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 April Garcez
Global Studies and
Theology teacher
Mayfield Senior School
of the Holy Child Jesus
Pasadena, CA
In today’s world, April Garcez, Mayfield’s Global Studies instructor, has a challenging syllabus to write. She must give students a broad understanding of complex and pressing global issues, politics and organizations. As a Holy Child educator, April also strives to infuse her lessons with Catholic, social justice teachings.
In a highly successful project, April drew from Cornelia Connelly’s wisdom that calls on Holy Child teachers to “meet the wants of the age.” In an innovative, semester-long project, April’s students researched and created an NGO, a non-governmental organization that called on them to think about how they could help solve a world problem.
Their NGOs reflected issues that not only were personally meaningful, but also speak to the Catholic values of justice, protection of God’s earth, and love and acceptance for the marginalized. Students thought critically about how to help immigrants, mentor Latinas, conserve energy and provide shelter for homeless LGBT youth. Their projects created fictional organizations that could help families after a natural disaster, better integrate disabled students in school, and help young immigrants seek citizenship.
We talked to April about her class and how this unique class project unfolded, using technology, research and innovation. Most of all, the lesson reflected how justice, peace and compassion can be a part of classroom learning.
Q: Tell us briefly what your Global Studies course covers and its educational goals.
A: We really want to inform students about pressing global issues. Students build upon last year's world history course by engaging with the material in a current events context. Students learn to evaluate sources and enhance their critical thinking and writing skills. They learn about the United Nations, human rights, climate change, international trade, and complete an area studies portion with China and the Middle East.
Q. How did you come up with the NGO idea and how does it fit the educational goal of your class?
A: I worked with Mayfield’s educational technology coach, Elaine Wrenn, to help me elaborate on a similar project I had my students do last year on a smaller scale. Elaine introduced me to “design thinking” and we worked together to get students to interview someone in their interested field. Design thinking calls on students to see a problem through the eyes of those who are affected as they propose solutions. I worked with our librarians to design a plan for the girls to execute so they could engage in the research process. These skills are essential to learn before college and the workplace, so they really enhance the student experience in an all-girls environment where they are safe to take risks.
Q. What were the parameters of the project?
A: The students were asked to think of an issue they are passionate about and interview someone who has been impacted by their chosen issue. For example, one student interviewed Thelma Melendez de Santa Ana, who served in the Obama administration as Assistant Secretary for Elementary and Secondary Education. She was interested in increasing the presence of Latina leaders. Her research paper examined barriers Latinas face in the workplace. She created an NGO called "Leading Latinas." This experience was rewarding. The student wrote, "not only did I learn about my culture and my position as a woman it inspired me to personally make a difference among the Latina community, by helping other Latinas become leaders."
The second part of the project was research based. Students created a bibliography, note cards, and an outline for a a 5-7 page paper. Finally, they created an NGO based on their interview and research. They were to create a business plan, mission statement and budget for their NGO.
Q: Why do you think it resonated so well with students?
I believe the students enjoy choosing their own topic and researching it because they are in control of their own learning. Students are asked to go out of their comfort zone by interviewing someone who is affected by the issue they are passionate about and then they are asked to engage with the research process. Engaging in the research process is invaluable as it prepares them well for college and gives them the chance to have a plan for how they will tackle their assigned research work at their choice of university. Lastly, students present their findings and create a NGO which gives them time to consider how nonprofits work and how they can optimize their "business" while addressing the needs of the people.
Q: Why is it important to you and the students to invite the school community to a public presentation of their projects?
The students worked very hard, beginning with the inquiry process on the creation of their NGOs based on their research. It is important for them to show their hard work and hopefully meet others within the Mayfield community who have connections to potential internships or volunteer opportunities to further their interest in their chosen topics. The community will also benefit from seeing their hard work as it reveals their passion and interests.
Q: On a personal level, what has pleased you or surprised you most about the caliber of their work?
A: It is always surprising to see the topics the students choose to research. The students are curious about everything but their particular interests are revealing of their personal journey in life.
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