirlspourdaysof intricateworkintotheirnewKarenshirts,Ibegantounderstandthepride,valueanddedicationwithwhicheachoneof theseshirtsissewn. Eachday therewasdowntime,butonlyaftera smalladventurehadtiredusallout.Thestudentstookusonasmalltourof thesurroundingfarmland,pastcornfields,tapiocafieldsandlongstretchesof ricepaddies.Butnomatterwhereourattentionwasfocused,thetoweringmountainsof KarenStatecouldnotbeignored.Thesizeandbeautyof themountainswasbreathtakingandtheirpresencewasas immenseastheadorationof KarenStatethatIfeltfromeverystudent.Thebeautyof themountainswasashieldprotectingusfromthestrugglesontheotherside.Lookingatthemountains,Ithoughtaboutthestudents’happinesstobeinThailandcombinedwiththeirever-presentlongingforhome. As theengineof thesongthawfiredupandwestoredour lastmental pictureof MaeTan,my thoughts turned tomy students inMaeSot. I thoughtof the stories theymusthave and theirownmixturesof happinessandlongingthatIamonlybeginningtounderstand.Mostof allIlookedaheadtohowmuchtheywillteachmeoutsidetheclassroom.

Other Project News . . .

lennoxvIlle elemenTary cHIlDren proDuce THeIr own BooK:Do It RIght! the ABCs of ChIlDRen’s RIghts

By Megan Irving

2013 Volunteer

Earlierthisyear,IwasinvitedtotalktothestudentsatLennoxvilleElementarySchoolbecauseof mypastexperiencewithMSEP.Oneof thelessonsIgainedduringmytimeontheThai-Burmaborder,wastheimportanceof ahumanrightseducation.Humanrightsviolationsarenotuncommoninthisareaandagenerallackof knowledgeregardinganindividual’srightsandfreedomscanhavedevastatingeffectsthere. Thatsaid,thepowerof humanrightseducationisnotlimitedtoareaswherehumanrightsabusesrunrampant.Theimportanceof knowingtheUniversalDeclarationof HumanRights(UDHR)andbeingabletothinkcriticallyabouthumanrightsissuesisuniversal.TeachingchildrenabouttheUDHRisonewayof ensuringthatthoserightswillbebetterprotectedandpreserved.Italsoarmschildrenwith


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theabilitytothinkgloballywhilstalsounderstandingthatallhumanssharesimilarwants,needs,rightsandfreedoms.ThechildrenIworkedwithatL.E.S.wereabletoidentifyanddifferentiatebetweenwhattheybelievedtoberightandwrong,justandunjust.Whatinjusticelooksorfeelslikewasn’tsomethingthesechildrenneededtobetaught.However,bybeingintroducedtotheUDHR,theywereabletobetteridentifyanddifferentiatethetypesof injusticetheywerelearningaboutandhowtotalkabouttheminaproactivemanner. ThroughoutthetermthestudentsinLennoxvillewereinvolvedinapen-palexchangewithGrade5studentsinMaeSot.Twoof MSEP’spastvolunteers,GabriellaandMeaghan,pairedtheirstudentsatHsaMuHtawwithstudentsinLennoxville.Thestudentsinboth

schoolswrote letters back and forth talking about their schools, theirlikesanddislikes, theirfamiliesandfriendsandtheirculture.GabriellaandMeaghanwere alsoable topresent the students atL.E.S.withanABCbookthestudentsatParamiSchoolandBHSOHinMaeSothadmadeaboutmigrantlifeandBurmeseculture.ThegradethreestudentsatL.E.S.weresointerestedinthisbookthattheyeventuallyuseditastheir main source of inspiration while creating their own “abcdery”abouttheUnitedNationsConventionontheRightsof theChild. Manyof thestudentsintheGrade3classesinLennoxvillewroterepeatedly about the importance of education and how vital it is toensuretheymightonedayhavea“goodjob”and“goodfuture.”Asonestudentwrote inher journal, it alsomeant that she could learnmath:“Then…whenyouwillbeold,youwillknowyourdoublesfasterthanalionandevenfasterthanajaguarcanrun.”Acontinuouseducationdoesmeanthatanindividualisabletoacquireprogressivelysophisticatedskillsets.However,achild’seducationisalsoaimedatfosteringsuchvaluesaspeace,compassion,andunderstandingof justice,equality, toleranceand respect. It is these valueswhich lie at the heart of theUniversal

