Tag Archives: Kate

The First 48 Hours

By Kate Newhouse

All that red dirt

All that red dirt

I look down to the dry red dirt. I can see strokes from the broom that must have recently swept. I am back in Malawi and back with the red dirt. My feet already know what they are in for and my hair too, but my unsettled mind doesn’t know what’s in store.

As we get off the plane in Lilongwe we can see the excitement and energy surrounding us. We are quickly ushered to fill out our visa papers and wait in line. Dr. Stonebanks goes first. After moments of waiting it’s clear that people are paying the locals to help them jump the line. The local men in safety vests ask people if they need help and then rush them to the front of the line and fast track them through the next few lines, cutting in front of a long line of people. We wait and wait, but aren’t moving. It was frustrating and quickly got to me and made me upset with the local people and their need for money. The priorities here in Malawi are something I am not used to. In Canada, I am used to having certain things guaranteed. We have systems in place to support most different needs and wants, but here in Malawi the needs are so great and the need for money influences almost every action. These actions make it hard for me to open up and trust local people. I am constantly thinking of their actions. Why they are being this way? What do they want from me? What would they do if they could?  It becomes a wall for me; a huge barrier and it influences the actions I take. This impedes my conversations and my work. It’s a cycle I am trying to understand and work through.

This is my second time visiting Malawi. The first time I spent most of the trip in the honeymoon phase. I was figuring it all out and I was so in love with the campus and all the excitement that surrounds it. This time I hope I can really get my feet wet and try to understand this cycle. I need to find a way to penetrate the ideas and the thoughts and hesitations I have. I need to ask questions and persist on getting the answers and the honesty that is so critical. I need to begin the tough conversations.

We are reading William Easterly’s “The White Man’s Burden”. Here he talks about the importance and influence of foreign aid. He mentions that many sub-Saharan African governments spend their money on consumables and not on investments. I sense that local Chilanga residents do the same. It seems like anytime a Malawian makes money they buy necessities and then spend the rest quickly. That being said, I am sure all they are using the money for has a need. The money they receive may not be enough for their list of needs and wants, but it seems to be spent quickly. I am not an economist or a financial planner, but this makes sense. They are so used to spending what they have, as it usually isn’t much. I am wondering then where is the answer as Easterly makes me question a solution. Is there one?

I spoke with one of the ladies hired by Transformative Praxis: Malawi and she was very honest in saying that people here aren’t smart with their money. She mentioned having children and how many local people have children they cannot support. This she said is why children get married young and end up in unfortunate situations. She also spoke about the differences between men and women. She said men are often so focused on money and this leads them to not consider their children. The women want opportunities for their children, but their voices are often lost under the men.

Just being here 48 hours I feel like I have experienced so much. I know I have made no impact, but one honest conversation is a good start.

Introducing the 2017 team


Aamir Aman

Aamir Aman

Howdy! I am a graduate student at McGill University. My research interests include narratives of marginalized identities, Islamic seminaries in Canada, the meanings embedded within our clothing and Participatory Action Research (PAR, YPAR, CBPAR). I am currently a research assistant (RA) in a few projects that have allowed me to participate in numerous stages of the research process. I work at the Social Equity and Diversity Education (SEDE) office at McGill, where we are currently organizing our inaugural research symposium on equity and diversity research, which we hope will enhance and strengthen interdisciplinary collaboration on equity, diversity and community research at McGill University. On my limited downtime, I am an avid gamer indulging in video games and table top games. I read and write about fashion, especially about our perceptions of what is considered a good outfit and what is not. I also am addicted to the NFL.

The month of June usually means anticipating and watching the Electronic Entertainment Expo (E3), however this June I will be a graduate student with Transformative Praxis: Malawi participating in conversations about development with local Malawians. A team of us, including Dr. Stonebanks will be working with TPM’s development committee in constructing a charter of values, mission statement and brainstorming sustainable project ideas that will contribute to the community and other TPM projects in education and health. We have an enriching month of collaboration ahead of us.

PS The boy has no name. (GoT reference???)



Ashwini Manohar

Ashwini Manohar

Hi, my name is Ashwini. I’m going to be honest – I don’t like writing introductions about myself because I’m never sure what to say, and the dry, mundane details about my life are too…well, dry and mundane to share. Since this blog is a (much dreaded, but essential) part of the course, because it forces us to critically reflect on our experiences in Malawi, here is my awesome life, in three short paragraphs.

