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We Love Reading and transformative education

Becoming a transformative educator
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mindsets through<00:00:11.120> reading<00:00:11.599> to<00:00:11.759> create<00:00:12.080> change<00:00:12.320> makers through reading to create change makers
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through reading to create change makers what<00:00:13.360> we<00:00:13.519> do what we do
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women how<00:00:17.199> to<00:00:17.359> read<00:00:17.520> aloud<00:00:17.840> as<00:00:18.000> an<00:00:18.160> art<00:00:18.640> and<00:00:18.800> how<00:00:19.039> to how to read aloud as an art and how to
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how to read aloud as an art and how to gather<00:00:20.640> children<00:00:21.359> and<00:00:21.520> create<00:00:21.760> a<00:00:21.840> reading gather children and create a reading
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gather children and create a reading aloud<00:00:22.400> session<00:00:22.960> in<00:00:23.039> their<00:00:23.199> local aloud session in their local
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aloud session in their local neighborhood<00:00:24.080> where<00:00:24.240> they<00:00:24.400> read<00:00:24.640> books<00:00:24.880> from neighborhood where they read books from
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neighborhood where they read books from the<00:00:25.119> local<00:00:25.519> culture the local culture
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in the native language on a regular basis<00:00:29.119> we<00:00:29.279> love<00:00:29.519> reading basis we love reading
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has an impact on the children because when<00:00:32.160> children<00:00:32.559> are<00:00:32.640> reading<00:00:32.880> for<00:00:33.120> fun when children are reading for fun
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when children are reading for fun they<00:00:33.840> discover<00:00:34.239> their<00:00:34.480> inner<00:00:34.719> potential<00:00:35.360> and they discover their inner potential and
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the outer world around them to become change<00:00:37.600> makers<00:00:38.000> themselves change makers themselves
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on a regular basis in their neighborhood they<00:00:45.440> discover<00:00:45.920> their<00:00:46.239> own they discover their own
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they discover their own confidence<00:00:48.239> and<00:00:48.399> courage<00:00:49.200> and<00:00:49.360> become<00:00:49.760> change confidence and courage and become change
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confidence and courage and become change makers<00:00:50.480> in<00:00:50.559> their<00:00:50.800> own<00:00:51.039> right makers in their own right
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makers in their own right by<00:00:51.840> discovering<00:00:52.320> their<00:00:52.559> voices<00:00:52.960> literally by discovering their voices literally
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by discovering their voices literally and<00:00:53.760> figuratively and figuratively
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and figuratively and<00:00:55.440> becoming<00:00:55.920> change<00:00:56.160> makers<00:00:56.559> in<00:00:56.640> their and becoming change makers in their
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and becoming change makers in their community<00:00:57.840> solving community solving
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community solving not<00:00:58.800> only<00:00:58.960> the<00:00:59.120> reading<00:00:59.520> problem<00:01:00.239> and not only the reading problem and
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not only the reading problem and learning<00:01:00.800> problem<00:01:01.280> in<00:01:01.359> their<00:01:01.520> community learning problem in their community
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learning problem in their community but<00:01:02.559> discovering<00:01:03.120> other<00:01:03.280> problems<00:01:03.680> that but discovering other problems that
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but discovering other problems that bother<00:01:04.159> them<00:01:04.559> and<00:01:04.720> working<00:01:05.119> to<00:01:05.199> make<00:01:05.439> a bother them and working to make a bother them and working to make a difference under<00:01:10.799> war<00:01:11.200> conditions<00:01:12.560> or under war conditions or
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under war conditions or natural<00:01:13.360> disasters<00:01:13.920> such<00:01:14.159> as<00:01:14.240> pandemics<00:01:15.040> like natural disasters such as pandemics like
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natural disasters such as pandemics like the<00:01:15.360> one<00:01:15.520> we<00:01:15.759> are<00:01:15.920> going<00:01:16.159> through<00:01:16.400> today the one we are going through today the one we are going through today covid19 covid19
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school systems are not functional and children<00:01:22.479> cannot<00:01:22.880> attend<00:01:23.280> school children cannot attend school
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and alternative solutions such as online learning<00:01:27.520> and<00:01:27.680> digital<00:01:28.080> technology<00:01:28.640> is<00:01:28.720> not learning and digital technology is not
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learning and digital technology is not available<00:01:29.280> for<00:01:29.439> everybody available for everybody
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especially in underprivileged communities<00:01:32.560> refugees communities refugees
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to allow for learning this is where we love<00:01:43.040> reading love reading
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has a role it engages children to<00:01:48.399> learn<00:01:49.280> through<00:01:49.600> enjoyment<00:01:50.479> of<00:01:50.720> reading to learn through enjoyment of reading
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to learn through enjoyment of reading that<00:01:51.680> way<00:01:51.920> we<00:01:52.159> love<00:01:52.399> reading<00:01:52.880> becomes<00:01:53.280> a that way we love reading becomes a
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placeholder for education reading<00:01:55.759> aloud<00:01:56.000> to<00:01:56.159> children<00:01:56.479> books<00:01:56.719> that<00:01:56.880> are reading aloud to children books that are
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reading aloud to children books that are fun<00:01:57.759> allows<00:01:58.079> children<00:01:58.320> to<00:01:58.479> fall<00:01:58.640> in<00:01:58.719> love<00:01:58.880> with fun allows children to fall in love with fun allows children to fall in love with reading reading
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and therefore fall in love with learning and<00:02:01.520> become<00:02:01.920> lifelong<00:02:02.560> learners and become lifelong learners
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and become lifelong learners they<00:02:03.840> will<00:02:04.000> be<00:02:04.240> seeking<00:02:04.640> opportunities<00:02:05.600> to they will be seeking opportunities to
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that’s the whole objective of education is<00:02:24.800> to<00:02:24.959> motivate<00:02:25.440> children is to motivate children
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problem she can also solve other problems<00:03:08.800> in<00:03:08.879> her<00:03:09.120> community problems in her community
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problems in her community and<00:03:10.080> in<00:03:10.159> her<00:03:10.400> own<00:03:10.560> right<00:03:10.800> she<00:03:10.959> becomes<00:03:11.280> a and in her own right she becomes a
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and in her own right she becomes a change<00:03:11.599> maker<00:03:12.000> as<00:03:12.080> well it<00:03:17.200> all<00:03:17.360> starts<00:03:18.159> with<00:03:18.480> reading<00:03:18.879> aloud<00:03:19.680> for<00:03:19.920> fun it all starts with reading aloud for fun
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their identity and in their culture also<00:03:39.519> a<00:03:39.680> teacher<00:03:40.239> can<00:03:40.480> change<00:03:40.799> children's also a teacher can change children’s also a teacher can change children’s behavior behavior
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skills so that they can be better citizens<00:04:26.400> and<00:04:26.639> change<00:04:26.880> makers citizens and change makers
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In the video, we hear from Dr. Rana Dajani, founder of We Love Reading.

