Motivated to Learn/Malala Madness

Funded Oct 27, 2015

I wanted to let you know how much our students, teachers, and administrators appreciated the funding to view Malala's story. One of my eighth grade students returned to school and engaged in a discussion highlighted with a variety of questions concerning how the world works. Due to the fact Malala has a movie and a Nobel Peace Prize, she assumed Malala was rich. The student also thought the danger was only with the men in the vehicle who brutally shot Malala and her peers. As we discussed the circumstances an understanding was developed of the bigger picture. She began to recognize the fact the shooters represented an entire belief system, not just a few rogue individuals. The perspective of this student was if Malala hired a few body guards she could be safe and return to her county. The student expressed a desire for Malala to be able to live in her country if she wanted to return. Our students live in a relatively safe world and they sometimes struggle with perspectives and developing an understanding of the mindset of countries different from their own. It is challenging for them to imagine the lives of those who live in areas more dangerous and less developed.

Many were outraged at the lack of choice simply due to the fact a child was female. The story also inspired a greater use of abilities. Students returned to school with a renewed purpose to help and grow personally, as well as collectively. The middle school students demonstrated an increased ease and were more compelled to show support for fellow students. Many demonstrated a to desire to be a leader with peers on important issues such as bullying and discouragement of dreams. They were able to recognize when change is desired, it can be possible, but the resolve must be strong and strategic.

Another idea expressed from the attendees was a fresh sense of questioning. The students passionately discussed with peers various religious beliefs. Many of the ESL students bravely shared they have beliefs similar to Malala. This group felt more open and less stereotyped. Free and open discussion of ideas and the misrepresentation of some people groups became daily topics as each grade level returned from viewing the film. The example of Malala and her family's dedication to their faith and beliefs caused students to examine how they demonstrate their personal faiths, but yet accept and respect those who differ.

A final area of discussion which was filled with healthy debate was the ability to change systems. Students compared Malala and her inability to obtain appropriate education to the civil rights movement in the United States. It was difficult for many of them to imagine a world with blatant and severe gender discrimination. A sense of discouragement and sadness was expressed at the lack of support for the cause of what many believed to be a basic human right of education. They agreed the support of others can impact systems and provide support for change. Large scale discussion and support can be beneficial to less fortunate. They stated they believed when other countries stand up for causes it can give strength and encouragement for people to continue to work for change. With this topic the fear of repercussions and war over differences also was examined.

In conclusion, many of the female students were inspired to work harder and achieve more as a result of Malala's bravery for her own growth in academics. They realized the opportunities offered to them are sometimes endless, but they choose not to push to the next level. Through seeing Malala's commitment to learn they devolved a resolve to be more dedicated to their own learning.”

With gratitude,

Ms. Bryeans