I study Economics at Simon Fraser University at the undergraduate level. I’m interested in development economics, although I have yet to take a course on the topic at SFU. This is my second time in Malawi; I came last year as well, where I worked with the women’s cooperative on their projects, and local stakeholders on creating a Development Committee.

This year, I’ll be working with Aamir, Dr. Stonebanks and Jenny, our Malawian Field Director, on the Development Committee again, as the attempt to create one last year was frankly too rushed and ill-thought out and the group eventually fell apart as the year progressed after we’d left. I had expected it to, given how it was founded, so I wasn’t too surprised when news came from Malawi that only one or two members of the committee were regularly contributing to the campus, and it was, for all intents and purposes, defunct.

Being in Malawi for the second time will be interesting – it will be far easier to get my bearings and get to work; I’m more aware of what is expected of me and what I can expect from the local community. I’m looking forward to all the work that is to come, and to strengthen my relationships with people I met last year. If there is anything I learned from my last trip, it’s that relationships take a long time to build, especially across distance and cultures, and especially if you’re looking for equal partnership.


Kate Newhouse

Kate Newhouse

My name is Kate Newhouse. I am 22 years old and from Oakville, Ontario. It’s a waspy town on Lake Ontario about 45 minutes west of Toronto depending on traffic. My family is extremely supportive of me and has made it easy for me to do what I want and make choices about experiences I know many people miss out on. Their support and encouragement both financially and emotionally is very valuable to be. My life is very different from life in Chilanga.

I am a very observant person and I love to learn about different cultures. I find it fascinating. I also love children. I like to be around them all the time and hear the things their little bodies think and feel. I have been working in different summer camps since the age of 13 and completed university placements that really promoted my love of learning and growing with my students.

I recently graduated with my B.A and B. Ed from Bishop’s University in Sherbrooke, QC. Which means now I am tasked to find a job and become an adult, something I don’t know how to prepare for. Bishop’s introduced me to Dr. Stonebanks, his wife Melanie and Transformative Praxis: Malawi.

I became interested in going to Malawi after hearing Dr. Stonebanks talk about it in one of his lectures. From how he spoke about the culture and the different projects that were being supported, it was obvious this was his passion and is now his legacy. I didn’t know much about the project, but I knew I wanted to be involved. I came to Malawi first in 2015 as an undergraduate student .That year we started an after school program and made the campus come to life. This was the first year that TPM was staying on the permanent campus location. We were in the space and the after school program along with the soccer tournament, health initiatives, workshops and tuck shop made the campus come alive. It was truly amazing to see the progress that was made. I went home and began planning so that I could come back. I couldn’t wait. I really didn’t even unpack. For two year I had a box of Malawi stuff just waiting to be used again.

So after two years I am back. Excited, nervous, and ready. An Oakville girl ready to make a small difference. Working with the teachers this year in three local schools will be a challenge and disheartening at times, but I am excited to see what happens. There is a focus on English as a second language this year, which is new for me, so I will be learning alongside my Malawian colleagues. I have no real expectations, but the conversations we have and beginning to understand how they think and feel about education will hopefully empower them and motivate me to begin my teaching career.


Lara McTeigue

Lara McTeigue

If you’ve stumbled upon this page, thank you for taking the time to read a little bit about me. My name is Lara McTeigue. I just finished my third year at Bishop’s where I graduated from my first of two degrees. Convocation was not even one week before we boarded the plane for Malawi in fact. With a Bachelors of Arts in Education in Teaching English as a Second Language (TESL), I’ve had the chance in the last two years to begin student teaching in French elementary schools around Sherbrooke. Coming from Laval, a suburban area just outside of Montreal, Bishop’s has truly become the corny infamous home away from home it’s known to be for me. I’ve had the opportunity to participate in several different clubs including the Residence Events Committee and Educational Committee, the Bishop’s University Mentoring and Tutoring Club, the Language Teaching Club as well as the Jewish Students Association. I have mostly adopted a leadership role on the Bishop’s campus for the past couple of years while working in Residence Life. I’ve also volunteered in several different school initiatives including Sexual Assault Bystander Intervention Training and Mental Health and Wellness Week. I have worked with Dr. Sunny Lau as her research assistant and am excited that she is one of the professors who will be piloting this year’s course in Malawi.

