I have a confession to make. In eighth grade, I was first exposed to a documentary called Invisible Children that exposed the longest running war in Africa with all its atrocities. From that point on, being apart of this organization was my life and passion. I felt so enraged that human beings could be treated as animals and slaves in this day and age. I was a founding member of the club in high school as well as at Bryn Mawr where I hosted many fundraisers and participated in peaceful demonstrations on the behalf of the children of Northern Uganda. However, this past summer after six years of involvement, I came to the realization through divine intervention per se that Invisible Children as an organization had consumed me and made me into a monster. Instead of continually being empowered to help children abducted and forced to fight in a terrible war, I was more concerned with receiving the recognition and glory for my good works. The irony in all this is that the initial spark that created this passion for activism came from this deep belief in human rights. I really started thinking about how this passion is connected to the 360 program when Teresa came to our class and asked us why we were in the class or program. Originally, I applied because I had a passion to help from a position of privilege as well as compassion. However, through the 360 program, I no longer see a single story. I had compassion for children that were used for rape as a weapon of war, but I did not allow myself to see the an amazing culture.

During Thursday's discussion, I had much to say about the education system and how I am perfectly content with the way it is; in fact, I think I was defending the system. I have come to adapt to its ways, and even dare to say that I have mastered it well—enough to know to do what I am told, say what it expected of me, and never question the system. The thought of changing a system that I have successfully maneuvered for the last 16 years of my life scares me. I’m not even sure I want to imagine a world that is any different—where students can freely do whatever they need in order to fully understand and digest material, where the established roles of teachers and students are broken down. Honestly, using the restroom without asking for permission is still something I can’t do in my college classes; I have always known my place a student and never questioned it, just always adapted to this role. But it never occurred to me that other people can’t. I was selfish in my thoughts the other day when I mentioned that in an environment that caters to everyone’s needs, I will be displaced. There are so many people who have been feeling like this for quite a while, and barely anyone to speak up and do something for them.

“History of Education in Ghana”
http://politicalpola.wetpaint.com/page/HISTORY+OF+EDUCATION+IN+GHANA

“The Educational System of Ghana”
http://ghana.usembassy.gov/education-of-ghana.html

“Higher Education in Ghana”
http://www.ghanaweb.com/GhanaHomePage/NewsArchive/artikel.php?ID=160902

“A Brief History of the Ghanaian Educational System”
http://www.tobeworldwide.org/index.php?option=com_docman&task=doc_view&gid=4

“Ghana Education System”
 http://yfughana.webs.com/ghanaeducationsystem.htm

“Evolution of the Educational System in Ghana Since Independence in 1957”
http://www.uew.edu.gh/index.php/our-offices/office-of-the-vice-chancellor/137-past-vice-chancellors/prof-jophus-anamuah-mensah/prof-jophus-anamuah-mensahs-speeches/83-evolution-of-the-educational-system-in-ghana-since-independence-in-1957

So I was taking a survey sent out by BMC's library services, and I just wanted to publicly appreciate their acknowledgement of gender diversity.

Hey all, these are the notes I took at the Feministing talk at Haverford College last night. I hope they are useful, or at least amusing.

1st speaker:

• Australian
• "stealth feminism"
• feminism that doesn't call itself feminism
• BAGGAGE --> some is completely deserved
• Doesn't deserve baggage by those who want to see it fail, who don't want to see women have equal pay, etc (right of who to have sex with/how often, right to have children, etc)
• Poverty, democratic representation, sexual assault
• STEP ONE: Pop culture
• The Ugly Truth: "No one wants to fuck comfort and efficiency" (re: clothes that feminists wear"
• View with a critical eye
• Meeting people where they are and using language they understand (re: stealth feminism/how to explain feminism)
• If you need proof that sexism is "alive and well" in America, look at pop culture
• "You take [pop culture] too seriously"
• Pop culture is a gateway drug to feminism
• Start with: Dancing with the Stars, rap songs, romantic comedies (romcoms) --> very clear to see faults
• Then move to: politics, literature, own relationships
• Feminism is alive and well and it needs you

2nd speaker:

Today’s class, (well it’s 12am, so technically, yesterday’s class) is still spinning through my head. I am not a silent person, and I can’t stop wondering why I was so quiet during class. The answer I’ve come up with is, that although I’m not a silent person, I definitely am a fixating one, as in I have a fixating personality. When I hear something that strikes me differently, I fixate and think-it to death, and thinking something to death takes a lot of effort- how could I have strength to speak?

So now that I have had some time to let my fixation formulate, I can talk. The fatherly advice froggie generously shared with us yesterday got me thinking. I’m paraphrasing, so forgive me, but it was something to the effect of, “you don’t have to work in a corrupt system.” I don’t think the word corrupt was used, but it was something like that.  This advice struck me as odd, because it is the opposite of what I’ve been taught, that is not a judgment on the advice, it’s just a noting of difference.