Addressing UNSDG 4 in Sonora
Over the next three weeks the CAC team is back in Sonora, Mexico working with PE teachers from across the state to design and deliver Purposeful Play curriculum and Self-Directed Learning teaching methodology to address UNSDG 4: Quality Education.
In the past 4 years the partnership between Coaches Across Continents and Sonora Ministry of Education has provided opportunities for life-long learning and professional development to 500 PE teachers across Sonora state, Mexico, centered on equitable, quality education through sport. Now the Secretary has asked for us to continue consulting for the schools of Sonora, with the goal of reaching all school districts in the state (2,500+ schools and 600,000+ youth). Over 70% of teachers trained by CAC apply the curricula in their classes every week, and over 97% of respondents said they have learned useful tools to complement the objectives of their classes
How do we address UNSDG4: Quality Education in this partnership?
Global Goal Target 4.5: Eliminate gender disparities in education.
– 100% of these Sonoran educators agree that they are better prepared to create equal opportunities for girls and boys.
Global Goal Target 4A: Education facilities are child, disability and gender sensitive; learning
environments are safe, nonviolent, inclusive.
– Over 95% of teacher respondents now find ways to include students with physical and intellectual disabilities in their class.
Global Goal Target 4.7: Learners acquire the knowledge and skills needed to promote sustainable
– Over 87% of respondents feel that because of CAC they can support their students in gaining skills
needed to promote sustainable development. The top reasons cited are: we can create consciousness
easily, the tools are extremely versatile, and the content is relevant.
Quotes from Sonora teachers
“ Following the CAC training I do not push troubled students aside if they are acting out. We do not always know their story and it is our role as educators to make them feel welcomed and safe in the environment we create.” – Raúl Arvizu Ríos
“Thanks to CAC I have created a game about a real issue for my students, the changes in US border laws under President Trump, in order to teach them their rights but also to discuss what it means to respect people who are different from you.” – Javier Salas Fierro
“I have seen the children change, for they have the highest self-esteem. Now they look for me if they
have any problems like violence within the family. They trust me and we are solving problems.” – Laura
Elena Olivia Gaxiola
“CAC’s curriculum allows me to address difficult issues in my class because the students can play a role
on the field that they cannot play in real life. It allows them to put themselves in each other’s shoes and
be respectful with each other.”- Veronica Rodríguez
Gender Equality With CONCACAF Women
CAC is delighted to be working with Concacaf W supporting their Next Play programs across the region. So far CAC has joined Concacaf W in Barbados, Los Angeles, and Dominican Republic addressing UNSDG5: Gender Equality in conjunction with Women’s Soccer events.
In LA we trained 34 young female coaches and then supported these coaches to deliver an exciting event for over 160 girls ages 6-12 from the Los Angeles area. These coaches came from all over Southern California and for most of them it was their first experience in coaching – especially in coaching Purposeful Play with a focus on social impact. We were also energized by the participation of several former and current professional women’s football players from all over the Concacaf region – including Costa Rica, México, USA and Canada. And it was great to see an old CAC friend and World Cup Champion with US Women’s National Team in Lorrie Fair.
We are looking forward to using football, CAC Purposeful Play and the Concacaf W Next Play methodology to create more safe, fun spaces for girls in other Concacaf countries in the near future including México. Contact CAC to find out how you can get involved in this exciting inspirational partnership.
March 28th, 2018. Self-Directed Learning Educator, Pedro Perez, writes about his experience working with Fundación Paso Del Norte in Ciudad Juarez, Mexico.
Imagine you’re playing a game where the purpose is create a strong competition between groups and see how they react. Suddenly and spontaneously the participants decide that instead competing they will start to work all together to accomplish the goal. Well, this is exactly what happened during our week in Juarez.
This shocked me. It was surprising that this kind of situation calls our attention and not the other way around, right? I tried to find an explanation for this phenomenon. The word resilience came to my mind.
Over the years Ciudad Juarez has been a host city of drug trafficking, violence and insecurity. Faced with this situation, people from Juarez – as it happened during the game – have created a system where they are taking care of each other, and where cooperation is more important than competition. They could choose to believe that what once surrounded them was the model they had to follow, but no, they have chosen to create a reality where the collective good is above the individual.
For me that shows resilience. The people of Juarez after years suffering from an environment full of violence came out strengthened from that period, with the creation of a collective consciousness above the average. Admirable without a doubt!
After that week working with Fundación Paso del Norte, and the teachers that are part of their program “Juarez en Acción”, I had this idea in my mind….“Do you know the feeling of arriving at a place, that turns out to be completely different from what you expected? Well, that’s Ciudad Juarez.”
Empanadas, Mi Amor
March 20th, 2018. On-Field SDL Educator, Ashlyn Hardie, writes about her month in the state of Sonora, Mexico with the Secretary of Education and FESAC, working alongside the teachers in Hermosillo, Obregon, and Nogales.
What an interesting time to travel, as a US Citizen, into Mexico to work with the Secretary of Education. In each of the three weeks we spent working together on-field, one of the first issues that teachers referenced was the border with the United States, and the dangers and discrimination their youth feel because of the current political climate and immigration policy debates.
