Heigh-Ho!


In my previous blog I presented the photographic evidence of copious tea shop visits and interactions with the owners and clientele. During those photo walks I also captured a few images of people at work.

I found that it was quite fascinating to sit and photograph people going about their daily work and trades. I wanted to post this blog simply to present the images that reflect daily life here as I see it through my lens.

This is what I enjoy most about engaging in one of my favourite hobbies here in Chittagong. Through photography I extract so much joy from being able to view and explore this fascinating city and country and to view sights that perhaps seem ordinary or even mundane to one set of eyes, yet to others tell a story.

So, here are the results. Some of the photos were taken some months/years ago, but all are from Bangladesh. Also you may notice that there are few women featured. This was obviously not a conscious decision of mine, but rather reflective of the trades I photographed, and crucially, my location.


The Welders

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The CNG driver

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The Rickshawalah

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Rickshawalahs


The man who fixes the rickshawalah’s wheels…

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The Boatmen

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The Tailors

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The Fishermen

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Bangladesh faces


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…and the man who transports their catch to market

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to the man who sells them at the market…


The Farmer

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The Produce Sellers

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The Butcher


The Ice Cream Man

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The Jeweller


The Carpenter

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The Cooks

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Bangladesh faces


The Load Carriers and Goods Transporters

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And finally, the metalsmith

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All images © John Stanlake

 

Green Grass of Home


The summer just passed brought about a number of reunions with good friends, familiar faces, and people who have defined recent phases of my life.

It began with a slight diversion to my usual route home from Bangladesh to the UK. A night spent sprawled out on a metal bench in an eerily quiet terminal building at Dubai Airport preceded a feeling of deja vu – boarding a Rwandair flight through to Kigali. The airport in Dubai felt disorientating as I contemplated a journey that began in Chittagong and would end in Kigali.

As I read ‘Inzozi’ the Rwandair inflight magazine, some very familiar emotions hit me. Upon landing and disembarking the plane, I would once again set foot on the continent of Afica and more specifically Rwanda, the country that taught me so much in such a short space of time.

Four years previously I landed in Kigali, and I had little idea if I’m honest of quite what the following ten months had in store for me. I needn’t have worried. Things have a way of working out and overall 2010 was a year that will undoubtedly stick in my mind for many positive reasons.

Before returning home to the UK for a few weeks this summer I spent 10 days back in Rwanda. Many people have since asked me how it felt to return to the country and quite frankly the only response I’ve been able to provide is, “Great…it was great.”

Not particularly inspring, or informative I’m well aware, yet that’s exactly how it felt. It was emotional too of course as I met with former students who are continuing to carve their own successful paths in life.

So, as in previous instances of being stuck for the right words, I will resort to images. Below is a selection of photos which sum up a summer of green hills, friendly faces, and of course…familiar homes both in Rwanda and the UK.


Rwanda


National Art Gallery, Nyanza


Huye, Rwanda

South Rwanda countryside


Sunset over Nyanza hills


Sunset over Nyanza hills


With former students


Kigali city outskirts



With former students


Devon

Dartmoor


Devon hills


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Dartmoor road


Boats at Shaldon


Sunset over Torbay



The best walking partner


Woodland walk in Lustleigh


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Teignmouth Pier


All photos © John Stanlake

Learning To Learn Again

Some weeks ago I contributed a post to the Asian University for Women’s  Center for Teaching and Scholarships blog. It is a space for teachers and professors to reflect upon their experiences as educators. I thought I’d share this post on my personal blog also, as it seems like an appropriate time. The current school year has recently come to an end and I’m feeling proud of the students I taught this year, as they have now successfully graduated from the one year Access Academy course and will move on to the full undergraduate program in August.


One of the most rewarding aspects of this job is the influence you can have on the education of your students. It sounds obvious of course, but well-planned lessons, engaging subjects, and interactive instruction is the catalyst for an effective learning environment. There may be times when you reflect on a specific class you have taught, or a topic you have covered with your students, and wonder if they gained as much from it as you had hoped. However, overall your support, guidance, and enthusiasm have the ability to direct your students on the path to independent and inquisitive discovery both inside and outside of the classroom.

 

 

Personally though, I have become aware during the past five years of incredibly varied teaching roles that it’s not solely my students who (hopefully) have this opportunity. From preparing lessons, teaching classes, facilitating discussion, and, crucially, from listening to my own students, I too have learned so much, and in many ways it has significantly reignited my individual desire for learning.

Upon completion of my Masters Degree, and prior to embarking on my life as a teacher, I spent 18 months working in an office. The job was fine enough and helped to clear some mounting post-university debts whilst introducing me to the day to day responsibilities of paid employment. However, it led to a noticeable stagnation of my motivation to seek out new knowledge. This may very well have been a consequence of my own personal misguided path, but the nine to five routine left me demotivated in other aspects of my life, and whilst I didn’t recognise it at the time, I needed something to change.

