Don’t Stop Drawing Exhibition: Blog by Camden CS Hazzel Tabernilla

The Don’t Stop Drawing: Visual Diaries of Solidarity with Gaza exhibition took place at P21 gallery from 19th March to 2nd April 2024. It showcased artwork created by Mazen Kerbaj and Jana Traboulsi. These drawings were presented in chronological order, showing the timeline of when each piece was posted on Instagram, since the devastating war on Gaza started in October 2023.

Camden Citizen Scientist Hazzel Tabernilla interviewing artist Mazen Kerbaj during the exhibition opening, March 19th 2024.

Looking at each piece in person and going through the exhibition chronologically, it was like re-living those events again. Each drawing brings back memories of the atrocities that have happened. Each video or image you see on social media, each piece of news you hear or read online, all of it was condensed into an artwork that conveys so much emotion. The timeline puts into perspective how long the war on Gaza has been going on. It makes you feel helpless.

It’s devastating.

During the exhibition, I spoke with Mazen Kerbaj to discuss his work. When the war on Gaza started, drawing was his reaction. Drawing is his natural reaction to anything, to good things, but mostly to bad things. Mazen told me that the war on Gaza was “one of the worst things I have witnessed, thus the amount of drawings.”

Soundbite from Artist Mazen Kerbaj

These drawings serve as a witness to these horrific events. With videos and pictures surfacing, then quickly being buried by new atrocities every week, sometimes it’s difficult to remember everything that has happened months ago due to the overdose of horrors. These drawings help us follow as events unfold, while also archiving these events for people in the future.

Responses by citizen scientists from Palestine, Lebanon and London were also shown in the gallery. One such response is by Maria, where she drew a bird found in the Middle East. She explained how this bird had a cry which sounds like “see, see, see,” as if the bird is calling you to not ignore or look away from what is going on in Gaza, and to remember what you have seen.

Soundbite from Camden Citizen Scientist and artist Maria

Responses by PROCOL Citizen Scientists Nawal Hamad (Ramallah, Palestine), Manar Younes (Nablus, Palestine), Maria (London. UK), and Rahaf Zaher (Beirut Lebanon)

Speaking with visitors from the exhibit, it was clear that the drawings helped to express and articulate how people feel about the situation in Gaza, with Sirine expressing how amazed she was at how the artwork conveys a lot of emotions. Emily felt the heaviness of the situation as you cast your mind back to the images of individuals you see online.

A common sentiment shared by Hussein and Mara is that it is important to attend events like this and being willing to actively engage and read about these stories. Feeling uncomfortable from these stories and recognising all these intense emotions is important for understanding the atrocities of what’s happening there. As pointed out by Hussein, the exhibit makes you feel “sorrow, but there is hope.” With visitors like Mara and Holly also echoing the feeling of hope and happiness from seeing so many people coming together for the exhibit.

It is clear many people stand in solidarity for Gaza.

The crowd during the exhibition opening day, Photo by Hazzel Tabernilla

Transforming Education in Challenging Environments MOOC, Week 3: Feedback and Frank Discussions

The third week of the Transforming Education in Challenging Environments MOOC has been completed. During this week the participants engaged in discussions and activates focusing on how to design transformative teaching. The participants watched a video explaining how teachers can engage in research to be able to understand the real causes of problems the students face, better recognise the context of their students and devise solutions. The video featured the experience of Asmaa, a teacher at the NGO MAPs who encountered a problem with children coming late to school and conducted action research to identify causes and evaluate solutions. The MOOC participants shared similar experiences and how they tackled these issues using similar strategies as Asmaa’s or proposed alternative methods. For example, Hanan Shehab described a situation where children were used to teaching methods based on hierarchy, discipline and corporal punishment, but then they moved to a new country, they encountered different methods, which they had trouble accepting. Only by encouraging frank discussion were teachers and learners able to understand each other. Henan said:

Finally, after they told me the protocol they used to follow at their schools, I stopped teaching, we agreed on the minimum requirements to continue learning and then we re-started teaching with clear goals, objectives, and sets of values (as much as possible).

Claire Arnott, another participant, described disruptive behaviour that followed lunchtimes at her school. When she investigated the reasons, Claire found that children were unused to sitting at a dining table and were intimidated by the setting. Her solution was to instigate ‘social lunches’, where teacher and learners ate together in the classroom.

We would talk about our weekend, practice asking other questions, use table manners and clean the table after ourselves. As the year went on, the children began to bring these practices into the lunch hall. It slowly became a calmer environment. Less conflict ensued. Claire Arnott

These practices and other experiences which the described constitute ‘transformative education’. A teacher who engages in transformative education does not tell learners what to think, but is more likely to adapt learners’ experiences from outside the classroom to enhance their potential to understand the world in their own ways. As Janaina Hirata observed:

We have to leave behind the hierarchic relationships and work on more horizontal relations between students and teachers.