Declarationof HumanRights. Theeventualconclusionof thestudentsunitonhumanright’seducationresultedintheproductionandpublicationof Do It Right! The ABCs of Children’s Rights.Do It Right! isabilingualABCbookandanthologythatincludeswriting,aswellasdrawingsandphotographsbytheGrade3studentsatL.E.S.Thebookfocusesonthethemeof children’srightsasseenandunderstoodthroughachild’seyes.ThebookallowedthestudentstomirrortheworkdonebytheirpenpalsinMaeSot,demonstratetheirunderstandingof theConventionontheRightsof theChild.MyexperiencesinMaeSottaughtmeaboutthevalueof humanrightseducation.MyexperienceswiththisprojectandthestudentsatL.E.S.taughtmeabouttheimportanceof humanrightseducationwithinalleducationalcontexts–evenathomeinLennoxville.

mSep launcHeS EXPRESSION IN EXILEan opporTunITy To experIence BurmeSe arT In our communITy

OnMay25-26thisyear,inthesmallcommunityof Knowlton,MSEPlaunchedwhatithopeswillbethefirstof anumberof smallexhibitionsof artbyBurmeseartistswhomaketheirhomeintheMaeSotarea.WewerefortunatetohavefundingfortheexhibitionfromCIDA,abeautifulspace(thankstoPeterMarsh)andtheassistanceof MargotGraham-Heyerhoff whocametoKnowltontomountthepaintingsforus.Unfortunately,theeventwasbesetbyalateMaysnowfall.Thustheturnoutwaslessthanhopedfor. Theartdisplayedwasnonethelessamazing.ThesmallcollectiondisplayedinMayfeatured26paintings(watercolours,acrylicandmixedmedia)bythirteenartistsinadditiontoaselectionof drawingsandpaintingsbyBurmesemigrantschoolchildren.Altogether,theseworksconveytheircreators’experience,anxieties,andhopes,aswellastheirvisionsof humanity,theirhomelandandtheworld.Bysharingthem,wehopetoencouragereflectiononboththeperilousnessandtheopportunitiesinherentinthepresentsituationinBurmaandtocreatebetterunderstandingof therolethatCanadiansmightplayinhelpingthiscountryfinditsplaceintheworldasafree,inclusiveanddemocraticsociety,oneinwhichallitsdiversepeoplescanflourish. If youmissedtheMayexhibitioninKnowltonandwouldliketoreceivepublicityforournextshowof Burmeseart,orif youwouldliketoofferanothervenuefordisplayof thisart,pleasecontactusatmaesoteducationproject@gmail.comorcontactMaryPurkeyatmarypurkey@gmail.com.Wearelookingforopportunitiestoshareitinandbeyondourcommunity.

Do It Right!The ABC’s of Children’s Rights

Lennoxville Elementary School Megan IrvingBonita Juby-Smith

Isabelle Desbiens

Volunteer Will walking a viewer through this Spring’s Burmese art exhibit.


