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Tuesday, May 24, 2016
Learning to be a global citizen
(Page 2 of 2)
Jenny Lu

The groups created presentations with their proposals and answered follow-up questions from a panel comprising experts from Global Concerns and teachers from the attending schools.

Upper School History teacher Brian McNulty was clearly impressed. The level of detail and planning that went into the proposals was evident, and the professional presentation (as well the students’ ability to facilitate a discussion afterwards) was extraordinary. For their efforts, the Bangladesh group was recognized as having the best proposal.

Much more appreciated than the prize, however, was the better understanding of life in developing nations the students gained with the experience. At Hessel Hall the following Monday, the participants shared what they had learned with their Upper School peers. Quiet murmurs of disbelief and dismay could be heard as average life expectancies and infant mortality rates were recited.

Despite the reaction, McNulty suggests that such an experience is absolutely conducive to the notion of youth empowerment within a global community. “These facts can encourage students to take action, and get involved in the fight against problems such as poverty,” he said. “We’re planting the seeds to make a difference.”


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