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The content of learning in classroom is directly connected with the society and community. That's why Kia Aroha connect her classroom with the social factor that affects students learning. Social consciousness and cultural content used in order to contributes to students' growth.

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Method of Teaching/Learning that Contributes to Student Growth

Maori cultural restoration within the school context. It is effective because students learn to love and appreciate themselves. They are allowed to value themselves and one another.  Their identity is then reshaped by them seeing one another positively and through the lens of their own culture.

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Pooja’s Engagement of Mothers

Poona engaged her student’s mothers by making them active members of the classroom community. She kept them abreast of their children’s progress, and also initiated programs to facilitate their economic development and improvement.

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Themes Emerging Across all Classrooms & a Cross-Cultural Pattern in Community Engagement

Themes emerging across all of the classrooms includes ending disenfranchisement of minority and/or poor populations, as well as schools being places that respond directly to the needs of the students they serve.

A cross-cutting pattern in community engagement is project based assignments/curricular that directly impacts the community. For example, Maggie MacDonnell in the Canadian Arctic started a daycare work program where students were trained to work in the daycare, and the community benefits by meeting the employer/employee needs.

Jacobo’s students in Mexico are another example. Students created a computerized a Nauhtl-Spanish dictionary that helps to preserve their dying language and promotes new technologies for the community.

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Teachers at Kia Aroha ensure that students are able to relate to what they are learning. They have made it a priority to teach students using examples from their lives and culture. They also teach students to think critically using these examples, so they aren't just teaching students facts, but encouraging them to ask about the why behind the information they are learning. Both these methods are effective - when students learn about themselves they are better able to connect to what they are learning and there are higher rates in aspects of awareness and agency. Teachers shared that students have a better understanding of their own strengths, sense of self, and value – their identity is stronger and they can ensure they are unlearning the oppressive narratives that have been put on them by others. When critical thinking is strengthened, students can begin seeing the impact outside factors have on their lives and can better understand how they can impact change in their own life and the lives of others. They begin to push against what they have been told and start learning.

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Pooja used  community visits to start building a relationship with the mothers of her students. She showed that she cared for their children and then extended that care to them as well. She showed that she valued their opinions and the visions they have for their children and in turn the mothers began to trust her. They opened up to her more and she soon began seeing other ways of working with them to improve education for their children. Pooja was originally motivated by her students and wanting to better collaborate with their parents, but soon, she built relationships with their mothers and wanted to better help the family connect with the children’s education. She helped to broaden their mindsets around how education can help them (i.e. teaching sewing skills, literacy with math, English and technology) and in turn that helped them see the importance for their own children.

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Teachers across many of the classrooms we visited are engaging students to think critically and when teachers do this, it can change the way children see themselves and the world around them. We saw this in so many classrooms, but where I think we saw it begin to truly have an impact on shaping students’ mindsets and actions was in Kia Aroha in New Zealand and DEAP in New Mexico. The students in both these schools are students from oppressed communities, where they have been both under-represented and under-served. The teachers in these schools are putting an emphasis around helping students ask questions and push against the majority narrative that they have been given in prior schools. They are learning to think critically about their situations and the factors that contributed to it including the inequity that they experience. This emphasis can also lead to these students beginning to work to change the world for the better and bring their communities along with them.

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Teeroot Juthapornpong (Teach For Thailand)

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Teeroot Juthapornpong (Teach For Thailand)

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Pooja started building good relationship to students' mothers by visiting their houses. She expressed how she took care of their children at first, then took a deep listening on how their mothers set visions toward their children. These actions led to the trust from many mothers, and when a lot of mothers trusted her, her work was easier, and she could focus on other aspects to enhance her students. Thus, she could access to the needs of many families and the community. At first, she focused on how to make her students collaborate to each other, but after she could deal with mothers and work together, the impact has been broadened into the community effectively, especially mindsets on how to build up and enhance the quality of the students' community. All people could realize that they are all the major parts of the community, and they must have "agency" to enhance their lives and hometown.

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Teeroot Juthapornpong (Teach For Thailand)

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Teeroot Juthapornpong (Teach For Thailand)

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Students at Kia Aroha has been taught by connecting the ideas of colonization, culture and history with the students' identities. The teachers always implant the critical thinking skills by discussing about the history of their own community; moreover, the students enjoy performing as they are Maori. The teachers always provide a group work with interesting topics to extend the students' critical thinking skill, and they always aware of some consequences - they focus on "why" first. I think that the teachers use the "Socratic Method" to encourage children to realize all the facts and discuss about the topics with others by using providing necessary evidences. Furthermore, students interest in "social justice" as well. They focus on how to use their potential to push others and their own community. At last, most of students are willing to learn as if they aware of what they can do to change their lives and what they can bridge a gap to fulfill their own visions.