In hindsight I did learn tangible lessons from my first ‘proper’ job. It clarified in my head that having progressed somewhat zombie-like straight from school to university, I now needed to explore beyond that particular bubble. At this point I didn’t really know quite where that would take me, but as I reflect on the places I’ve lived, worked, and visited since that fork in the road, I feel pretty satisfied with the choices I made.

It began with an important and life-changing decision to rectify the dissatisfaction of 18 months behind a computer screen, and it was at this juncture I travelled to Rwanda as a volunteer teacher in a rural secondary school. It was a challenging year, but also highly rewarding. One of the main reasons for this was my assignment to teach Entrepreneurship.

 

 

My initial reaction was to panic and focus entirely on the fact that I considered myself to be the least entrepreneurial person I knew, most probably due to my cautious and frugal nature; two qualities that no career entrepreneur would ever claim to possess. However, once I set about building a syllabus, seeking out resources, discussing ideas with my peers, and thinking logically about how I could best guide my expectant students, it became something of a new and exciting challenge.

Entrepreneurship requires a great deal of “out of the box” thinking – something many of my students were not accustomed to. Therefore, in order to teach the students before me, I had to learn, and I had to learn fast. I recall sleepless nights, confused faces, and undoubtedly one or two lesson plans that in hindsight may not have been the most effective. Yet, by the end of the year this experience had taken me back to the period prior to my office job. I was driven to learn once again.

 

 

At AUW this experience has been no different. Teaching ‘Interpreting Texts’ in the Access Academy has provided me with broad scope to develop a course that covers a range of topics and utilizes a variety of sources and authors. This past year we studied issues relating to identity and gender. We debated the merits of anthropological research and scrutinized the influence of modern media on our lives. We investigated how fear and stigma perpetuates the global HIV crisis, and we spent time reading about the intricacies of a divided Sudan. We read textbooks, journals, academic texts, editorials, blogs, and even found time to analyze the lyrics of Simon & Garfunkel, The Beatles, and The Kinks.

Each week I feel I learn just as much as my students, and of course lesson preparation and in class instruction account for the bulk of this. What should not be underestimated though, and is a factor that has become abundantly clear during my time at AUW thus far is the knowledge I gain from my students.

 

 

We’re from contrasting regions of the world and they have faced significantly different journeys to my own, so whenever we discuss a topic in class or they write a response, I am exposed to new thinking and new perspectives I may have otherwise failed to consider. The wonderful consequence of this is that unlike my previous non-teaching job, which at times left me feeling uninspired and lacking direction, I now have no option but to learn and grow as both a teacher and a person, and to strive to consider the world around me. It is thanks to this job and my inspiring students that I am able to experience these opportunities.

 

 

Rasputin, Karl Marx, Ben Fogle – It’s a bad day for beards….


So I had planned to tackle a serious subject in this blog update, but due to events which transpired in a classroom at AUW this week I’ve decided there are far more pressing issues to be discussed. When I say issues, I do in fact actually mean just one single issue. My beard.

You may have seen it. It’s in photos, and it’s reached a length which now makes it fairly noticeable to all. I’ve been wrestling with this for a while. To shave or not to shave? This is the conundrum that currently keeps John Stanlake awake at night, and it’s a conundrum which reached the classroom this week as a fellow teacher put it to her students in a writing task. Their prompt was ‘Should Mr John keep his beard or not?’

It’s essentially the end of term here, so this is not a usual assignment. Anyway, the students were very forthcoming with their opinions. I’d like to share some (the best) with you….

I’ve separated this into two sections – pro-beard (Fogle lovers) and anti-beard (Fogle haters)….Let’s start with the anti-beard brigade;

Fogle

Sir Ben of Fogleshire

(Please note: These are all direct quotes)


Fogle Haters

‘I think Mr Jhon shouldn’t keep his beard. When he keeps beard, he looks more older than his age. It is also hard for him to wash his face cleanly. Even though he washed his face because of beard some dirt may stay in his beard. Because of beard when he eats anything food may be stick to his beard. As like food, the environment dust also sticks to his beard and may make him unhealthy.’

An obvious beard hater. However, her concern for my health and wellbeing is commendable.

‘As his beard is not black in colour it does not look good to me. Rather it makes him look foolish. His beard is not compatible with his face.’

Honest and to the point – Clearly not a future politician.

‘His beard is yellow, so it is not like so much good than black beard looks’.

Valid point. In fairness though it’s hard to judge me here as you don’t see many blond-haired Bangladeshis.

This next student has several convincing arguments in defence of her anti-beard stance;

  1. ‘You will forget how to shave which might cause you problems later’.  It’s more concerning that she appears to think her teacher will forget how to perform such a simple task as shaving so quickly!
  2. ‘You might get lice on your beard due to AUW’s water.’  This is highly alarming. Is it possible to have lice-ridden facial hair?? If yes, that may clinch the decision to shave.
  3. ‘It makes your face filled with two colour which looks funny. Like, your whole face is white but your beard is part brown.’  I’d argue that it would look even funnier/weirder if I had a skin-coloured beard surely??
  4. ‘It will save you precious time because you don’t have to comb it frequently.’  There is that I guess. However, I’m  fond of my beard comb. It would be useless and redundant without a beard to comb.
  5. ‘It will save water if you don’t have to clean it frequently.’  I’d probably still wash my face though. Beard or no beard.