The participants practiced their understanding of different teaching approaches - hegemonic, accommodating, critical and transformative by evaluating methods used in different scenarios, including cases where children were late to school because of security checks of transportation challenges. Then participants discussed what they would have done to show transformative education practice. In the case of the security checks, Wassim Omar Sidani indicated that the teacher’s influence should extend far beyond the classroom, suggesting:

I’d talk with the people in charge, the local media, and send a letter to the minister of interior affairs and defence asking them to ease the security measures for cars transporting students.

Many teachers such as Rana El Hassan and Julie Green argued that children who are late because of transport problems should not be sanctioned, since they are already upset, so it would amount to a double punishment for something beyond their control. These caring responses show that the teachers on the course are committed to transformative education practices.

This week, the participants also engaged in a peer review activity. This activity gave the participants an opportunity to articulate their approaches, share and find out what others are doing, as well as give constructive feedback. Additionally, the participants linked back the idea of transformative teachers and teaching to the ecological systems theory which was introduced in week 2. The discussion led to highlighting the issue of teachers being asked to do too much. For example, at the beginning of week 3, one of our participants Sarah Hamdar asked about the bigger problems that limit teachers’ ability to bring about improvement. This discussion linked to the focus of the end of the week. Where the participants discussed support mechanisms for teachers. Participants suggested sources of support and noted the challenges of engaging in transformative education in environments where a hegemonic approach is the norm. Collaboration - particularly sharing resources, techniques and experiences - and building a strong network could help to support teachers.

Transforming Education in Challenging Environments MOOC, Week 4: Transforming education through the use of digital tools

In this final week of the Transforming Education in Challenging Environments MOOC we introduced the concept of learning through the use of digital tools, and how they can contribute to transformative education.

The participants on both platforms, Edraak in Arabic and FutureLearn in English, expressed their enthusiasm for using digital tools in their teaching and learning environment. On FutureLearn, a poll showed that more than 60% of participants like the idea of using digital methods. On Edraak, the participants reported that digital tools enhance learning because they create exciting spaces, unlike the conventional teaching methods that lack sufficient interaction. The participants on Edraak also argued that technology is an integral part of education and education methods now. The majority of the participants believe that using technology can improve learning and teaching.

However, in the discussions, participants also raised their concerns. On both platforms, the participants discussed the barriers teachers face, especially in challenging environments, such as the frequent lack of: electricity, internet access, digital devices, good digital content resources, professional development, school managers who understand and appreciate technology. Nevertheless, those barriers and challenges did not stop the participants sharing the practical solutions from their own experiences. Participants on both platforms suggested:

• using their own laptops instead of a projector,

• teacher meetings to advise the school management on what they need,

• printing back-ups for when the electricity fails,

• getting the school to set up a generator,

• teachers playing with the technology themselves to learn what they can do,

• teacher teams sharing resources and ideas,

• finding the digital tools to make their own resources,

• engaging the learners in helping to look after the technology…

So often these discussions reflected wonderful examples of transformative teaching.

Teachers participating in the MOOC shared some great ideas, information and experiences through using the digital tools they are learning about. Mentimeter is one example, where participants created a word cloud expressing how they felt about digital tools for teaching and learning.

Throughout the course these experienced and committed teachers have been exploring the resources and working together to discover what it means to create a transformative and conducive space for learning. They are clearly aware it is up to the teacher to find the most suitable pedagogies and tools to create that safe and creative space for their learners.

Transforming Education in Challenging Environments MOOC, Week 2: An Ecology of Education

Week 2 of our MOOC Transforming Education in Challenging Environments was very productive as our participants took part in the discussions and activities on both platforms reflecting their enthusiasm and willingness to share their learning and experiences. What was noteworthy, was the way participants supported each other and offered advice to their fellow participants in dealing with a range of pedagogical approaches. During this week, we focused on understanding the learner in context. We began by introducing Bronfenbrenner’s ecological systems theory and reflecting on its practical application for teaching and learning in challenging environments.

This theory helps us better understand the wider contexts and circumstances of the lives of learners and how these might impact on their ability to learn. The theory also helps us to identify possible points of intervention and areas for action in order to make changes and to better support children and young people’s learning. While the content focused on theory, the participants explored a number of ways in which the theory could provide relevant tools to inform their practice.