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Teeroot Juthapornpong (Teach For Thailand)

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Teeroot Juthapornpong (Teach For Thailand)

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In my opinion, there are 2 main themes which are emerging across all of the classrooms as 1) connecting lessons with the community and students' interests and 2) flipping classroom into active style (connecting with the needs of children, parents, community and culture). Most of students in the video are underprivileged, and there are a lot of problems or unexpected situations around them. However, after all teachers in the videos encourage awareness and agency, the whole actions have been changed into the beneficial aspects for all parties.

The cross-cutting pattern in community engagement I have seen is about to implant critical thinking skill by letting all students to aware of their abilities, consequences after they do something. All children will learn what they will get benefit from; thus, the teachers focus on the closest lessons to allow students to learn not only about academic aspects but also essential skills and character strengths. The beneficial examples are as follows: 1) Pooja always aware of what her students' parents need, and intend to provide lessons to serve the community by collaborating with many people to extend the impact toward the community.
2) Jacobo's classroom is always interesting, for Jacobo provides a lot of learning sources for his students. Moreover, he encourages his students to enjoy learning with the project-based assignments, and all assignments always related with their hometown and community.
3) Kia Aroha always provides topics for students to discuss on "why" of each situation first. Then, just let all students to share with each other by using evidences. When they can be able to keep deep listening to others, they are learning how to accept and live with others.

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Learning about their culture and identity helps make them feel proud of their roots and be more confident to learn and in turn show growth in academics. The teacher instilling the value of hope also enabled students to be more willing to learn. Students became more willing to learn as they feel more linked to their roots and see the reason to learn and grow.

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Learning about their culture and identity helps make them feel proud of their roots and be more confident to learn and in turn show growth in academics. The teacher instilling the value of hope also enabled students to be more willing to learn. Students became more willing to learn as they feel more linked to their roots and see the reason to learn and grow.

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She has a very strong drive to seek to understand before taking actions which led her to visit the homes to understand what her students families are like. Pooja’s choice to involve the mothers not only help to gain support for her kids but also taught her students’ mothers to gain skills to be more sustainable. In turn, she is not only impacting her students but also her students’ families.

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In my opinion, the cross-cutting pattern is the teacher’s choice of involving of community in and out of the classroom. In Maggie’s classroom she had students take up roles in the day care centre which not only developed leadership in her students but also build meaning into their lives. Similar to Kia Aroha in New Zealand where the teachers incorporated culture in the community to teach students to be comfortable and to see value in their own culture. Also seeing a similar pattern in Mexico where the teacher used traditional stitching as a way to teach math which cultivated students’ interest in the subject.

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The teachers in Kia Ahora understand the importance of cultural identity and how this affects the confidence of the pupils. Hence, they have designed the curriculum in a way that places the students at the centre of their learning, which keeps them motivated and interested as they are able to connect their personal experiences to their learning.
As a result, the students become both academically and culturally strong to navigate their society, taking pride in who they are.

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In her quest to know more about her students and understand where they are coming from, Pooja engages extensively with her students' mothers.  She interacts with them to identify what their vision for their kids is, and it can be seen that these mothers actually wanted better opportunities for their kids than what they got.
Subsequently, she begins to empower them with different skills (collaboration, numeracy and literacy skills) to enable them support each other and their children's education, which was something they truly desired.
As a result, the women began to see learning differently, that is, as a lifelong activity. The students also became more interested and committed in their learning as they saw how committed their mothers were in becoming better.

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Lynette Torres - Teach for the Philippines

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Lynette Torres - Teach for the Philippines

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The teachers in Kia Aroha valued the students' ability to be critical thinkers. One thing that I liked the most about the practices discussed, is the way that the students were given a chance to do a critical analysis of a social issue through the use of actual historical facts. I think that this method is powerful because it allows the students to analyse the situation and relate it to their present reality. Given the history of colonialism, it could be so easy for the students or the school to just accept the "cultural norms" dictated by colonizers. However, they know the value of having students reflect on these realities, challenge known idealogies and believe they have the power to change them.

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Lynette Torres - Teach for the Philippines

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Lynette Torres - Teach for the Philippines

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Pooja engaged her students' mothers by first knowing them, understanding their perspective and building a trusting partnership with them. She engaged them afterwards by helping them recognize their strengths and used
their strengths to help them empower themselves. She used the mothers' sewing skills, expanded their skillset through training and eventually she was able to help the students and their mothers. Aside from the actual monetary benefit of the method, it was also clear that the project also strengthened the relationship between mothers and students. Through the project, the students recognized the strength of their own mothers.

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The common theme that I have observed in most of the classrooms is that of building partnership and purpose. The teachers in these classrooms understand the importance of connecting with the students and their families to develop their vision for the students.They also incorporate the cultural values and history of the students in their learning to build their confidence in who they are, and be able to apply the knowledge and skills they have acquired to create solutions to the challenges identified in their communities.
Examples of this can be seen in Kia Ahora in New Zealand where students are encouraged to be confident in their cultural identity, and also in Pooja's classroom in Delhi, where she engages with the students' families (mothers) in order to understand where her students' are coming from and to identify the vision the mothers have for their children.