All points are valid and have been noted.

‘I first met him during history class. He looked good; wearing shirt and jeans (which suits his face without beard). A face with beard looks untidy and it somehow gives a gesture of laziness, since beard is raised by old people.’

Hmmm…In many ways she’s hit the nail on the head. The whole reason for the beard in the first place was due to a lack of motivation to shave over the summer holiday.

‘I think Mr John looks good when he keeps short beard. Neither totally shaved nor long like that a saint does. Since neatly shaved look in men makes him chocolaty, Mr John should try out professional look.’

Has anyone ever seen a Saint with a chocolaty beard?

This was one of my favourite responses. Simply entitled ‘Beard’ this student is fantastically honest….

‘Dear Sir – you looked better at the beginning of the semester. Do you know the reason behind it? Yes, of course, it’s because you hadn’t had bunch of beard then. I don’t mean to say that you look unattractive now, but there is nothing to praise. I agree being a man you would want some beard to look manly or something like that but I don’t understand the reason behind letting them grow more and more. Maybe you are planning to become a ‘Babaji*,’ but I think it’s not a good idea. I don’t even want to imagine you like that…disgusting! I wonder if after the winter break you will come with your long hair as well. OMG*!! You look good the way you used to be with small beard rather than that jungle in your face.’

*Babaji – I believe this is some kind of religious figure who sports long hair and a long beard, but I may be wrong.

* OMG = Oh My God

Another classic, this possibly surpasses the previous verdict. This student begins with some nice comments about me as a teacher, but then follows it directly with;

‘But every good thing has some error attached to it. In Mr John’s case, it’s his beard. I would strongly encourage him to shave it off as soon as possible. I have some valid reasons for it,

  • The beard he has is hiding his face and making it look unpolished.
  • When I see his face I think he carries a burden on his face. I feel very sorry for him when I see him carrying such a burden.
  • Last, but not least, his voice. Because of so much pressure on his face Mr John can’t talk clearly which makes a problem for us – his students. To let out his bold voice without any barricade he should get rid of his beard.

Finally, I really enjoyed taking part in this noble cause. I feel extremely fortunate that my efficiency is considered valuable in this serious global issue.’

Does a beard hinder speech? Is my beard hiding a burden? Should I be polishing my face? All good questions.

‘Your beard is like a forest and is the same as ancient man’

 This student offers some useful advice;

First of all he looks more young without beard whereas having beard shows him much older than he is. It is not only about personal appearance but also affects his students. Students like their teacher to look nice. When he comes to class with shaved beard, most probably everyone would tell him ‘You look nice Sir!’ and the positive sentence would have great affect on the class and make it nice. But when he comes to class without shaving students would not even listen to him! Also in today’s world the one with beard would seem more barbaric.’

 So I’m a boring barbarian that no one listens to. Good to know.

However – It’s not all doom and gloom. Most of the facial hair naysayers end with a remark of positivity, encouragement and most importantly, advice. For example;

‘Sorry Sir, if I did hurt you. I just gave you my opinion. It’s your beard, it’s your life, you are most welcome to experiment with it, but do be careful of your looks as well.’

Noted.

So, now for the less vociferous pro-beard brigade;


Fogle Lovers

‘I personally feel that your beard makes your personality more notable. Your face itself suggests to keep a beard.’

And that’s it. It’s hardly conclusive, but it’s a nugget of hope in an otherwise damning verdict of my facial hair policy.

I’d also just like to share one more quote from a student. We clearly have a future diplomat on our hands;

‘I believe that if Mr John keeps his beard or not is not important. The way people evaluate a person isn’t dependent completely on an appearance. Moreover, he doesn’t change his character if he shaves his beard. If shaving makes him change positively, he should do. But if it does not affect anyone and anything, don’t do it. Let him be himself. Finally, shaving is Mr John’s choice. Don’t ask us!’

Amen sister! These words will resonate with me as I walk off into the sunset whistling ‘Born Free’. Now, you may be thinking that in light of all this staunch beard negativity I’m going to head straight to the barbers. Well, you’d be wrong. I value the opinions of my students of course, however, a few weeks back I received all the positive endorsement needed to convince me to keep the beard for a good while yet. Ironically it was in fact at the barbers as I was having my hair cut at ‘Scissors over Comb’.

One of the barbers, who was cutting the hair of the man in the chair next to me, looked at me. He stared for a while and then rubbed his own beard (which was impressive in terms of both its volume and shape), pointed to mine, and then nodded his head in an obvious sign of approval. I’d doubted the beard up to this point, but this one man’s single nod of the head changed all that! For now, the beard stays.

Me