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Each a Teacher: Empowering Human Potential and Connecting Communities

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Briana Bellamy's picture

Welcome to "Each a Teacher: Empowering Human Potential and Connecting Communities"

This page will explore the empowering potential of alternative education models in diverse, international settings. Beginning through a reflection on a project that grew out of the Teaching and Learning Initiative at Bryn Mawr, called “Sharing Knowledge for Peace”.

This model of non-formal education relies on radical knowledge exchange. The implications of its structure and the theories and philosophies which drive it hold vast potential in many contexts. On this page, we will reflect on the experiences of the TLI and Sharing Knowledge for Peace, and explore possible potential to build on these and other ideas that emerge throughout the conversation. We will explore potential for such radical exchanges in relationship and community building, social justice, post-conflict settings, development, and, of course, education. Voices from every walk of life are welcome, and we hope to uncover new perspectives on how alterative and non-formal education can be a catalyst for empowerment and positive social transformation.

Reflections from "Sharing Knowledge for Peace"

Briana Bellamy's picture

The Teaching & Learning Initiative: Nepali Style

Hello beautiful Serendip world! 

My name is Briana Bellamy, I'm a BMC alum '11.  Recently, I returned from an incredible year of living in Nepal, working on a project funded by the Davis Projects for Peace grant. The project was called Sharing Knowledge for Peace, and its basic structure and philosophy grew from something that may be very familiar to some of you: the Teaching and Learning Initiative (TLI). As a sophomore at Bryn Mawr, I became involved with the staff-student branch of the TLI as a student mentor with a wonderful man from transportation services. It completely transformed my experience at Bryn Mawr, and became a huge part of both my sense of community and personal development. The relationships I built through the reciprocal model of the TLI and the deep learning I experienced both in these relationships and in the reflection meeting had a deep impact on me. I went on to become a coordinator for the program, and even wrote my thesis about it, exploring the inner workings of friendship, community, and shared spaces. I knew there was something powerful about the dynamics at play, and I was curious as to how the model of intentional reciprocal teaching and learning relationships could be valuable in other settings.