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Lynette Torres - Teach for the Philippines

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Lynette Torres - Teach for the Philippines

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One theme that emerged from my observations of the different classroom was about having the students and their communities unlearn the majority narrative. I think that one critical issue that is apparent in all classrooms, is about students and communities feeling/thinking that they are unable to change the situation. I think it is apparent that for majority of the classrooms, students had self-doubt about their own capacity. In the same way, it is about unlearning the majority narrative that a group of people is inferior to another. One such example is the Culturally - based education both in the New Zealand and the Philippine classroom. In both cases, the Indigenous Peoples were trying to unlearn the majority narrative of their culture being inferior to others. They are able to find methods of teaching and learning that enables their students to gain a better understanding and appreciation of their own culture such as having their traditional dances and crafts, exploring their own history etc. Moreover, for the classrooms unlearning the majority narrative could also mean having students become active participants in the classroom and community. In both the Canada and Mexico classrooms, their students were empowered to think of ways to contribute to change rather than merely receiving information, which is the traditional way of looking at students. In Canada, students were encouraged to explore projects to help themselves with their mental health issues through fitness programs, daycare employment etc. In Mexico, the teacher used a student-centered approach and had his students apply their learning to projects beneficial to the community such as the electronic translator.

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I believe that naming and speaking directly about oppression contributes to the students' growth and is effective because it builds awareness of past and present context. With this knowledge, students and their teachers are able to engage in authentic discussions about the impact of oppression and the ways they can work to dismantle the systems that have enabled oppression.

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Pooja engaged her students' mothers in many ways, but a common thread throughout all of them was that she valued and listened to them. Pooja learned about their lives through home visits and conversations and realized that though many of the mothers did not themselves receive the education that they would have wanted , they deeply cared about and wanted to be involved in the education of their children, and had wisdom to share to enable that.

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Teachers at Kia Aroha build students' consciousness and critical thinking by relating the curricula and the content to historical and cultural phenomena that are closely linked to the students' and their families experiences. It is supported also by the physical arrangement of the classrooms, where students usually work in groups and are encouraged to dialogue by asking critical questions ("why?").

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One cross-cutting pattern in community engagement that I saw throughout the classrooms we visited over the last three weeks is honest, direct conversation about oppression,, identity, etc.. In NZ and The Philippines, we see the naming of historical and current systems of oppression and the direct interrogation of the impact of them. And in India, we see the mothers speaking openly about their own experiences and how they want their own children to have a different experience.

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Pooja engaged the mothers after she started building relationships with her students families and when she learned what are the unique skills they have- sewing and netting. She channeled the skill and savings the mothers made into fostering literacy and education of their children. This way she made the mothers active participants in learning process of their children.

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Developing critical consciousness among students allows them to connect and contextualise their own experiences. Teachers and students acknowledge the legacy of historical inequities and the very real challenges facing the community, while celebrating culture and ensuring that learning is both meaningful and relevant.

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One theme that re-emerged in all of the classrooms was leading students to actively contributing to the community. Be it Maggie's projects of students feeding students or farming Navajos at DEAP school. This non-individualistic, yet confident approach is what helps students build their self-belief and what allows them to take collective action based on understanding their own context.

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Motivated by the desire to understand her students and where they were coming from, Pooja began to visit students’ homes, engaging and building relationships with their mothers. She recognised that building the mothers’ knowledge, skills, confidence and earning potential would have a direct, positive impact on students. Through the project, students were able to see their mothers’ strength and motivation and mothers became actively involved in their children’s education.

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In all cases, teachers are actively involved in growing relationships and engaging not only with students but also with the wider community. Instructional practices are culturally responsive and aim to build resilience and empower students with a strong sense of agency and identity. Students are given opportunities beyond the classroom to engage directly with the community, e.g. by walking through the community and identifying needs and solutions in the case of Pooja’s class, participating in community gatherings and cultural events, or participating in a community work placement programme in the case of Maggie’s class. Education is centred around context, culture and community. Truly inspiring examples of transformational teaching and learning!

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At Kia Aroha, teachers had such a solid understanding of the CONTEXT and educational history of New Zealand, its indigenous people, and its immigrants. This is incredibly important in every context, for teachers to understand the history of the place in which they teach and how that affects the reality that students experience every day.

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Pooja identified ASSETS in her students' mothers. Despite their challenging circumstances, they were skilled at sewing and also had a strong desire to support their daughters' educations. Pooja was motivated to engage with them, and was able to create a program that merged the mothers' skills and interests. The result was a beautiful and beneficial partnership between teacher and parents.

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One key pattern is that educators are identifying both deficits and assets in the community. In the examples we watched, teachers not only understood the scope of the problem locally and nationally, but also understood the motivations and opportunities. This made it easier to engage stakeholders and get students excited about what they were doing.

