Archive for March, 2010

Where we connect

Tuesday, March 30th, 2010
Istanbul, transitional space: a little girl connects with her grandmother. Photo by Collin Key.

Istanbul: a little girl connects with her grandmother. Photo by Collin Key.

Babies and toddlers cling tenaciously to their teddies, bunnies, security
blankets and loveys of every description. Imbued with the attributes of Mother, these transitional objects, as we have learned to call them (thanks to child psychiatrist Donald Winnicott) are powerful talismans against anxiety, especially when it is time to go to sleep.

I love the work of Winnicott and find it both intuitively “right” and also profoundly intellectual. Most dear to me is his concept of transitional space. I explain it like this —  You know how it is, when you meet someone — and you just click, within moments feeling deeply connected? You can be at a noisy party, and yet, you and that special person seem to exist in your own bubble of intimacy. You can hear the music and see the other partygoers, but still you feel enclosed. That is transitional space.

Winnicott posits that there is a private space (the psychic space within), and a public space, which is clearly outside us. And then, between us, is the place where we connect: the transitional space which is neither purely inside nor purely outside, but rather an enlivened between space. And according to Winnicott, this transitional space is the space of play and creativity — where love can grow, where teaching and learning take place, where art is made, and where culture is created.

I have been aware on occasion of a friend or lover holding a space open for me … almost as one might hold up a tent or a canopy. It’s like a balm. You feel the welcome and readiness to connect when the transitional space is held open for you. And feel the sadness when that space collapses.

Patsy Rodenburg, a renowned acting coach and voice expert, is an engaging speaker on the subjects of teaching, performing, presence, and intimacy. She has her own take on this material, a  focus on energy, and her own terminology for the  transitional space, calling it “the second circle.” For her it is the energetic space, the circle,  in which one is fully present in the moment. Right here. Right now. Engaged and connected. I  like conceiving of the present as a place. C.S. Lewis said, “The present is the only time in which any duty can be done or any grace received.” The transitional space or the second circle is the only place.

If you are grabbed by Patsy Rodenburg’s  Second Circle, I also recommend a shorter and very moving recording in the  TED collection called Why I Do Theatre.

Your comments are more than welcome. Sought after!

Fearless, confident, and proud to be African…

Sunday, March 14th, 2010

This piece was written by Anjimile Oponyo, the Malawian educator selected by Madonna as Head of Raising Malawi Academy for Girls, which is currently under construction.  Anjimile’s story is an inspiring example of the power of woman-to-woman mentoring; we are proud to publish it here on AllGirls.

Anjimile Oponyo, Head of School

Anjimile Oponyo, selected by Madonna as head of new school: Raising Malawi Academy for Girls.

SOMETIMES, IF WE ARE VERY FORTUNATE, we meet the one person who will forever change the course of our lives. Working in the Planning Unit of the Ministry of Education in Malawi I met mine.

I met Nwanganga Shields, a Nigerian woman who was heading the World Bank team that was working on the Education and Health programmes in Malawi. I could not believe that this African woman had so much power; every time she sent a message that she was bringing her team to Malawi everybody in the Ministry was running around preparing for her visit.

She requested that I work for her, and with every meeting she gave me more challenging work — including me in the studies and giving me more responsibilities on the ground.

One day she said to me, “If you are doing this work without training then you need to go to graduate school.” She found a place for me at the George Washington University at the School of Education. The battle now was to convince the men in the Ministry to let me go.

She noticed that when we had meetings, I was always sent to go and inform the kitchen to bring the tea. One day as I stood up in the meeting she asked me why I was going to call for the tea when I needed to contribute to the meeting. She said this is the last time you are doing tea duty, you have a degree and you are going to graduate school. She asked the meeting if anybody had an objection, everybody was quiet. She said she would take it as agreement since nobody had objected. Nwanganga is an African woman and she knew that there was no agreement, the men around the table were just shocked and stunned.

After she left, I was called and informed that I would not be going to graduate school at the George Washington University — I was devastated. I believed I wanted an American education because I wanted to be like Nwanganga Shields, fearless, confident, knowledgeable and proud to be African. In all the time I knew Nwanganga, and even though she was married to an Irishman, I had never seen her put on western clothes! She was so proud to be African, even though her views and attitude were completely western.

I was so crushed to be calling Nwanganga to tell her that I would not be taking my place at George Washington as planned. I should have known this fearless, determined woman would not be stopped. Nwanganga immediately sent me to the British Airways office where she had a ticket to America waiting for me.

It took a month after I arrived, but she managed to convince the Ministry to allow me to start school. She helped me find a place to stay, she got me a tutor to learn even basic skills like keyboarding, and she got me a job at the World Bank so that I could continue to work on research projects.