The participants on the Edraak platform shared and discussed examples related to school dropout; rated and connected this phenomenon with gender dynamics within the contexts they were familiar with. They also discussed safety of children on their way to school, bullying and limited resources. The participants highlighted the idea that the teacher can make a positive change when there is a collaboration between the teacher, school, caregivers of the children and parents drawing upon organisational resources, especially when there is a need for psychosocial support for children.

In the FutureLearn course, the participants engaged in in-depth discussions when the theory was introduced and used various examples to clarify it and bring it closer to the teachers’ lives and daily experiences. There were some excellent examples of how the theory could be applied on the discussion thread and how teachers had successfully worked with the different system levels to provide support to learners.  Many participants commented on what they saw as the value of the framework and its relevance. One of the teachers said:

It is very important to consider the Ecological System Theory that we have applied and also to consider the environment that the learners are dealing with and the different levels of Society. Moreover, I must conclude that educators must be the guide, nurture, teacher, friends, family, listen to problems, prepare a safe place for learners and build a good atmosphere for them. Mustafa Khattab

And another,

It is absolutely crucial that we see individuals both as themselves, but also in the context of their wider environment. It is also important that we help our students address issues that they might not be able, or comfortable about, dealing with in their wider lives. SK

The participants then went on to discuss what learners bring to the learning space and how they can find effective ways to listen to their voices - their hopes, aspirations and needs with respect to learning.  The participants posted multiple examples of how they had used technology or how they might use it in future to effectively listen to learners about these issues.  One participant commented,

At the Microsystem nowadays, is the digital world. I would employ technology in the best way I could, to help amplify the voice of my learners & help them navigate into the sources of their beliefs, post their thoughts & create an identity in-line with their aspirations. Sarah Ah

The participants highlighted the important of creating spaces for their students that are unrestricted where they can express their opinions using technology. Technology was discussed by participants as a tool to facilitate learning and support teachers in their practice, however, realising that technology is not a substitute of an effective pedagogy.

During this second week, there has been great participation on both platforms and many excellent examples and suggestions of how the ideas discussed during the week were relevant to teachers’ own contexts of professional practice. One thing the participants have consistently said is how they have really valued the opportunity to share ideas and collaborate with others on the MOOC- as the following comments illustrate:

 It has been a really interesting week indeed and I have very much enjoyed reading everyone's posts and opinions/ideas. There is so much to learn! Julie Green

We encourage those who haven’t yet posted their thoughts and ideas to take a look at the comments there already and see if they might like to respond to them from their own experiences.  We also encourage those who haven’t yet registered in either of the platforms to do so. We still have two weeks and you can still start now.

For Community to Thrive, Local Businesses Must Thrive Also

There is something uncanny about the way in which people the world over talk about the decline of community. Whether one goes to the boroughs of East London that are undergoing ‘regeneration’, to the shrinking villages of ‘post-socialist’ Eastern Europe, or to Beirut’s vibrant streets buzzing with nightlife, one can encounter an almost identical narrative of communal decline: things aren’t what they used to be before; there is no sense of community anymore; people only care about personal gain, not about one another. These narratives often coexist, without any sense of contradiction, with claims that express the exact opposite sentiment: there is a very strong sense of community around here; I know all my neighbours and we get along well; people in this area care for one another, and so on.

Over the past year, the RELIEF team has carried our research in Hamra to understand what prosperity means according to local views. This has involved talking to people about the positive and negative experiences of life in the area, and asking them to define what the good life means for them.

…both older or younger generations see Hamra as an exceptional place within Beirut and Lebanon. Hamra is, they say, a unique place with a unique identity.

The key issues that were consistently brought up are hardly surprising: residents of Hamra care about education, health, good quality jobs, a sense of community, affordable services and utilities, public spaces, and many other things that make life anywhere worthwhile. What we also learned in our research, however, is that both older or younger generations see Hamra as an exceptional place within Beirut and Lebanon. Hamra, they say, is a unique place with a unique identity.

…Hamra is a diverse place, where everyone gets along regardless of ethnic or sectarian affiliation. Nobody cares about the other’s identity, people often proclaim

There are two main reasons for this uniqueness. First, Hamra is a diverse place, where everyone gets along regardless of ethnic or sectarian affiliation. Nobody cares about the other’s identity, people often proclaim; most residents get along, they are one community and they have been like this even in times of war.

Second, Hamra residents take enormous pride in the neighbourhood’s history as a hub for education, culture, and intellectual and social life. With the country’s two best-known universities located within a short walk, the neighbourhood is a hotspot for student and academic activity, not just in the classrooms, but also in the cafes, restaurants, and shops.

Diversity and social vibrancy are part of Hamra’s identity - they are what makes Hamra a unique place that people can love and be proud of.

Researching the role of business, however, has revealed to our team just how important local enterprises are for the neighbourhood.

