Presentation on theme: "By Anthony Gioko. Name: Rebekah Muweme Mwanza Age: 19 years Grade: Diploma 2 Family Background: She is the first born in a family of five children and."— Presentation transcript:
Name: Rebekah Muweme Mwanza Age: 19 years Grade: Diploma 2 Family Background: She is the first born in a family of five children and two parents. They live in Mtwapa, Kilifi District, Kenya. Academic Performance: Above Average
ASPECTS OF FOCUS global sensitivity – a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet global understanding – the capacity to think in flexible and informed ways about issues of global significance global self – a perception of self as a global actor and member of humanity, capable of making a positive contribution to the world
She was a bilingual teacher to people who attended the 2009 De-worming project in Bombolulu, Mombasa by educating them about different ways of minimizing chances of infestation of worms:
She has worked closely with children at different capacities; for example in an Aga Khan Foundation Book-Reading initiative in Kwale:
Becky was chairlady of Hug-Em Club- a club that aims to put a smile to different groups of people, e.g. orphans, the blind, the elderly. Here she is giving a loving touch to a 4-month old baby at New Life Home Trust:
Rebekah is also environmental conscience. She actively participated in the AKAM Shamba pilot project where the school aimed to plant saplings of indegenous species of trees that would then be donated to various organisations.
Becky in class very active in discussions and brings in ideas which present global issues discussions
Rebekah has also realized the importance of reaching out to her community through First Aid services as trained by the St. John Ambulance;
She is also creative in terms of poetry and drama. She was Chairlady in organizing the school’s Kiswahili Day and participant too;
A vital part of being a global citizen is understanding different cultures. Being a Zambian national and having lived in Zambia, South Africa and Kenya, Becky is able to not only communicate in Kiswahili, but also participate in its diverse culture: Kiswahili
Becky is also an inquirer; she wants to know more about her environment as was the case when she found more about Wind Energy’s exploitation in Lamu;
Rebekah has shown international mindedness in organizing and participating in debates that promote critical thinking about global ethics and decision-making;
By doing her Extended Essay in World Studies, Rebekah portrayed her in-depth appreciation and role in the global and contemporary arena. Her research question was: To what extent has the built, virtual and natural environment affected non-school going girls aged between 12-15 years living in coast province, Kenya based on their pre-occupation? Her pursuit in this multifaceted and gender- sensitive issue indicated maturity in thinking as well as global sensitivity.
“...However, I felt it was worth the while as willing parties could be more confident to involve themselves in healing the lives of girls forced into various pre- occupations at tender ages for several reasons. Employing comparative case studying, and by conducting individual interviews I was successful in investigating the extent of the different environment on the girls aged 12 to 15 years, mainly based on their feelings and assumedly true responses. Both locally and globally, the natural environment has affected the selected group of girls the most especially in terms of poverty; thereafter, the built environment that comprises issues like peer pressure...” From the Abstract(2009, November)
Finally, Becky is reflective.Many teachers have attested to her written reflections that show that she is able to assess and understand her strengths and limitations so as to support her learning and personal development- and part of her learning is globally inspired.
By providing more opportunities to nature her characteristics Challenging her in many situation to realize the three aspects of GC
To nurture these aspects depends on the environments we create as a school or as teachers to the students. Bringing real life issues in our subjects Out of class experiences Giving their Voices a CHANCE Reflective practices