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reTurn To narnIaBy Emily Prangley Desormeaux

2009 – 2010 MSEP Volunteer – upon return to Mae Sot last May

Aschildishas itsounds,thefirsttimeIwenttoMae Sot, I frequently referred to it as ThaiNarnia (thefantasy world from C. S. Lewis’ The Lion, the Witch and the Wardrobe) because walking through the doors of theBangkok airport was like walking into an entirely otherrealm where even time seemed to move differently. IreturnedtoCanadafeelingutterlychanged,butathomeitwaslikenoonehadmovedsinceIlefttenmonthsearlier.IfeltlikeIhadexperiencedanentirelifetimeinThailandwithsomuchpersonalgrowthandmoreadventuresanddetails thanIcouldeverexplaintoeveryone.Meanwhile,timeinCanadaseemedtohavebeenatastandstill inmyabsence.ReturningtoMaeSot inMayof thisyeartodosomeproject development forMSEP, I naively imaginedthatIwouldfindeverythingexactlyasIhadleftit. AsIrodethetuk-tukfromthebusstationtoourprojecthouse,Iscannedthestreetsof MaeSotforfamiliarfaces,justasIhadinmydreamsoverthelastthreeyears.At5:00am,thedaywasstillcoolandalightmistingof raintouchedmyfaceasIleanedoutthesideof thenoisy,ricketylittletaxiinadazeddreamlikestateof mind.Ifelttheexhilarationyoufeelinthosefewmomentsafterwakingfromanimpossiblyamazingdream.Youreyesarestillsqueezedshutasyoutryinvaintoholdontoeverydetail.You’releftwiththelingeringthrillof youradventureandthehopethatwhenyouopenyoureyes,itwillhavebeenreallifeallalong.EverytimeIrecognizedanotherlandmarkoutthebackof thetuk-tuk,itsentaboltof excitementthroughmeandfilledmewithanticipationtofinallybebackinthisplaceIlovedandhadvisitedinmymindsomanytimessince2010. Ironically,thefirstfaceIrecognizedwasthatof “CanadianDave”theQuebec-born,Ontario-raisedownerof theKruaCanadianRestaurantwehadfrequentedwhenweneededatasteof home.Davehadn’tchangedabitandafewotherthingshadremainedmoreorlessthesame,butoverthenexttwoandahalf months,IhadtocometotermswiththefactthattimehadnotstoodstillwhileIwasaway,andMaeSotlifehadgoneonwithoutme. IdiscoveredthebittersweetnewsthatmybelovedschoolheadmasterandheadmistresshadbeenresettledtotheU.S.withtheiryoungfamily.EverydaymyeyessearchedforWinMa,oneof mysweetestandmostvulnerablestudents,whoIhadheardwasmarried(atsixteen)withachildalready.EverytimeIrodemybicyclethroughthecrowded,chaoticmarket,Ihoped—invain—tohearavoiceshout“Teacha!”andcomefacetofacewithoneof themanystudentswhohadtouchedmyheartyearsbefore.Yetdespitethedisappointmentof notseeingthem,happily,IdidbumpintootherfriendsandstudentsIhadforgotten.IwalkedintoacoffeeshoponedayandrecognizedAyeThandarWin,oneof mySayTaNarstudents,workingthecash,nowabeautiful,confidentyoungwoman.IvisitedHsaThooLeiSchoolandsawHteeMoo,thelive-incookwhohadbeenlikeamothertome.IevensawpeopleIassumedhadforgottenme,liketheguywhousedtofixourbicycles,whoactuallyrecognizedmeintrafficandpulledovertoaskhowIwas.Igotmyfavoritefriedchickenfromthesamewomaninfrontof theTescoLotusgrocerystore,andIwasevengreetedbythesametwoneighborhooddogs,TayaandTalo,asIarrivedonthedoorstepof theprojecthouseat5:30am. Likelifeinsidethewardrobe,timeinMaeSotdoesseemtopassmuchmorequicklythantimebackhome,anditcertainlydoesnotwaitforusforeignerstoreturntocarryon.Ieventuallyembracedthechangesasanopportunitytodiscovertheplaceanewandmakemytimethereanotheruniqueandspecialexperience.Iwillalwaysholdontothelingering,indescribablefeelingof beinginMaeSotforthefirsttime,buthavingreturnedoncetorediscoverit,Ihavecometoacceptandlookforwardtowhatevermynextvisithasinstore.