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Sirin Tangpornpaiboon (Teach For Thailand)

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Sirin Tangpornpaiboon (Teach For Thailand)

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Making the curriculum relevant to the students and communities culturally, supporting social justice, and critical thinking. One of the people (I think a former student) mentioned that "we need to learn where we are before we can get to where we want to be". I think it is a very powerful statement. Especially as a minority group, studying about a culture that has nothing to do with you must have been frustrating. Thus, when the school makes learning relevant to the students, it contributes to their awareness and growth.

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Sirin Tangpornpaiboon (Teach For Thailand)

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Sirin Tangpornpaiboon (Teach For Thailand)

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She communicated about the child's progress regularly to the mothers. She did it via community visits (and probably other means of communications not discussed in the video). I think she was motivated by the belief that she needs to know the students she were teaching, to understand their challenges and contexts. As a result, the parents were really happy. She also got to learn more about their challenges so that she can suggest ways to help. In the end, the mothers were empowered as well as the child.

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Sirin Tangpornpaiboon (Teach For Thailand)

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Sirin Tangpornpaiboon (Teach For Thailand)

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One key takeaway for me would be that you should always take time to explore the communities' needs and challenges as every community is different. There is no one-size-fits-all solution to community engagements. For example, the school in Canada has problem on suicide. The teacher actually went to engage all the community members in solving the problem. Another example would be Pooja's classroom. She went to talk to the mothers to see what the problem really is and solve them accordingly.

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Information given in schools is relevant. They allow pupils to be critical (through critical analysis). When you can see yourself in what you are learning, you are opening eyes to what really is happening.

Curriculum is based on what society does. That gives message - we can change everything.

You explore what you are so you know where you are going. When they are confident who you are, and celebrating that, you become better at writing and reading. It is the hope that we as teachers need to develop. Hope gives change.

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It is amazing how from simple home visits Pooja changes many families! She recognized that some mothers know how to sue, so she made workshops where they learn from each other. Made computer, basic English, math classes. That really helped mothers to gain confidence, to better understand their daughters, to strengthen relationships and open new jobs!

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Schools really thinks about their pupils, their environment and needs. They apply schools curriculum based on pupils cultural background, teach them what on that moment they need and can be relevant (New Zealand, Arctic Canada). A lot of them mentioned that when you know who you are and where you come from, you know where you are going and what you need (New Zealand, Arctic Canada,  Navajo Nation in US).
The main thing is that we, as teachers, need to really think - what really matters when we teach and maybe our teaching system needs change!

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For me, one method that contributes to students' growth is the ability of the teacher to make the students explore their cultural identities. It's about making the aware of their local issues while they are also globally aware. With this , the students grow to be formidable leaders that would design solutions that are locally contextualized rather adopting imported ones.

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Pooja was able to engage her students' mothers by economically empowering them.

The way she did it was beautiful as she designed a learning and working model for them.

She was motivated by the fact that once these women are empowered economically, they would be able to channel the resources they acquire to powering the dreams of their children.

The result was that mothers became leaders in the whole learning process, and they were so invested in the success of their children academically.

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One cross-cutting pattern was "Building a Classroom Culture of
Student Learning & Leadership"

This was evident in Kia Aroha in New Zealand and Jacobo's classroom as students were empowered with leadership and technical skills that can enable them evaluate the challenges of their community and design solutions to them.

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By critically analysing their history of oppression, students are able to understand where they come from. This narrative is relevant to them because it relates to their own experience, so they engage and become empowered and develop skills that are going to help them succeed, such as critical thinking.

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Pooja identified that mothers had good skills and helped them develop them. She also empowered them and that helped to empower their children. They have now higher hopes for their kids and the confidence that they are able to achieve their dreams.

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There are a lot of patterns that emerge throughout the classrooms. One of them is building relationships: teachers were able to connect with their students families and understand what they wanted their children to achieve, what was relevant to them. We saw how Jesus and Pooja integrated parents in their student’s learning experience, and last week we saw how Maggie and Kayla deeply understood the communities they work in before imposing their own beliefs in terms of education. This helps teachers to develop a purpose for their students that is both relevant and culturally rooted.

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I think the school at all is an effective method that contribute to students growth. There is a phrase I love that says "If you don´t know your history you are going to repeat that history". So the fact that curriculum in that school is so aware about these kids can learn about their past and can be critical and concious about their present to have a better future is an idea that I would like to repeat in indigeneous communities of Mexico because is in fact, the thing we have to do to have a more justice and equal world.

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Pooja made her student´s mothers being part of the education of their school. The interview that said that    before Pooja they tought that for school didn´t exists, can show us how significant for these mother have been to help Pooja in the fight to have a quality education for the girls. I think that Pooja is motivated by these little girls :) and thats why she is going farder than the classroom because she is aware that education is not just the things we teach, is all our environment and she wants to fix that inmediatic environment to bring her students the education they need to change this world.

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I think the pushed method here is awareness. The method is working because students are learning their culture through accepting the past and moving towards a better future.

