Category: News

By Ruth Yohannes (Sahar Intern)

Computer learning programs give students the opportunity to expand their horizons to learn skills they would not have the opportunity to acquire in the traditional classroom. Computer proficiency is increasingly indispensable in every job sector. For this reason,  it’s important to make sure that learning centers are available to students, regardless of what neighborhood, city, or country they come from.

The computer literacy program was born out of Sahar’s dedication to empowering girls and helping them be more independent. In fact, it meets a high demand in high schools across Balkh province, in the northern part of Afghanistan. Sahar recognizes that Afghan girls need to be equipped with a strong set of skills in order to enter a competitive workforce where they are disadvantaged because of social stigma. The goal is to provide a model to be applied in all schools across Afghanistan by the Ministry of Education.

First opened in 2011, the computer centers served about 3,224 girls to date. They offer a 3-month long training, at the end of which the students are awarded a certificate of proficiency. Participants are chosen based on their grades and English skills. The program has been met with enthusiasm by teachers and students alike. “I am so happy that I participated in this class, because this program helped me very much with my school lessons. Before this class, I didn’t even know how to turn on the computer.”, says Fatima, a student from Roshana Balkhi High School.

In addition to interning at Sahar, I volunteer for a Seattle based elementary school also offers computer training to elevate student opportunities. Yesler Terrace computer center provides the Central District neighborhood youth a space where they can reflect on their surroundings. They have created the Yesler Youth media, which produces mini-documentaries on the unique lives of their community-home to folks from a wide range of ethnic background. The program allows them to be creative, and to explore STEM projects that are not available to them at school. “I like using the computers here because I don’t have one at home”, says Maraki, a 5th grader at Bailey Gatzert Elementary School. “I was able to use it to make a project for school”.

Computer learning centers provide opportunities for students who do not have the resources to use them at home or at school. Afia, a former student of the computer center in Gawhar Khaton High School, says “now, when I want to work for a company, I don’t have any problems. I can do administrative and financial work on the computer”.

By Malahat Mazaher

When people don’t know something, they fear it. One of the reasons for Islamophobia and the fear of Muslims is knowing very little or none at all about Islam/Muslims. Talking about Islam and having an interfaith and intercultural exchange can help resist preconceived notions, biases and discrimination against any group of people.

Because prejudices in the United States affects people everywhere, I would like to share with you how Sahar, as an organization that serves Muslim girls in Afghanistan, helps raise awareness about Islamophobia.

One of my responsibilities as a Sahar Fellow is to engage the Seattle community with our work as well as multiculturalism in general. I’ve spoken in different schools in Seattle. One of the schools I recently worked with is the Meridian school. I had 45 minutes with each class, from grades 1-5.  In their small classroom and that library, we accomplished a lot.

I started the conversation about how people  are from different races and ethnic backgrounds, they can have different religious beliefs or have no religious beliefs at all. While I spoke in general about Muslims, I spent most of the time discussing American Muslims in particular. I also talked about the diversity within Muslims Americans in the way they look like, the way they dress, and the way they practice their faith.With older students (grade 4-5), we discussed stereotypes and how these stereotypes not only affect Muslims in the US but across the world.

To my surprise, when I asked about Islam, many of the students had already heard about Islam. However, some believed that Islam is somehow something bad. When I asked a student from the 2nd grade where he heard it, he replied “ The presidential election.” But, as you read this, please don’t lose hope – this was not the perspective of all the students. Some students were aware that people who practice Islam are treated unfairly.

In order to familiarize them with ordinary American Muslims, I shared this video. I also shared stories of American Muslims to give them a view of the struggles they face. I shared Hebh Jamal’s story, 15, from Bronx NY, who instead of being busy with normal teenage concerns like homework, clothing, or hanging out with friends, has had to struggle with the growing anti-Muslim sentiment, adjusting her routines to avoid bullying and worrying about how she appears to the rest of society.

Hebh says, “If a Muslim hasn’t been called a terrorist in middle school, lower school or high school, then they’re probably in a really great school — and I’m happy for them! I find myself coming home, and my parents say: ‘Why are you so tired? What did you do?’ And I say, Absolutely nothing. You feel like the whole world is against you, she added. It’s exhausting.” (NYT)

We talked in depth about this story and how the students felt about it. By the end of the class, I could see and feel that these students were realizing that there is nothing out of the ordinary about Muslims. Muslims could be of any race, ethnicity, and language. They just never knew that such things could be true about Muslims.

Through all my experiences of interfaith and intercultural work, the lesson I learned is that unless we talk about issues and learn about them, it is not easy to get over the fear of the unknown, the stereotypes, and Islamophobia. Again, prejudice and discrimination here affect people everywhere else and vice versa.

By Ruth Yohannes (Sahar Intern)

When I came to the United States as a freshman in 2015, one of my first experiences was an immersion trip with a few students and my college orientation advisor. I had visited Seattle before, but it was my first time seeing Seattle University and its neighborhood. After visiting the historic Central district, we stopped by Bailey Gatzert Elementary school. Growing up in Ethiopia, I viewed schools as a place to learn, and not much more. However, when I first stepped in the Gatzert cafeteria, I could see parents serving food to students, helping them eat and clean up. There was lively conversation around the room, and it looked like a really close-knit community.

Currently, Seattle university’s Center for Community Engagement (CCE), engages more than 250 students to participate in their after-school tutoring program; in the summer, they provide learning opportunities for more than 300 students. This ongoing effort has led Bailey Gatzert to achieve the highest academic growth of any school in Seattle from 2012 to 2013.

I have now been an employee in the Bailey Gatzert after school program for almost a year. Twice a week, I spend the afternoon with 1st graders; along with other student leaders, we lead activities to strengthen their knowledge in math, reading and writing. Our ultimate goal is to have them reach grade level as soon as possible.

Most people would agree that students with stronger family support are better equipped to succeed at school. That probability is further increased when families can lean on individuals and institutions in their neighborhoods. The Bailey Gatzert after school program helps students that do not always have the same opportunities as their counterparts in other neighborhoods. Although students may face hardships outside of school, community involvement gives them a chance to achieve success.

In Afghanistan, Sahar takes the
effort one step further: one of their most important contributions is the rebuilding of schools in order to provide a safe and dignified learning space for girls. I came to Sahar as an intern because I felt like their work was truly empowering girls by giving them an environment where they can grow and expand their horizons. What’s more, Sahar encourages community building through efforts to raise support for girls’ education. Their early marriage prevention program brings together community leaders as well as school officials in order to ensure that girls are educated in a nurturing environment.

The program aims to impact girls beyond the traditional classroom: “girl leaders in schools are identified as candidates for self-esteem programs to encourage them to remain in school, and to spread the awareness of their legal rights to not marry until age 16. At home, the program aims to increase fathers’ awareness of the long-term economic gain of having an educated daughter”.

School-community cooperation has an immense impact on students’ academic improvement and participation. It is an important factor for the return of Afghan girls in the education system. At Bailey Gatzert school, it provides a safe and nurturing environment in which students can thrive.