Next year I will have my practicum placement in a high school while finishing my next undergraduate degree in Secondary Education. My experience working in the school environments so far have allowed me to begin shaping a professional identity as a teacher. My ultimate goal as a prospective teacher is to help make learning meaningful for my students. Working in a French environment while using the target language as the language of instruction has surely presented its challenges. I initially went into the TESL program with the hope to be able to spend some time teaching abroad. Working overseas would not only have me working with second language learners but may also very possibly have me working with foreign language learners with wide ranging cultural backgrounds. In classes at Bishop’s we’ve been taught theories that should allow us to become more culturally sensitive to diverse students in our ESL classrooms. These lessons stem from the desire to create more inclusive learning spaces. It is an entirely different experience to be working with these complex and unique individual learners in reality however. Transformative Praxis Malawi was an amazing opportunity to put these theories into practice while collaborating with a completely unfamiliar culture in a safe space.

I admired TPM’s goal to develop sustainable operations that would aid the community long after Bishop’s presence, much like I hope for my teaching to have sustainable impacts on my students. An area I really want to focus on exploring while I’m here is to help better understand the local sustainable learning systems called TALULAR (Teaching and Learning Using Locally Available Resources). TALULAR is a program adopted by the Malawi Institute of Education that has had some obstacles in its implementation. My hope is to observe its use or lack thereof, discuss and learn more of the teachers’ opinions of the program and experiment with it in developing and carrying out lessons in the classrooms. I believe that lessons should always be shaped entirely while having the students and their prior perspectives in mind. Perhaps using local resources can help me in learning how to make my lesson plans more relevant and impactful on students in a Quebec or even universal context. I expect to confront several obstacles myself while learning and collaborating in this foreign environment but I welcome these learning curves with arms wide open.

I hope that if you decide to continue reading that you are able to try not to pass judgement but instead understand that my blogs are simply a reflection of my raw learning process while I vulnerably navigate uncharted territory.


Lina Xu

Lina Xu

Hello, everyone. My name is Lina Xu. I come from China. I started my Master of Education at Bishop’s University this January. Before being in international studies in Canada, I have been working for over 10 years in the field of administration in China. As a matter of fact, I always planned to continue my further education overseas. I failed to do it right after graduation due to the fact that my family found it difficult to support me further financially since there was something wrong with my father’s business at that time. As a result, I began to work in Shanghai instead of going for a Master’s degree. I am easy-going, hilarious and open-minded. I was first introduced to Transformative Praxis: Malawi when our professor, Dr. Stonebanks, who is also the director of this program was giving us lectures on Globalization of Education at the beginning of the last semester. Since he was so passionate when speaking of this program, I was interested on the spot that I would like to join them this year to experience the most impoverished area in the world in person if possible. After a brief introduction on Transformative Praxis: Malawi by Dr. Stonebanks and his team, I decided to come this year.

Before I came to study in Canada, I was indeed quite interested and got myself involved in some social charitable events in China with some Non-Government Organizations. I would love to try my best to help those in need and I care about their feelings. Together with other volunteers, we organized activities to help the children of immigrant workers from the countryside to identify themselves in a positive way as the citizens in the new surroundings in big cities like Shanghai. We experienced bitterness and tasted happiness together, which was quite meaningful. In addition, I have seen some programs from the media about the mysterious Africa: the beautiful scenery, the genuine smiles from the bottom of their hearts despite their struggling against poverty. Meanwhile, I also read some articles on the development work in Africa. I wanted to go and see in person what is really going on in this field. Furthermore, having lived in big cities in China and then studying in the most advanced country in the world, both with a flourishing economy and promising welfare, I forget to cherish what I possessed from time to time and I always took things for granted. I believe the Malawi trip will not only provide me a brand new window to get to know the world, but it is also a platform to know myself better in the global context. Most importantly, we are here to be “a drop in the bucket” for the changes that are going on and for more changes to be come in the future. Hopefully we can bring something positive to the local community by our development work. Moreover, there is a course that we are going to take with the local teachers: Pedagogy of English as Second Language Learning. We hope to bring some new concepts to the local English language teaching using their local resources.

Finally, I would like to take this opportunity to express my gratitude towards Dr. Stonebanks, Prof. Melanie Stonebanks and our fabulous team members for 2017 Malawi. I am looking forward to this coming adventure. Together Each Achieve More!


Mark Freedman

Mark Freedman

Hello again!