Every time I was homesick or discouraged she would invite me to her house and cook me African food and remind me that it was important that I succeed for the sake of other Malawian women who had never been given the same opportunity because of the assumption that they couldn’t do it.

She not only inspired me to strive to be like her, she inspired me to fight to open doors for other women.

If this one woman had not made that decision to fight so that I could go to graduate school I would have never left Malawi. I owe that one woman my education. Because of her I have educated my own children, and because of her my daughters do not think they might go to graduate school, they know they will. And because of this woman, every time a woman tells me that she wants to do something and there is a stumbling block in front of her, I start looking for solutions right away.

Nwanganga showed me that you should stop at nothing to open a door for a fellow woman. My way of saying thank you to her is helping other women the way she helped me. I took the job as Head of Raising Malawi Academy for Girls because it gives me the opportunity to do for hundreds of girls what Nwanganga did for me.

What an opportunity, to be able to say thank you to Nwanganga over and over again.

I hope that one day, when Raising Malawi Academy for Girls is open she will come to Malawi and speak to the girls in the school and give them the same inspirational talks she gave to me.

—Anjimile Oponyo

Differences in girls’ self esteem at adolescence

Wednesday, March 10th, 2010

Leonardo da Vinci often doodled in the margins of his famous notebooks, At work in the biology labespecially when he was breaking in a new pen. One of the words he wrote over and over was: dimmi. Meaning, “Tell me.” The word is emblematic of his profound and relentless curiosity. Sometimes this Italian word comes to mind when I am trying to understand something that seems as if it should be clear or obvious, but just isn’t. At least not to me.

In reading studies about self esteem in girls I have mentally  said “Dimmi, dimmi,” to myself many times. According to this study, and others too, the loss of self esteem suffered by white, Hispanic and Asian girls at adolescence, is in general not experienced by black girls in the US. They maintain their good self concept and appear emotionally stronger and more confident. There was something about these findings that seemed tantalizing to me.  I couldn’t explain it, or make sense of why it should be so, but it felt intuitively correct, based on my own experiences with girls in their early teens.

So when in researching International Women’s Day I stumbled across this footage of Maya Angelou, speaking about the women’s movement, instead of dimmi, it was aha. Oh. Yes. I get it.

I’d love to hear your reactions and responses.

New book for parents and teachers: connecting with middle school girls

Monday, March 1st, 2010

Review: A Precious Window of Time: A Manual for Teaching and Nurturing Middle School Girls, by Howard Hanger and Dr. Vicki Garlock.

When Howard Hanger’s two daughters were approaching middle school age, he knew they were entering a very important developmental phase, one that could have an enormous effect on their self esteem and confidence, so he started Hanger Hall, an all-girls middle school, just for them. preciouswindow

When I first learned that, I have to admit, I wondered. Isn’t that rather extreme? Is this guy a fanatic of some kind? I mean, starting a whole school for his daughters? But yes, he was that concerned about making sure they had every possible chance to be educated in a place where they could feel comfortable as girls and empowered as young women. He wanted a place where they and other girls could be understood, and where they could shine,  grow, and claim their power as they moved into young womanhood; he wanted a school where the challenges of personal  growth and academic growth would be in balance.

I am happy to report that this is a heartfelt, grounded, and very useful book, by two people who clearly understand and enjoy girls of this age. Parents of tweens and young teenage girls will find this book insightful, reassuring and inspiring. It will be of benefit, as well, to teachers, especially those new to teaching girls of this age and stage.  A Precious Window of Time is optimistic, enthusiastic, and full of vitality. That alone gives it a certain charm; so many books about teens seem to be a maelstrom of distressing problems and crises, real or anticipated, and what to do about them.

The authors do address such fraught topics as drug and alcohol use, sexuality, and moodiness, but they do so in a warm, even-handed and realistic way. I like the sections on social skills, balancing structure and flexibility, friends and community, and the ongoing importance of play. After reading this book, you will not be wringing your hands and lying awake worrying, rather, you’ll feel energized and eager to be a great parent, and/or a great teacher to your girls, in whatever settings you interact with them.

It’s unfortunate that the book is a bit amateurish in ways; it needs the shaping hand of a good editor as well as a professional proofreader. The conversational writing style relies on a lot of dashes — I don’t object to that — but the use of hyphens where em dashes should appear is awkward and confusing. However, these objections are minor compared to the good heart, solid experience, and usefulness of this book.

A Precious Window of Time is available through Lobster Books. I recommend it  to parents  and teachers of middle school age girls. Homeschooling parents in particular might find this book a game-changer and a boon. I would be very interested to hear reactions from readers. I invite you to post here, in comments section of AllGirls.