In each week participants introduced, created, and adapted games about the border situation and “The Wall of Trump”. Each game with a similar message, and a sadly negative one at that. For me, an American facilitator, this conversation had to be carefully managed. As a group we each reflected about these issues and how it is making young kids feel, the dangers it presents if we don’t educate them, etc. But as for right now, the people are so offended, that it is almost impossible for them to focus on the remaining possibilities. This however, we came to realize as the most important part! In our last week in Nogales, a border town split between the United States and Mexico, the group of teachers had an incredible conversation on the importance of not teaching kids to accept defeat in this situation, but to focus on the ways of legal immigration. Together we discussed educational opportunities, possibilities through sporting success, relationship, work visas, etc. Most importantly, we discussed the powerful role of teachers in not breading hatred from both sides, but educating on possibilities.
My hope is that the people of Mexico continue to be welcoming to US Citizens, that they do not return the rejection they feel, and that they remain positive and bigger people. My greatest hope is that the American people also continue to/begin educating our youth, our future, on the power of inclusion, respect for others, and handling our business respectfully and tastefully.
If illegal immigration is an issue, okay…. lets fix it. But in the process, let us not offend entire nations of people, who do nothing but welcome us with open arms. For the last 3 weeks the people of Sonora, Mexico welcomed me into their lives, their homes, and their families. They kept me full of tacos, coyotas, carne asada, advocato and galletas. More importantly, these people made me feel welcomed, safe, and happy – in a place where I did not speak the language and entered from a nation of controversy. There are incredibly hard working, good hearted, well informed leaders in the group of teachers from Hermosillo, Obregon, and Nogales, Mexico. They are easily some of the most incredible and professional participants I have ever had the privilege of working with. They smiled at my Spanglish, danced and laughed, brought lots of food, and most importantly – made it clear that they were making an incredible impact in the lives of their children.
I hope we begin to live in a world where we can look out for our own people, while still showing respect, appreciation, and regard for others. I hope that we go back to continuing progress towards inviting diversity, social inclusion, and love for all people. And lastly, I hope that everyone who reads this blog gets the chance to eat an authentic Mexican Empanada in his or her lifetime. If not, I can confidently say, you do not know what delicious is! And on that note, it is now time for me to officially begin my mission to learn to speak Spanish…. Adios Amigos!
P.S. VIVA MEXICO!
Oh The Things To Do In Juarez
April 18, 2017. Process Consultant Emily Kruger reflects on the week with CAC partner Fundación PDN in Juarez, Mexico.
Exploring the modern children’s museum, check.
Exquisite breakfast with Board Members, check!
Meeting with the local men’s professional club, check!!
On camera interview, check!!!
20-minute presentation at the “Impact Hub” in front of a live audience…check?!
Tasting tequila in the bar where the “margarita” first got its name…check?!?
Did I mention that we worked with 40 participants, introducing them to CAC’s sport for social impact curriculum and Self-Directed Learning methodology?
What an incredible whirlwind of a week! Luckily our hosts were logistical wizards, calmly whisking us from place to place with laughter in between. Here’s a quick snapshot of some of these highlights.
La Rodadora, children’s museum, (let’s be real, this is play time for adults too!) in the center of Juarez, was built in 2004 as a space for families and communities to gather, play, and learn together. I had never thought of a museum as a place CAC would find such similarities, but of course it is: “Education Outside the Classroom”…obviously! A few leaders from the museum attended our training, and they were excited to bring CAC games and Self-Directed Learning into their work with youth and families at the museum.
FC Bravos is the newest iteration of a men’s professional soccer club in Juarez and so far they have seen huge success in terms of community support. From the get-go, the club has prioritized the community over results. Their primary goal has been to bring something beautiful to Ciudad Juarez, something the city can be proud of and rally behind together. From the Chief Exec to the Marketing Director to the coaching staff and players, the organization is committed to being a staple of the city, not just a professional sports team looking for more money and fame. After having dinner with two representatives from the club, they brought a handful of the players to our “Hub Talk” as they wanted to learn more about CAC and how they might be able to get involved with the teachers and schools who we worked with!
Which brings me to my final highlight of the week, the Hub Talk. When Fundacion first asked Mark and I to speak at a TED Talk-esque event, we were excited and jumped at the opportunity. Then, as the day drew near, we realized what we had gotten ourselves into and became much more nervous than excited, especially because we thought we might have to deliver it in Spanish! When they assured us that we could speak in English, some of our nerves were calmed but still, neither one of us had ever had an experience quite like that. We spent hours planning what we would say and how we would deliver it so it would not be standard and boring. We agreed that the best way to make it interesting (and make ourselves feel way more comfortable) was to do what we do best, lead an example of a CAC game! In the end, we felt prepared and absolutely loved speaking to the crowd (and the live video feed). What an honor to to be given such a platform to share our stories from CAC! Thanks again to everyone we met in Juarez for showing us such a lovely week!
Crossing Borders, Finding Home
April 13, 2017. Emily Kruger continues on working with FESAC in Nogales, Sonora, Mexico after time in Ciudad Obregón, Sonora, Mexico (Part 1).
