Q&A with Sister Pat
Sister Pat with Albert Otii at the blessing of the Uganda Project Team in June 2008. Otii, and Acholi native who lives in Denver, played a key role in bringing the CSJs to Gulu.
Sister Pat Murphy, CSJ, part of the CSJ Project Uganda Team, answers questions about her work teaching math to young women in Gulu.
Q. Describe your ministry work?
A. Monday through Friday I teach at two different places. At either 8:30 or 9:30 a.m. I go up to the Primary Teachers' College and teach year one students (ages from about 20 to 35) mathematics for one hour. I expected to be teaching these women (no males) HOW to teach mathematics. Instead, I have been teaching them the math itself, then the How-To. They have all completed four years of secondary school (equivalent to our sophomore year in high-school as far as I can tell), but mathematics doesn't seem to have been a priority for any of them. A few have a basic understanding.
I am hoping to better prepare qualified teachers, who in turn will be more effective in the primary schools to which they get assigned. If these women KNOW the mathematics, and also begin to enjoy it, I feel that their influence will enhance the results for primary students for years to come
At 11:00 I appear at St. Joseph's Primary School, a P1 through P7 school. This is roughly equivalent of our grades 1 through 6, with the following year being a review of the other six grades so they can pass the Ugandan National Leaving Exam. Only those who get a certain score will be allowed into secondary schools around the country. The elite schools have a fairly high cut-off score and will not accept poorly performing students. (See #2: Challenges)
My assigned task is to the P7 students (ages about 14-17). Last school year I offered to "help" the headmaster with mathematics. On day two I found myself THE teacher of the two classes. One class had 100 students, and the other class had 86. I wasn't actually "teaching" anything because the students didn't have the background for this level math. So this year, I stood my ground and said I would not try to "teach" like that again. I offered to take smaller groups and give them some fundamentals that might help them begin to succeed. I was assured that the classes were much smaller this year; some students were not returning... Sure enough, when I checked it out the first day there were only about 35 in each class. I decided I would try this. Well, as of the end of March, the two classes have grown. While the 100 or so I have is less than the 186 of last year, I have spoken again to the headmaster.... We have three more weeks of second term, at which time the first term grades will determine which students will remain at St. Joseph's. If the numbers increase again, I will return to my original plan to work with small groups to assist them.
During February and March I have concentrated on teaching 2-digit multiplication of whole numbers, and division by 2-digit divisors. Only one student was capable of that at the beginning. I think about half of them can now succeed here.... but that is with a paper containing their multiplication facts! How can they be expected to solve algebraic equations with no earlier skills? My great frustration is not being able to reach a majority of the students.... There are too many children with too few prior skills. I am considering a change from "teacher" back to "tutor," but I don't think that's what the school's leadership wants.... They want another teacher to relieve the headmaster....
Q. What are the greatest challenges of this ministry?
A. The challenges are many! No class lists, not enough seats for the number of students, (the benches used one day may not even be in the room the next day!), no text books, no resource books, poor chalkboards, no school supplies (like chalkboard erasers - we use a wad of used paper, board compass, meter/yard-stick, flash-cards, manipulative materials, etc.), no electricity so no lighting, no windows or shutters or doors (and sometimes even the window-holes are broken down almost as a door), many children and too few teachers. Even if I had equipment, there is no safe place to store them. The bats sing cheerfully as we work, even in broad daylight!
My strong sense of organization is thwarted at every turn. I am slowly learning that "my" way is not necessarily what will work best in this culture/environment. That is a hard lesson to learn.... I have stepped on toes, and regret it... I'm apologizing!
Q. How have you experienced the Acholi people and culture?
A. What a beautiful, warm and welcoming people! Many seem very happy in spite of life's difficulties. When we greet adults in Acoli, they seem happy that we are trying to learn their language; when we greet children, they either giggle (at our accents) or stare at us. These women work very hard, but the men often find excuses.... It's almost as if they have given up trying to support their families, so just don't bother. There are men, though, who continue to work in the fields or find other means of support. The major thing people come and ask of us is to send their children to school. We can only do so much, and at times it is heart-breaking to have a father begging for this, knowing that asking is one of the hardest things for him to do. Most of the people live without near-by water, no electricity, poor sanitation, little to no privacy, and seasonal hunger when the crops they grew run out. This is the only life they have ever known. They are creative and most will find amazing ways to make a little money.... and I mean a little.... These people are resilient and love to celebrate!
Q. How does this experience deepen your understanding of the CSJ charism?
A. Serving in this area is undoubtedly "an option for the poor." I am challenged daily to re-look at my own "poverty."
There is also the sense of forgiveness and reconciliation... The Acoli people have a process called "mato oput" which allows the offending party to face the person or family (actually, the entire village) they've offended and be forgiven. Without this, the person would not be welcome back into the village or tribe. (Jenny, the entire process was explained in a previous blog on the peace process.) This peace-building, unity and reconciliation process will always remain for me a challenge to "the more."
The ability of the Acoli people to make do with very little also calls me to be cheerful without the comforts and conveniences of middle-class America. Although we live simply, we are still wealthy by Acoli standards.
Q. Can you share a story experience that has touched you?
A. Recently, one of the students at the Teachers' College wrote a letter to me, "humbly" asking for some advice, and apologizing for taking up my time! (Can you imagine what this young lady thinks of herself compared to what she thinks of me, this white Sister?) The situation she describes is so typical of the women here. The burden of responsibility falls to them.
Versi has struggled to get enough money to pay for her board and education as a teacher. But her father calls her daily to beg her to come home to take care of the household. Her mother is sickly and weak; she is the oldest daughter, with the next girl being only seven years of age; her father (a peasant farmer) had eye surgery and appears to be going blind. Versi is fully aware of her responsibility, yet at the same time knows that once she goes back home she will never be free to return to school.... She will forever be relegated to menial work to keep food on her table or in marriage.
What can I say to guide her? I do not wish to trample on her village customs. Neither do I want to see this able young woman lose her potential. We decided on taking more time to look into the possibility of other medical help for her father, and other help for her mother. In two years' time, she can be hired by the government to teach in primary schools, providing a better income to help her family. I do not yet know how her family is responding to this approach, but pray that the outcome is good for Versi.