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She gave power to the people who have the most influence in the lives of her students, their mothers. The motivation here is her acknowledging that without the support of the stakeholders in the students' lives, no lasting impact can be made. The result is a lasting impact in the community and her students

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The theme is community engagement by understanding the community as shown in Pooja's classroom .
The pattern is shifting power to the community to inspire agency as shown in Maggie's classroom.

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I saw the pattern of builiding partnership and purpuse in the video of teach for Mexico when they are doing a project that is going to help the community . And I identified the pattern of allign actions to purpuse in actually all videos but just for mention one, I saw that pattern in Pooja video when she empowered the mothers of their students because she has the vision to have empower students!

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Thasneem Fathima, Fellow- Teach For India

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Thasneem Fathima, Fellow- Teach For India

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Collaborative efforts made by the school team to prepare an Integrated Curriculum focusing on empowering the children with their voice by making it culturally relevant is the first contributing factor. Rigorous discussions to bring awareness and critical thinking in children are a collective vision for the school. I feel this is an effective method because relevance in content significantly improves learning engagement and outcomes. Awareness builds in confidence through which learning in any other subject also improves simultaneously.

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The teachers at Kia Aroha have created an environment that strives to articulate the different aspects of Maori culture that have been suppressed over time. By rooting their teaching within a larger historical perspective, they are empowering their students to understand themselves and their community better, while simultaneously pushing their students to grow through critical engagement with these suppressed identities.

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Thasneem Fathima, Fellow- Teach For India

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Thasneem Fathima, Fellow- Teach For India

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Pooja wanted the mothers to be self empowered independent women. She understood the community and families better and then provided the platform for them to make it sustainable in the future. The hope that behind every barrier there is huge potential motivated her. This engagement with the mothers had a positive impact on their students by looking at their parents as leaders who can make change.

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Thasneem Fathima, Fellow- Teach For India

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Thasneem Fathima, Fellow- Teach For India

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Building partnership and purpose is one cross-cutting pattern that stood out to me.

Example 1: Pooja built relationships with her students’ mothers to channelize their earning for their daughters’ education. The purpose was to make them empowered women to stand up for themselves and be a role model for their daughters.

Example 2: Maggie built partnerships with various people in the community in Salluit to build resilience and creativity as a means to end the suicide crisis. The purposeful partnerships include cooking in the school and teaching at day care centre.

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The first thing Pooja did was to bring the parents into the classroom and engage with them on the basis of their children’s education. Clearly, this is not common in the context where Pooja works and it helped her open a pathway of communication with the parents. Once this connection had been established, Pooja was able to understand the obstacles for women within the larger community through a variety of means like spending time at their homes. Once she understood the reality within which the women in the community lived, she was able to work with them as an equal partner in empowering them. The resultant employment opportunity for the women will, in the longer term, help their children continue their education

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The majority of the classrooms we have seen over the last few weeks emphasise engaging with the cultural history of the community. The students are encouraged to often question the assumptions created by those in power in the past, as in Kia Aroha or in Maggie's school in the Inuit community. In both cases students first engage with their past and then move on to contributing positively to their present context.

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Pooja, from the first moment, considered that mothers were fundamental agents in the education of their children. Spending time with them was a first step to learn more about their realities, and for the mothers it was an important change in their relationship with the school (a mother told that other teachers ignored them). Upon knowing them more, she understood that economic dependence and lack of schooling were reasons for great frustration for them, but that this frustration was not reproduced in their daughters. These mothers are sure that they don't want their daughters to live what they lived. They want a better future and are willing to work hard to help them. Then Pooja discovered that many had great gifts as seamstresses and that those who did not know how to sew wanted to learn. She thought that it would be a good project for these women to generate resources and be able to dedicate them to the education of the girls. To complement the project, they are taught mathematics (to do accounts), English (to talk to clients), computers, etc. In this way, women learn what they couldn't learn from girls, develop their self-esteem and autonomy, can generate a venture and fulfill their dream of helping their daughters. It is a virtuous circle that reduces the socio-educational gap in a society where women face great obstacles.

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The adaptation of the physical disposition, the personal relationships and the pedagogy of the Kia Aroha school allows to develop a form of education in which the identity and experience of the students is central for learning, self-knowledge and self-esteem.
Part of the diagnosis of reality: Maori students and the Pacific Islands have historically been discriminated against because of their ethnic origin. This generates, in the school, lower expectations on the part of the teachers and, consequently, of the students themselves. At a macro level, society naturalizes inequality, and reproduces poverty and the lower level of education achieved by these young people. The Kia Aroha school believes that in order to achieve meaningful learning, they must work on these problems first, and reconcile the young people with their identities and life stories. That they are not the ones who should fit in, but that the school should be completely adapted to the Maori community.

