Rohan Vohra, Grade 11
UWCSEA (East)
Understanding the complexity of mathematical equations and the lengthy sentences of Jane Austen is one thing, and understanding the cultures and identities of ones divergent from your own, is another thing. UWCSEA is a world that has offered me both.
As I entered class on my first day of school, I didn’t know what to expect. Would people judge my accent? Would people understand my character? Are the teachers and students going to be intimidating? These questions were slowly answered as the day progressed. My teachers were beyond understanding; they were tolerant and kind. The students were beyond cordial; they were accepting. In my world of traditionalism and sometimes, narrowness, UWC offered me this sense of co-existence that I had never felt.
When I participated in this year’s Culturama, a multicultural dance show, performing an Indian dance, I felt connected to my own culture as well as the cultures of Brazil, Argentina and Africa. This was a feeling I had never experienced, a feeling of attachment that ran in two directions. As I sat down after my performance, I watched my friends Lorette and Phuza dance to an African song - their energy and rhythmic movements imbibed a sense of wonder in me. As they danced, I could almost imagine myself dancing with them, as though I was attached to their culture, but at the same, grounded to my own. I also understood what ‘true’ culture is - a feeling of mutual existence rather than a practice or an individualistic identity.
When I signed up for my local service, I did not expect myself to be submerged in feelings of oneness and satisfaction. Children from the local school that we taught had given me an opportunity to learn. I grew more confident after each session as I interacted with these students, understanding them, understanding their socio-economic conditions, understanding their happiness as well as their sadness. During an activity of ‘Simon Says’, I observed the enthusiasm these students possessed, it was electric, a feeling that shocked the room. While playing ‘Chinese Whispers’, I could see how attentive and focused each student was; I understood the significance of teaching as well as understanding.
When I entered my History class, suddenly the posters of Karl Marx, Che Guevera, Gandhi and other prominent leaders of world history came alive as my teacher, Mr. Verrill, taught us. Under the guidance of my history teacher, the reading and analysis of history helped me understand contemporary politics and the world around us in a brighter, incandescent light.
As I entered class on my first day of school, I didn’t know what to expect. Would people judge my accent? Would people understand my character? Are the teachers and students going to be intimidating? These questions were slowly answered as the day progressed. My teachers were beyond understanding; they were tolerant and kind. The students were beyond cordial; they were accepting. In my world of traditionalism and sometimes, narrowness, UWC offered me this sense of co-existence that I had never felt.
When I participated in this year’s Culturama, a multicultural dance show, performing an Indian dance, I felt connected to my own culture as well as the cultures of Brazil, Argentina and Africa. This was a feeling I had never experienced, a feeling of attachment that ran in two directions. As I sat down after my performance, I watched my friends Lorette and Phuza dance to an African song - their energy and rhythmic movements imbibed a sense of wonder in me. As they danced, I could almost imagine myself dancing with them, as though I was attached to their culture, but at the same, grounded to my own. I also understood what ‘true’ culture is - a feeling of mutual existence rather than a practice or an individualistic identity.
When I signed up for my local service, I did not expect myself to be submerged in feelings of oneness and satisfaction. Children from the local school that we taught had given me an opportunity to learn. I grew more confident after each session as I interacted with these students, understanding them, understanding their socio-economic conditions, understanding their happiness as well as their sadness. During an activity of ‘Simon Says’, I observed the enthusiasm these students possessed, it was electric, a feeling that shocked the room. While playing ‘Chinese Whispers’, I could see how attentive and focused each student was; I understood the significance of teaching as well as understanding.
When I entered my History class, suddenly the posters of Karl Marx, Che Guevera, Gandhi and other prominent leaders of world history came alive as my teacher, Mr. Verrill, taught us. Under the guidance of my history teacher, the reading and analysis of history helped me understand contemporary politics and the world around us in a brighter, incandescent light.
Guest Writer |
In my English class, through the debates with Mr. Watson on social Darwinism or communism, I understood my own biases and faults; UWC had truly offered me a transparent education, one that offers dialogue rather than dictation.
When I play dodgeball on the weekends with all my friends and houseparents in the boarding house, there is a sense of energy that lifts me. Running, catching and most importantly, dodging, for two hours is pure bliss when you’re surrounded by people who are competitive but equally compassionate. The interaction with people from different cultures through activities in the boarding house such as ‘Community Tuesday’ and ‘Debate night’ does not only give you insights into other people’s ideologies but into their lives. UWC truly offers a holistic education - one that allows you to explore yourself while also exploring the world around you. |
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