While there are a number of successful, locally-owned businesses, including cafes, restaurants, and boutiques, there are many others that are struggling. Closed down shops are not a rare sight, and as our interviewees suggested, many enterprises can only afford to stay open because they pay “old rents” that prevent property owners from charging large sums.

This difficulty faced by small businesses is a matter of collective importance, and not just the individual hardship of struggling business owners. Locally run enterprises have a lot to contribute beyond what they sell. A shop is not just a place to buy things if its owner puts a bench outside that anyone could sit on and chat to customers and passers-by. A boutique that sells gifts doesn’t just sell gifts if neighbours can visit for a coffee without pressure to buy something.

“this is a social place. I speak to my neighbours out here, we have coffee together. It is not just for clients.”

As one owner said, “this is a social place. I speak to my neighbours out here, we have coffee together. It is not just for clients”. Another owner made a similar point when she told us about the small events she organised once for people on the block: “I used to do cheese and wine during Christmas. I also used to do coffee events – we would have Turkish coffee and a fortune teller would read it.”

These shops, beyond the services they provide, are spots for hanging out where people can feel connected to their neighbourhood. They offer familiarity and intimacy, and they are inviting in ways that big corporate outlets aren’t.

Finding spaces to socialise is hard in Beirut, unless one is willing to pay for a seat at a cafe.

This is particularly important in an urban context where public spaces are in radically short supply, with sidewalks that are narrow and often unwalkable, and with public parks that are few and far between. Finding spaces to socialise is hard in Beirut, unless one is willing to pay for a seat at a café. Local businesses who know their neighbours offer an important substitute to Beirut’s scarce public spaces, but the problem is that they need to make money too. A woman who runs a boutique expressed this with a half-joking anecdote: “You know how sometimes there are signs on shops that say We Are Hiring? I have seen signs that say We Need People to Come in and Buy”.

With the lower costs of online shopping, extortionate rents, and squeezed consumer incomes, demand for local businesses is running low. But what we shouldn’t forget is that there’s more to life than things, and there’s more to business than selling and buying. The difficulties that Hamra’s shop owners face are not only an economic challenge for the owners themselves, but a challenge for the whole neighbourhood and its ability to thrive. If one wants to support Hamra, then she or he needs to support the businesses that for so many decades have made Hamra what it is.

By Nikolay Mintchev

Image credit: Mohamad Mkayes

Transforming Education in Challenging Environments MOOC, Week 1: How collaboration makes change

The RELIEF Centre Future Education Team have launched the MOOC: Transforming Education in Challenging Environments on 24 June, in both English and Arabic on the platforms FutureLearn and Edraak respectively. In Arabic the MOOC is called: Educators for Change. There are currently nearly 5000 participants across both

The MOOC runs over four weeks. During the first week the participants, who are educators from around the world, started with reflecting on their learning experiences, emphasising the importance of active learning, and special teachers who “taught from the heart”. The participants also shared their ideas of how teachers can be “lonely learners”, however, connecting to other educators changed this experience and the participants mentioned how now they can see the value of social learning.

Teachers, even with limited resources, can make a positive change in teaching and learning environments

The participants shared some amazing stories and rich experiences of how teachers, even with limited resources, can make a positive change in the teaching and learning environments. Inspired by videos that feature educators who work in refugee contexts in Lebanon, the participants highlighted the similarities in the contexts they work in and the challenges they face.platforms.

Through this MOOC, which is a collaborative space, the participants were able to share their creative experiences and advice on how to mitigate and face challenges in the different and diverse teaching and learning environments. The participants also discussed the use of technology in the classroom and have been enthusiastic about its use and repeatedly emphasising how it can enhance and transform the learning environment. But they said that technology should not be used for its own sake; pedagogy needs to come first. Hence, they discussed utilising the environment around them to create a stimulating learning and teaching process particularly in situations where technology is not available and resources are scarce.

The participants were encouraged to engage with their students/learners and ask them about their opinion, needs and aspirations. The participants used Padlet as a tool to share the feedback from their learners and ways teachers use to stimulate the teaching and learning process. The Padlet included positive contributions such as: using singing and acting in the classroom, sports activities, and using circle time.

The participants also created some amazing visuals to express the principles of a good learning environment. They created a word cloud that highlighted the words: acceptance, respect, equality, cooperation, communication and justice and much more. On Edraak (the Arabic platform) 1144 participants contributed to the word cloud activity to create this expressive, informative and beautiful visual.

In week two, the participants will be engaging in discussions and activities covering more theoretical aspects of the students living and learning environments and how to deal with controversial issues in the classroom.

Find out more about the Transforming Education in Challenging Environments MOOC