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I think that all the cases we have analyzed show how educational systems tend to homogenize their students from an ethnocentric perspective, naturalizing the exclusion of those who do not fit into the official paradigm. In this way, school content is biased and reproduces stereotypes and social prejudices, and students must choose between deny their identity and life experience to be "academically successful" or to be marginalized. All cases show attempts to reverse this problem and promote social justice, the vindication of identity and culture, as well as the commitment of young people to their communities of origin.The cases that were most significant to me in this setting were Kia Aroha (New Zealand) and the Navajo Nation School (United States)

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The strategy of the whole school is - empowerment by diving into traditional indigenous identity. The teachers want the students to unlearn the standard narrative, in which they are a minority and introduce some hope instead. A good example of a particular method inspired on tradition is the school as a "whanau" = family. First, the teacher bring family rituals at school, they treasure them, give examples with them, etc. What is more, the school works as a big family. Everyone studies as a community in an open-spaced room where teacher act in teams and students of all age learn together. This is effective because it makes students feel more comfortable; it deepens their understanding of the value of their cultural identity and it gives them hope and pride that they can change not only their story but also their society.

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Pooja envisioned mothers as leaders in the education of their children. In order to empower them she got to know them, found their strengths and dreams and gave them opportunities and space to learn how to achieve those dreams. She brought the mothers at school to be together with their children but not as passive observers but as active learners, who know why they are learning particular skills - to achieve sustainability in their own path of success.

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A common pattern is: Building partnership and purpose. Teachers in the videos dig deeper in the community's own goals and hope for their children. Then, they keep the community abreast with the development of the pupils. Everyone works together as a team to achieve one goal.
For example, Maggie gets close to students, families and locals. The sees the most urgent needs of the community (teen suicide crisis) and unites the different people from the community to address those needs. For example, she works together with the Day Care Manager to give girls internships, which help them see how valuable their contribution to society could be.
Another example of getting community together is Jesus empowered parentns by asking for their opinion and taking it into consideration; by inciting them to discuss together and by joining with them in a team with one goal: keeping students at school;

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I believe that through the cultural identity that these students have and have acquired so powerfully, they have become safe, important and aware of their reality. It is supremely valuable as this allows them to think and become aware that they can accomplish many things. Not only in academic subjects but also personal and professional

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I believe that through the cultural identity that these students have and have acquired so powerfully, they have become safe, important and aware of their reality. It is supremely valuable as this allows them to think and become aware that they can accomplish many things. Not only in academic subjects but also personal and professional

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Alejandra Aranaga - Enseña por Colombia 

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Alejandra Aranaga - Enseña por Colombia 

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I believe that through the cultural identity that these students have and have acquired so powerfully, they have become safe of themselves, they feel important and  they are aware of their reality. It is supremely valuable how this allow them to rethink their importance in their community. This cultural aspect let them grow not only in an academic way, also in their personal and proffesional life.

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Alejandra Aranaga - Enseña por Colombia 

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Alejandra Aranaga - Enseña por Colombia 

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Pooja has been characterized for being involved not only with her students. She got involved with their context and that meant creating a bond with the families of her students. What she did was to find a way to approach the mothers of her students through something they like. In that way, they could learn together and be closer. Now, moms feel included in their children´s learning and they feel that their teacher cares about their students. I consider that the teacher´s greatest achievement is to involve the family in the education of her students and beyond that, to have a growth mindset.

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Students have been thought to be critically conscious - so it means first of all they are able to learn different history, they are able to find out that world is not so simple; that their family history matters, that they matter, so they can be more and more awere of who they are.

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She made an amazing thing - she didnt just empower those women, as a result - these women will probably change the whole system and will be strong enough to fight for their children dreams. It is so inspiring how Pooja also aknowledge the importance from these women not only as their roles as mothers, but also how important part of community they are. Result is - stronger and better community.

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From all the videos that I have seen - the strongest pattern I have noticed is the one about building partnership and purpose. It so important for all of those teachers to be aware of where are students coming from, what are they needs and how they can help them. All teachers work with this approach that we all are part of community, there are no you or they, there are WE. From Canada to New Zealand and India and Mexico, everywhere all the teachers are aware of what are the needs of their students and then all the goals are their goals, vision is their (student) vision. With this approach, for example like  Pooja did with engaging with mothers, it is no longer only student or school vision, it is vision for the whole community!

I also noticed that big visions or amazing goals are not possible if we do not have daily tasks and all the small details matter, you will not be able to run a race if you are not going to weekly practice, so every small run, every step counts, and it is important to enjoy it! So in many videos you can see how students are taught to reflect on all the situations and experiences they have (Pooja talks about the musical and their roles, in New Zealand every student reflects of how not being “white” affects them etc). Besides reflecting I really enjoy that there is a big stress on renewing their energy with acitvities they are doing together (for example like in New Zealand or how supportive was Jesus).

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Alejandra Aranaga - Enseña por Colombia 

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Alejandra Aranaga - Enseña por Colombia 

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I think that we can see the three patterns in the different videos but I consider that the number one (building partnership & purpose) is the most evident. The principal reason is because the teachers want to create an environment where students can notice the power they have and their leadership but first, teachers want to show that they really care about them. They show it trying to connect with them and their families, trying to exploit their potential through their skills and aspirations of their identity and culture.
Where we can see it? For example, Pooja's engagement with her student´s mothers not only making them members of the classroom, also making them a part of the students learning, Another one is Maori cultural restoration, here we can see an example of how students learn to love and appreciate what they have and what they are, turning them into powerful guys and leaders of their community.

