- Institut Laia l'Arquera
- Oxfam Intermón
- Sant Joaquim Foundation of Mataró
- Project Carrier
- Project Carriers
- Project beneficiary
- Middle school
The development of the Connectant Mons (Connecting Worlds) activity is included as part of the school Educational Project, and since the 2013-14 school year, it has also been a part of the Community Service Project run by the Catalan Ministry of Education. This project is interdisciplinary, and is developed in Home room, Education for Citizenry, Catalan Language, Spanish Language, Social Sciences, Physical Education and Technology.
- Recognize the injustice and inequalities present in the world in the area of food, and encourage reflection, awareness and outrage at part of society being denied a basic right: food.
- Analyze the origins of this injustice in order to understand the principal causes of hunger and food inequality in the world.
- Reflect on alternatives and possible solutions for food injustice, as well as attitudes and transformational actions that can help to improve this situation.
Institut Laia l'Arquera has been participating in Oxfam Intermón’s educational project Connectant Mons (Connecting Worlds) for 10 years. This project allows students to work on the connections between local and global realities. It also promotes teamwork and critical reflection while stimulating curiosity and investigative impulse.
In addition, the school has been active in developing learning through service projects. As a result, during the 2013-14 school year, we decided to participate in the pilot project of Servei Comunitari (Community Service) put forward by the Catalan Government’s Department of Education. With this initiative, out school is taking a firm step towards converting the Connectant Mons educational proposal into a learning through service project.
This project is part of one of Oxfam Intermón’s educational proposals, Connectant Mons. This activity, which proposes a different subject each year, dedicated the 2013-2014 school year to the subject of food injustices, with the title “Llavors per un món més just” (Seeds for a Fairer World).
This activity is divided into four phases. In each phase, we work on a series of online activities that are developed in collaboration with students and schools from different countries. The students, organized into working groups by ages, interact cooperatively with students from other schools across the world. In this activity, students have to identify the processes and mechanisms that dominate the globalization of the economy and unequal human development. They also have to reflect on the relationships between political, economic, social and cultural phenomenons and their consequences. At the same time, they are made to analyze the role of men and women as individual and collective subjects of these processes. Finally, we encourage them to develop their communication skills orally, through writing and through audiovisuals, as a means for expressing their personal opinions on the subject. On occasion, they are also encouraged to use new technologies responsibly and creatively as tools for processing diverse forms of information and respond to specific tasks.
- Within the area of technology, students created a webpage entitled “Boet contra la fam” (Boet Against Hunger). It included the information on Connectant Mons, the Projecte d’Aprenentatge Servei (Learning through Service Project, or APS) and the school’s Jornada Solidària (Day of Solidarity).
- Students create murals, presentations and pamphlets showing the unjust situations they’ve discovered.
- We organize talks and visits to the collaborating entities’ spaces.
- We coordinate with neighborhood primary schools to spread word of the Day of Solidarity food drive.
- We create posters to publicize the Day of Solidarity.
- We celebrate the Day of Solidarity with a food drive, sports activities and the recording of a flashmob. The food collected is given to the Sant Joaquim Foundation of Mataró, an organization that serves as a soup kitchen and a food distribution point for needy families.
- Word was spread in the school and educational community through posters advertising the Day of Solidarity, through classroom talks from the students most involved in the project and through articles published in the school magazine.
- Word was spread to the community in general through local radio and printed press, the website Boet contra la fam or student participation in different educational days.
- The website Boet contra la fam, created by five students from our school, won second place in a contest of websites in Catalan. This prize helped to give publicity to the project.
- The Day of Solidarity has become a part of our school’s calendar, and we aim to hold it yearly with the collaboration of students from 4th year of secondary school and the involvement of the entire school community and other neighborhood schools.
- This project has been very influential in our school community because of the involvement of the students who participated in the Day of Solidarity and because of the webpage and different means of communication (both locally and nationally) used to promote it.
- Our project depends on teacher involvement.
- We need to improve our publicity campaigns outside our school.
- The involvement and participation of the entire school
- Students’ high level of motivation
This project raises awareness in the educational community about food-related injustices, and invites them to participate in a campaign that aims to put pressure on governments to reform the policies that lead to these injustices. Through this project, we also promote alternatives for creating a food and productive system that ensures the protection of the environment and a fairer distribution of resources.
In keeping with the request of nonprofit Oxfam Intermón, we organized the following evaluation activities:
Students evaluated the activity, the nonprofit and the teachers while also self-evaluating themselves. Just as the students did, the nonprofit and the schools involved self-evaluated themselves and the other participants. In order for this to be a success, everyone had prior knowledge of the contents of this evaluation, who would carry it out and the methods to be used. The results of this evaluation were counted in grades for Social Sciences and Language for the trimester in which the project took place.
On their part, the school also organized regular evaluation meetings involving all the teachers taking part in the project.