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Can change the lenses with which I learn and through which I teach. Unlearning is not a bad thing, I can do it to understand, act and even inspire.

-Karelia, Bolivia

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Taking the risk of putting on the glasses of others, leaving aside our prejudices and objectives, to build in community and how strong is the theme of collective leadership to make a better world has been transformative for me.

– Pamela, Bolivia

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Clean the lenses, you don't have to start from scratch.  These are processes that mutate and need continuous conversations.

-Shirley, Argentina

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Losing fear of error, resignifying the community, being honest with oneself and with the glasses that we have on when we start, and that these change during the process, to the extent that we open our minds and hearts to other ways of seeing life. The importance of revaluing the role that each member of the community plays and what it really means to be a bridge and learn from others, that humility can open spaces of a sense of possibility.

- Pamela, Bolivia

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That I can and should be aware that the feeling of guilt does not help me to improve as a person or as a professional, rather it freezes me and even causes me to see other people with those "lenses". I am not the "superhero" who could solve the lives of others, I can learn from each case, I can ask and contribute to the life of the other person, and respect that the other person is free to make their own decisions.
- Karelia, Bolivia

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My glasses have adjusted their measurements. I wonder how conscientious I am about using them at the right times. I also wonder how, from my role, I can be part of this change that we seek for systemic change. I would like to explore new forms and action plans that lead to searching for transcendent and connected leaders,

– Gabriela, Perú

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Achieving Transformative Feminist Leadership: A toolkit for organizations and movements

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A good leader is one who looks at his personal history and can question it to create a better version, one with meaning.
- May, Chile

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An enormous challenge is coming to reconfigure several of the things we do and to reach balances against what our educational allies, development allies, the world of the 21st century, and this new framework demand of us.
- Edwin, Colombia

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Be more open, let yourself be surprised more, and listen more carefully. Understand that not every process is linear. It requires observing, talking, listening and from there being able to co-build.
- Mayling, Chile

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“Many of the reasons for disengagement seemed to lie less with the teachers than with the constraints imposed by the overall grammar of schooling… Key elements of that grammar are age-graded classrooms, division of the curriculum into discrete academic subjects, the creation of different academic tracks, and a teacher-centered pedagogy that expects all students to absorb knowledge and skills in lockstep… many of the most compelling classes we found [...] had in some way altered this core grammar—focusing on one subject in more depth and examining it from multiple angles; moving away from batch processing to individualized pathways of learning; doing more hands-on work; or connecting student effort and energy to a product or project that would be presented to an outside audience.” (In Search of Deeper Learning, Mehta & Fine) For ideas on how to do this, click here.

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There has been an atom of growth, but it takes time. Teachers have to restructure and change, and then it goes to the students. Teachers are coming into the class thinking about what their students want to learn, and not just what knowledge the teacher wants to share. The framework has opened the eyes of the teachers. They might not have looked out for student agency or cared about connectedness, and now there is self-awareness, and thoughtfulness of which area to grow in. TACL helps teachers be more thoughtful in their approach.
-Teacher Coach (Global Teacher and Teacher Coach Study, 2022)

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We but mirror the world. All the tendencies present in the outer world are to be found in the world of our body. If we could change ourselves, the tendencies in the world would also change.

-Mahatma Gandhi

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Lenses give not only a language but a perspective that we can bring into reflection, to coaching, to training, to all that we do. A unifying language that is more aligned with our vision. So we continue to use this and incorporate it into the different opportunities the training brings.
Maria Azevedo, Teach For Portugal

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A key to internalising lenses is to bring it in over and over again… it creates a routine, a habit for us and the fellows. Maria Azevedo, Teach For Portugal

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This toolkit provides resources to create a plan for action mapping, appreciative inquiry, and more.

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From the experts in systems thinking and learning at Quest Schools, this design pack is full of tools and resources you’ll need to begin or expand the integration of systems thinking into your classroom.

What if your students were empowered to tackle difficult problems within their lives, their communities, and the world at large? What if they could figure out how the factors of a problem are related, and use that knowledge to affect positive changes? What if they left your class as agents of change?

From the experts in systems thinking and learning at Quest Schools, this design pack is full of tools and resources you’ll need to begin or expand the integration of systems thinking into your classroom.

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We closed the last conversation with a “you have to dare to crash with desire”. How necessary it is to make mistakes to learn from our mistakes. Knowing that we are imperfect but learning, showing ourselves vulnerable to learn, to improve, to grow, to improve our performance. You have to crash with the desire to learn, crash without disappointing us, without blaming or judging ourselves, crash to grow. – Ivan, Argentina