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Making students aware of how the society works and how it shapes their reality. It is effective because students realize how to change the way they perceive themselves and the society they live in throw the education. They connect reality with the classrooms.

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She had the patience to understand the context of the mothers and saw the opportunity to engage them in sewing. That trigger all the other things, because that empowered the mothers and made them aware not only of the importance of their daughter's classes but also of their own importance as mothers, wives and society shapers.

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Cultural and contextual awareness. Knowing where students are standing, how they got there haw they can change the path they are going to take made these classrooms different. Examples? Kia's Māori approach and Jesus Insilada's school and their cultural-based education show how the use of the context and the culture help students to engage into the school and reinforce their self-esteem as individuals and as a group

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About Pooja's Video
The way Pooja engaged her students' mothers in that particular video is about community and parents investment towards children's learning. She built strong relationship to ensure that how her students will be supported by their parents.She brought the experiences of mother's work in classroom and motivated others. And the result: mothers were very much confidence that their children will definitely get quality education.

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I think sth that contributes in students to lear is to unlearn the majority narrative that are driving them away from dreaming about a better future. They have got to think big, and teachers are the key element in addressing that. At Kia Aroha are doing that by making students unlearn what they have been told about Maori and start believing they are as good as "white" people. Make them aware of this situation is essential in start knowing their personality, where they came from and star making changes for futures generation.

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In my view, I noticed one of the cross-cutting pattern in community engagement is 'Parents' engagement in teaching' by Pooja and the Kia Aroha's classroom. Though both of the classroom have different community engagement, it  affects the learning. Kia Aroha presented the social consciousness in her classroom whereas Pooja made mothers to invest in their children's learning.

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Pooja engaged her students´ mother by giving them a rol in their daughters´ learning process. Pooja started with getting to know their students´ family in their own community. By empowering them in this learning process triggered a lot of other thing, mothers become entrepreneurs, wanted to start learning and with the objetive of giving their daughters the opportunities they never had.

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A cross-cutting patter I saw in the videos is the importance of unlearn the majority narrative.

I could see this in Pooja class who encourage girls to go to university, pursuit their dreams and not to settle with being a wife relegated to the house keeping. The other classroom is in Kia Aroha, where students where learning around the idea of understanding their culture and where did they came from .

You just have to plant the seed of discovering them self and the rest will come by his own

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Considero muy efectivo que los estudiantes pueden dirigir su propio aprendizaje. Teniendo claro dónde quieren llegar, que es lo que les mueve día a día asistir a la escuela y estar dispuesto a aprender. Que cada estudiante pueda trazar su propia meta alineada a la visión grupal.

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El respeto por sobre todo a la historia, cultura, creencia de cada estudiante, de la comunidad y la importancia del vínculo, la confianza que se genera y con lo cual fluyen acciones. Considero que se vio muy reflejada en la clase de Kia Aroha y Maggie.

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The school space is specially designed to behave the way children it to be, not the other way. This enables them to be themselves all day, no matter what they are doing or learning. Being confident with who they are ends up making them also more successful at curriculum matters.

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Pooja understood what was happening to the mothers, what they were feeling and their financial dependece. She developed a program for the mothers to engage in learning some basic skills of something of their interest, so in the future they can become financially independent and they can ensure their kids' education.

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Understanding the cultural backgroung of the students may be one of the most important things to be capable to design classrooms where students develop the skills they need to become active leaders in their communities. As Jesus did in his classroom, using things of knowledge of all of his students to teach math, understanding that this was critical to identify daily concepts they already used.
Jacobo developed projects that were of significance for his students and their community, pushing them to become critical thinkers and solve real problems their families and neigbours were facing.
Kayla developed strategies that were on the path to bring back the roots of the community to the classroom and give students the environment to know themselves and their culture from within. When this happens, education becomes attached to culture and it stops coming from outside to start developing from inside communities.

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Explicit incorporation of colonial history into all areas of learning. While this may at face value seem extreme, laying everything on the table is such a powerful way of directly addressing the students' place in a society that has often sidelined or flat out ignored the repercussions of these events on the community that Kia Aroha serves. By developing sense of self in such a strong fashion, this pushes students to reconcile their cultural past with possibilities of the future.

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Pooja was able to embolden her students' mothers own educational ideals, and in turn embolden her students' education. By seeing how societal trends have shaped generations in the community she works in, Pooja strove to help parents who had been denied a meaningful education. Focussing on basics like literacy and numeracy have done wonders, leading to many parents realising that their children's dreams were in fact entirely within reach.