In case you forgot, or are new to reading the blogs, my name is Mark and this is my second time in Malawi on the Transformative Praxis: Malawi (TPM) campus. I’m a secondary education student at Bishop’s University, and I’m going into my final step B. Ed program this upcoming fall. Over my years studying at Bishop’s I’ve become passionate about the field of education, and I could not pass up this opportunity to return to Malawi and take part in a collaborative knowledge transfer project over the course of several weeks in a professional development setting, among fellow teachers from the local schools near the campus here. Among other reasons, which I will get into in subsequent blogs, is this passion for education and learning, as well as the opportunity to collaborate with colleagues from the same profession whose circumstances and access to resources are drastically different from mine in Canada.

For now, I’ll tell you a little more about myself. Outside my studies, I have a passion for sports, I’ll try any physical activity, but my favorite still remains soccer. When I first arrived at Bishop’s I was studying history, and later switched into Secondary Education and Social Studies. I only recently realized it, but most of my jobs as a youth have been in a teaching role to some capacity, whether it be coaching or ski instructing, this always felt like the natural role and path for me to pursue.

Well, enough about me, I look forward to delving deeper into my reasons for coming here again and having you follow my journey from start to finish in the blogs to come.



Ning Ma

Ning Ma

Hello everyone, my name is Ning Ma, coming from Nanjing in China. Now I am studying in Bishop’s University as a master student in the Education Department. Just to be clear, I am not a student teacher originally. But when I started to get touch with the education area, I felt totally falling in love. This is a very meaningful area that can really change people a lot from their lives, values, even social status. This is also the reason why I have chosen to come to Africa. This is my first time to come to an underdeveloped country and I am curious about their real daily life and educational situation. I am thinking if I can have a chance to help them even a little or give them some encouragement at least. This is such a fantastic program for me to grow and to learn a lot about the local culture. Thanks for Dr. Christopher Stonebanks, Professor Melanie Bennett-Stonebanks and Dr. Sunny Lau to give us this opportunity to see and to feel the real Africa.

I did some research when I was in Canada. Malawi is one of the poorest countries in the world. People here even cannot have their daily life to be guaranteed. So, I was wondering if they can have equal chances as the students from other countries to get suitable education. In the next three weeks, I will observe and learn from the local teachers to see how they use their local resources to develop their education. I hope after these days I can have new thinking and know more about the underdeveloped country.


Yue Yao

Yue Yao

My name is Yue Yao. I am doing my Masters of Education degree at Bishop’s University, and this is my second year. I come from China. My hometown is called Harbin, which is very close to Russia. It is famous for its ice and snow. When it is winter, you can see colorful ice lanterns anywhere, just like in a fairy tale world. I love my hometown so much! My parents are both engineers. They are open-minded and created a very comfortable environment for me growing up. I am very lucky to have parents who always support my decision economically and spiritually. I like music and I am a Jazz buff. Swimming is my favorite sport, and I really like the feeling of floating in the water. I am a curious person and am very interested in learning new things. I think that is why I love traveling so much. I have almost traveled the whole of China and to many other countries. I met different people and different cultures while traveling, which made me very delighted and excited.

When hearing about this program directed by Dr. Stonebanks, I immediately showed huge interest. Because I finally would have the chance to go to Africa, not as a tourist but as a student! I was always curious about Africa because it was so mysterious in the books. I heard about many customs that are different and interesting that made me very curious. So going to Africa was always a dream for me. After hearing Dr. Stonebanks’ talk about Malawi, I really wanted to know how people there led their lives in a harsh situation. I was also curious about how their education was being implemented with limited resources. In this program, I will have the opportunity to go into three local schools to see what they think of education, how Malawian teachers interact with their students, and how they use limited resources to teach. I have a lot of questions and look forward to talking with the local teachers. It is a very precious chance for me to know the different culture but not as a tourist. I also really want to make a contribution to Malawi even if it might be small, and I think discussing with them ways to improve their quality of education would be one of the most effective ways to help the development. Because only they have enough knowledge to solve their own problems I do believe that some of the problems could really be solved while collaborating with them in this way.


Yuyin Ning

Yuyin Ning

Hi, my name is Yuyin Ning, an international student from China.  I just finished my first year of studies in the Master of Education program at Bishop’s University. I am very glad that I can join the family-like group of Transformative Praxis: Malawi.  Professors are extremely considerable and caring about us like parents; the rest of group members are very friendly and care about each other as well.

After my first year of study in Canada, it’s hard to not notice the big differences between Canada and China’s education systems. Both education systems have advantages and disadvantages.  The differences caused by politics, economies, education policies and teachers’ responsibilities impact students in vary different ways.  We have a saying in Chinese : “hai zi shi guo jia de dongliang” which means “children are the foundation of a country”.  Therefore, the education system can influence a country’s development profoundly.