From Burma to Mae Sot – Stories of Myself A unique art project by Burmese children… …reaching out to Canadians

If you would like a copy of our book of migrant school children’s art and commentaries, please let us know.

2013 Volunteers Elizabeth, Vanessa and Michelle with returner Emily and long-time partner Tha Zin.


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mIgranT ScHoolS face cloSure amID funDIng cuTSBy Naw Noreen

12 July 2013Reproduced from Democratic Voice of Burma website

www.dvb.no/news/migrant-schools-face-closure-amid-funding-cuts/29659

MorethantwodozenmigrantschoolsinwesternThailandfaceclosureasinternationaldonorscontinuetoslashfundingforgroupsontheThai-Burmaborder,alocalNGOhaswarned.Twenty-fiveschools,teachingasmanyas5,000studentsinThailand’sTakprovince,havebeenleftwithoutfinancialassistancefortheyear2013-2014,raisingconcernsthattheywillbeforcedtoshutdown,accordingtoalocalmigrantgroup.“Fundingformigrantorganisationsthisyearhasdecreasedasmostof thedonorshavemovedinsideBurma,”NawPawRay,chairpersonfromtheBurmeseMigrantWorkers’EducationCommittee,toldDVB.“About25of 74migrantschoolsinTakareyettoreceiveanyassistanceandtheyareunabletopaytheteachers,theirrent,electricityandwaterbills.Someof theschoolshaveloststudentsastheycouldnotprovidetransportationforthem.” Fundingforbordergroups,includingschoolsandhealthcarefacilities,hasseenasignificantdeclinesincethestartof lastyear.InlateJune,TheBorderConsortium(TBC)–whichcoordinateshumanitarianassistanceforBurmeserefugeeslivingontheborder—announcedthatitwouldcutfoodrationstosome128,000peopleacrossninecampsunderitscare.Dozensof othergroups,includingtherenownedMaeTaoclinic,whichoffersfreemedicalcaretoBurmesemigrantsandrefugees,havealsobeenforcedtocutbackcrucialservices. Burma,whichisslowlyemergingfromnearlyfivedecadesof militaryrule,hasbecomeanewhotspotforaidgroupsandhasattractedamassiveinfluxof humanitarianfunding.ButNGOsworkingonthebordersaytheyhavebeenshort-changedintheprocess.NawPawRaysaidtheBurmesegovernmenthadpreviouslypledgedtodonatetextbooksfortheunderfundedmigrantschools,buttheirofferhadyettomaterialise.Sheaddedthatnearly200teachersstillneededtobepaid.“If theycan’tpaytheteachersdecently,thentheteacherswillgoandfindotherjobs.Thismakesusconcernedabouttheschools’survival.” AccordingtotheInternationalLabourOrganization,over200,000Burmesechildrenundertheageof 17liveinThailand.Lessthan20percentareestimatedtoattendschool,mostlythroughspecialistprogrammessetupbylocalNGOs.AlthoughThailawstipulatesthatallchildren,regardlessof theirimmigrationstatus,areallowedtoattendschool,migrantchildrenareoftenexcludedforpracticalreasons,suchasfinancialorlanguagebarriers,andforcedtostartworkinginstead. NOTE:Thereare74Burmesemigrantschoolsprovidingfreeeducationtosome10,000studentsinTakprovinceinwesternBurma.Allof thesemigrantschoolsrelyonhumanitarianorganizationsforfunding.

Are you a Bishop’s or Champlain student or recent grad interested in doing international volunteer work?

The Mae Sot Education Project offers a deeply meaningful, 6 month, overseas volunteer opportunity working with Burmese refugee and migrant kids in Thailand.

Application deadline: November 1st, 2013 For application information and forms go to www.maesot.ubishops.ca or see teachers Sunny Man Chu Lau (Bishop’s) or Catherine Isely (Champlain).

NOTE: Information Meetings will be held on campus during the fall:Tuesday, Sept 24, 12:30 in CRC 343 Wednesday, Sept 25, 7:00 in N 312


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