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One of the most important themes evident in the classrooms from India, Mexico, Canada, the US, the Philippines and New Zealand has been the critical importance of looking outside the classroom environment and incorporating the unique aspects of a place - its natural environment, its history, its people and its culture. By linking students to the land (so to speak) it enables them to develop a sense of being that is far removed from the traditional "Western" thinking around education (rote learning to exams). Education in this way becomes so much more than mere transmission of facts - it is truly alive and able to reshape itself into what a community requires for both its young people and its citizens in general.

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Deficit thinking within the minds of young Māori and Pasifika people. The dominant narrative in this case has dictated not only their journey through education, but also their outlook on life, themselves and their future. Kia Aroha doesn't shy away from teaching the tricky stuff.  They recognise that in order for Māori and Pasifika young people to re-write the narrative and essentially improve the outcomes for their people, they must first understand how this inequality has come to be. Māori people and their culture and language have for so long been seen as 'the other' in NZ, that a young Māori persons identity is largely constructed by that social commentary. Kia Aroha is actively working to create critical thinkers who are equipped with the tools necessary to deconstruct those ideas, whilst discovering who they are and how they are an asset to our society and not a burden.

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Pooja has made education accessible to her students' mothers. By actually going out into her community and actively engaging with the mothers, Pooja has bridged a gap between her classroom and the community. It's not a one way street either, the mothers becomes allies in the classroom, feeding into the educational outcomes of their daughters. Pooja allowed for the mothers to learn and then apply real life practical skills such as numeracy and literacy in a real life context, which in turn gave the mothers their own agency to shape their futures.

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All the classrooms visited have shown the power of linking what we learn in the classroom to what has happened and what is happening out in the world.
School and a child's education shouldn't be an isolated experience, it shouldn't be a series of exams, tests and scales that only happen within four walls. I respect the hell out of those teachers using education spaces and school as a means of remedying the past, and keeping alive dying or threatened cultures.

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I've got these: main learning of justice and equality principles and critical thinking so the students can find mismatches and correct them in real time every day. They raise cultural awareness in a very powerful way. I like that.

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Poojas motivation is that the children's progress should be aligned with their families, so they can motivate each other and succeed strongly. She teaches mothers literacy, economics and other subjects and this way she fulfills their educational gaps.
Using this opportunity mothers find their self confidence and do things they always wanted.

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I observed high level of families engagement almost in every class, but especially in the Philippines and Delhi classrooms. I think these teachers and schools simply increase the impact by doing this. Sometimes when a student strikes by the idea he can change the world unless he meets misunderstanding at home. On the other hand if he is encouraged by the family he can go and make a huge change. This simple pattern can bring more change leaders into the world.

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I think that constantly talking to students about being Maori "all day" (teachers in the video talk about it) and integrating this internalization using students' knowledge of their identities and culture, is the way the school stops the student´s margination, the worst thing that can happen to anyone is being marginalized, for example, when we are in a classroom and the others speak other language than we can understand.

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Pooja involves the mothers of her students because they value these opportunities for their children, these opportunities are something that mothers really want and have hope for. Pooja did a great job investigating the needs and interest of families because mothers are examples for their children to learn, this motivates their children.

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At the Kia Aroha college students learn about the cultural backgrounds as Maori. They become aware that being Maori does not mean that they are a failure. The school and teachers promote dances, songs and
classes about Maori culture. This is highly effective because being part of an ethnic can sometimes be hard due to discrimination and low expectations. Students often feel not as prepared or intelligent as other students and learning about their background and how amazing it was can help them reinforce their self-steam and dream bigger.

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Pooja started visiting the houses of her students and noticed that their mothers were very insecure women, that did not believe that their kids could go to college. Pooja decided to get to know her students´ mothers more and more and found out that most of them did very beautiful sewing work. Together they formed a program where mothers could share knowledge and experiences but also that help them achieve literacy by that the women started to feel more secure and cared for. They now believe that their children can become doctors or what ever they dream.

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Through many of the videos watched, I have seen the Building Partnership and Purpose pattern, by working in growing relations and also developing vision and big goals. For example, in the classroom we witness in Canada many of the students were suffering of depression and others had committed suicide. Their teacher decided to connect with them by practicing running with them and involving them in other activities like working in the day care center. That helped the students feel like they have a purpose and they matter. Another example was in the classroom of India, where the teacher got to know the family backgrounds of her students and also work with the mothers. Building a bond with the students´ mothers affects the students in a positive way because strong mothers can help their kids become stronger.

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José Ma. Sandoval Torres Teach for Mexico

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José Ma. Sandoval Torres Teach for Mexico

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I see the pattern in the projects, in some way with no big expenses economically, by example, the teachers work (in a timetable of months) with projects that have real impact using local materials to produce or working with arts in the traditions of their culture. Another example of it is that the parents support the projecs because is wort the benefit of it in the motivation of the family.

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"HOPE make changes".
The students use their critical mind to discuss their own future. The focus is taking away from the narrative that that they never will be anything else, than their background.

In this school, they are not afraid of talking about the realities - and the students are "turned on" by the fact that the activities is relevant and connected to their own life. It makes them motivated and interested in their own learningproces, when their identity is taking into the classroom.