When I found out about Transformative Praxis: Malawi, I started to be curious about the place where this project was located in Africa. I wanted to know many things like how do they develop education when the food supplement is still a primary problem? What do they learn? How do they learn especially when the educational resources are very limited? How do they develop the study of English as a second language while being a colonial country?  As all of these questions came out, I decided to find the answers myself. So, here I am.

Technology in Malawi

By Kate Newhouse (Bishop’s)

technologyOn Saturday we went into town to do some shopping and to go to the Internet café. We left after lunch and started our hour and a half journey. The walk went by quite quickly as we had lots of people to chat with and we even stopped to enjoy some sugar cane.

As we left after lunch we arrived into town later than we had planned, everything was closed. They kept the Internet café open just for us and we tried to contact home; Many of us for the first time. This Internet café was not what I was expecting and so unlike home, unlike the Western world. I had typed up an email and had it ready to send, but when I sat down I realized the state of these computers. They were so old. I couldn’t believe it. This was almost exactly like our first family computer we got just starting the millennium and here we are 15 years later and I feel like I have gone back in time.

One of my fellow Praxis Malawi peers is studying adult education here and  he took the locals he was working with to the Internet café just the other day. He said for many of them it had been the first time any of them had been to the café and none of them knew what to do with a computer.

While I was reading the Betrayal of Africa I came across this quote, which inspired me to write this blog. “While travel in Africa is both difficult and expensive, communication is not. Email and the Internet have created links that have not been possible in the past. Out of many small groups emerges a large continent-wide, even worldwide movement.” (Gerald Caplan, 2008, p. 118)  I agree that technology and the Internet have helped the problem of communication, but my short experience here has made me believe otherwise. I know that I am in a rural area where poverty is an issue and therefore Internet and even power isn’t a priority by any means, so then how it this helping?



Caplan, G. (2008). The betrayal of Africa. Toronto, Ontario: Groundwork Books.

Has the Sun Risen?

By Kate Newhouse (Bishop’s)

Has the sun risenWe have been working with the Malawi unit some more, selecting subjects that we can turn into lesson plans. Kirsten and I selected a lesson that had to do with the Malawian national anthem and their national flag. Here is when we learned from our co-learners the meaning and controversies about their flag, which we found really interesting.

There is a debate about which flag should be used; the old flag, or the new one. Both flags have the same 3 stripes. Black on the top, red in the middle and green on the bottom. The colors represent the same things too. Black represents the dark times that Malawi has been through. Red represents the blood that was shed and green represents their agriculture and land. The only difference between the two flags is the sun. In the old flag the sun is red and “half risen” to represent that Malawi is slowly rising, but on the new one there is a white sun in the middle of the flag to represent that Malawi has risen.

I think the debate was whether or not Malawi has risen. Obviously this is a controversial issue. Depending who you are and where you are from changes your stance on this.

I think patriotism is an interesting subject here in Malawi. In North America we are very patriotic and are proud of where we come from. Here some people are still proud for many reasons of where they come from, but some are not so proud and feel as though Africa is still set in the past. I think both flags represent where Africa is. To me Africa is still rising as they still have a long way to go until they are out of the severe conditions they are in, but saying that, they have also improved quite a bit since that flag was made.

Starting to Build

By Kate Newhouse (Bishop’s)

Hard at work

Hard at work

How does Malawi’s past affect our present identity?

This was the title of our first unit that we completed today. The unit theme was “Malawi” and focused on past/present, and identity as our concepts. We found this was a great way to be introduced to our co-learners. We were able to ask them questions about Malawi and they had some great ideas of lessons and subjects we should add.

We had an Education Boot camp back in April and we chose the final two units for the grade 2 curriculum that were started on last year’s Praxis Malawi trip. We decided the two units should be water and discussing how important water is and then finish the grade 2 year with a unit called Malawi.

We thought Malawi would be a great way to end the year as some of the activities would be based on prior knowledge from previous units that year. The final project would allow students to answer the question of: “What does being a Malawian mean to you?”  Students would then be able to answer this in a multitude of different ways.

I am enjoying working with everyone here and I am really using what we have learned at Bishop’s in real life situations. Getting to use Lynn Erikson’s curriculum building model for creating units using themes and concepts and then trying to put them into practice here in Malawi is exciting!  What a unique experience.