Rana describes how reading to children in local communities by teachers, parents and volunteers can encourage children to become avid readers and self-motivated learners. Rana says that reading stories in the children’s mother tongue about themes such as health, nutrition, disabilities, environment, bullying and gender has the potential to change behavior and attitudes. It can also create a movement that enhances lifelong learning and love for education even in the most difficult conditions.

In step 3.4 we discussed the role of teachers working in contexts of mass displacement, with limited resources and in teaching and learning spaces that are less than ideal. In addition to their role in the classroom as educators, teachers in such contexts can play a wider role to support children in the social environment they live in Aronowitz and Giroux (1985) who classify teachers as different categories of intellectuals: ‘hegemonic’, ‘accommodating’, ‘critical’, and ‘transformative’. In this step, we are giving an example where teachers can break out of their typical role within the classroom and become agents of change by reading stories to children and learners in the wider community outside of the confines of the school and the classroom. You can go back to week (2) and read again about the wider roles of educators under steps 2.2 and 2.3 where we discussed the implementation of Bronfenbrenner’s Ecological Systems Theory

It is important to point out that reading aloud for children on its own cannot replace the process of education. Also, selecting stories and material to be read can also be problematic, particularly when the values and messages in the books/ reading materials might reinforce negative attitudes and behaviours. For example, if we read stories such as Cinderella or Snow White and the Seven Dwarfs without problematising the gender stereotypes they present, then we risk perpetuating inequalities and toxic gender dynamics and roles in society.

We need to think together about the idea of reading within the community and discuss how, through this activity, we can become transformative educators.

Over to you

Now that you have watched the video, we invite you to think about the following questions and share your reflections in the discussion forum below:

  • In the video, Rana talks about reading as an effective method of inculcating motivation for learning. In which ways do you think reading is a transformative activity?
  • What do you think is important to consider when selecting reading material?
  • How can we choose texts that promote transformative rather than hegemonic approaches to education?
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