PART 2: Home
We found ourselves in Nogales after a full day’s bus journey north, from one end of the Mexican state of Sonora to another. We traveled so far north, in fact, that we were basically in the United States. Within moments of arriving, our host Alma was describing the unique nature of a city on the U.S-Mexican border. She told us how in the morning we would notice the difference between the homes on the hillside of Nogales, Sonora and Nogales, Arizona. Our historic hotel sat on the main strip of downtown, imagine Old Town in classic “Westerns”, with a view of this hill and the jarring wall that splits the hill into two sides. We spent some of Sunday just watching the flow of traffic through border patrol, people’s cars being searched inside and out, some with search dogs. The line to go across into the U.S. was backed up quite long and seemed like it would take hours to get through.
On the way to the field on Monday morning, Alma mentioned that many of the kids in the local public schools are in families that are transient, as they are either hoping to cross into the U.S. after traveling many miles through all of Mexico or they have just recently “returned” to Mexico from the U.S. I thought of the difficulty of feeling at home when your life is always being re-located. Once we were on-field with the new group of 50 enthusiastic and creative P.E. teachers, we learned more and more about the unique issues to Nogales that differed from those in Hermosillo and Obregon: drug trafficking, lack of economic opportunity, and the ever-changing make up of schools with children from transient families due to migration and deportation. They told us stories of kids coming to class without having had breakfast, of parents involved in drug trafficking because it is a lucrative job option, and of Mexican-American kids who do not speak Spanish being isolated and excluded at school.
Through conversations provoked by CAC games we dug deeper into these issues: why these issues exist, is this the reality that must be, and what they can do as teaches to best support their students. Notably, “Muro de Trump” brought up a discussion about misconceptions their students and the parents might have and how lack of information hurts them. There was a resounding sentiment that people in Mexico believe in the “American Dream”, that they will make money, be safe, and create opportunities for the future of their families in the U.S. The teachers were keen to adapt the game to discuss the reality of the difficulty of obtaining a visa (expensive and exclusive), and the likelihood of deportation and/or incarceration after crossing the border without one. They wanted to open their students’ eyes to the possibility of a better life in Mexico than in the U.S. because of the negative consequences of immigrating with or without a visa. They seemed to be excited about the prospect of playing the game with their students as a way to think about home and place.
According to Alma and the teachers, if better job opportunities (outside of the drug-trafficking industry) existed in Mexico, then fewer of these families would leave their homes. I wonder if less Mexican families left to the U.S. if they might be able to organize to make change in their home. It’s obviously much more complicated than that, but it brings me back to my belief that I am best served affecting change in the communities I come from. We all know that the consumer dollars, federal and state policies, and attitudes towards immigration, borders, immigrants (humans) that belong to people born in the U.S. affect all of those things belonging to people born in other countries, especially in Mexico.
Perhaps I’ll play “Muro de Trump” with some PE teachers in the U.S. I wonder what we would learn about ourselves, borders, and home?
Part 1: Borders
We arrived in Ciudad Obregón after an incredible 4 days with the Physical Education teachers in Hermosillo, who set the bar very high for the three locations in our partnership with FESAC and SEC in Mexico. Within just a few minutes of Monday morning’s Circle of Friends, it was obvious that these 50 PE teachers would bring the same enthusiasm and creative thinking that enriched the week before. This meant another week with a special flare for a Year 2 program, where CAC could confidently share ownership of the week with the participants. When asked about creating and leading their own games, participants made it clear they wanted more responsibility than they took on last year.
By Tuesday they were already working together to prepare the session for Wednesday. There were seven groups of 4-5 coaches, each one huddled around big sheets of paper on make-shift tables with markers in hand. We walked around and listened in as they collaborated: pointing, moving, deliberating, drawing, and re-drawing. Within 30 minutes, each group had a full sheet of paper with a diagram up top, description of how to play, and potential questions to ask while leading it. They were even checking the criteria: Are the games you created universally accessible? Is there space for problem solving and critical thinking by the students? Is there a social impact message integrated into the game? We asked if they would be ready to coach them the next day and there was a resounding “sí!” from everyone.
My favorite game was called “Muro de Trump” or “Trump’s Wall”. They split the groups into four teams and asked each one to pick a Mexican city that borders the U.S. When the coaches called out a city, that team tried to “cross the border” without being tagged by the border control officers. They added ways to get through border control legally, like obtaining a visa i.e. a ball. This was such a creative, locally-relevant iteration of what I called “sharks and minnows” growing up. Considering it was a new idea, the coaches agreed that there was more to the metaphor that they are going to work out because they really want to use this game to talk with their students about the realities and dangers of crossing the Mexico-U.S. border. For example, what are the consequences of being caught by border police without a visa? What might happen when you get to the other side? Why do people in Mexico want/need to live in the U.S.? There is so much here to dig into! Not only is it a dynamic game, but it also creates a space for some very important conversations between teachers and students here in Mexico.
This game made me see immigration through the lens of people in Mexico. It will be an important conversation and reflection to continue as we travel to Nogales for our final week working with the Physical Education teachers of Sonora, Mexico!