Lindsey Hancock Warden
Global Poverty
Throughout a given academic year, I seek teaching opportunities for my students surrounding topics or themes that will support my big goal to mold informed and engaged global citizens. This is sometimes challenging in both the English and American History classroom, as the nature of teaching these two subjects facilitates a primary focus on American history, politics, and social issues. Knowing that my students needed an understanding of broader global issues in order to foster the development of empathy for other groups of people beyond what is most familiar to them, I designed a mini-unit in tandem with an informal field trip experience to teach my students about the inequities that lead to poverty, and the impact of global poverty on children just like them. Following the lesson and field trip, my students decided to take action in mitigating global poverty by partnering with a child in Burkina Faso to provide financial support for her schooling and nutritional supplements for her family. By engaging in planning, fundraising action, and reflection, my students were able to internalize action steps for solving seemingly insurmountable problems that they can continue to apply to instances of systemic injustices in the future. While we are somewhat limited at my school from engaging in direct actions that could be politicized on our own community level, it was wonderful to read in my students' reflections about the issues they see here in Memphis that they would like to one day tackle. Through this lesson on global poverty, I am confident that my students added valuable skills to their toolboxes that they can wield against inequities on the community, state, national or international level in the future.
Table of Contents
Student Engagement: Thinking, Speaking, and Writing
Student Engagement & Follow-Through: Challenging Wealth Inequity
Initiating Lesson & Activities
Overview
My first step to initiate action for my students was to design an introductory lesson that would prompt students to consider global poverty and its impact on children in developing nations. A key initial goal here was to prompt my students to begin thinking about issues surrounding privilege and lack of privilege by identifying their own access to resources, and comparing their access to children living in poverty. I felt that learning about some of these generally stark contrasts would be a driving factor behind my students' action, as one must first learn about inequity before they can begin to empathize and address it. In the direct instruction portion of the lesson, students deepen their understanding by imagining through discussion what it might be like if they suddenly lost access to their resources. They follow up by viewing videos narrated by children living in two of the countries that I knew our upcoming field trip would address. In the videos, the children discuss their lives. After viewing, the students compare their notes and discuss the differences between life in Memphis and life in a developing nation. At the end of the lesson, students are tasked with researching poverty in a developing nation.
Work Samples
The work below demonstrates how students engaged with the lesson plan above. In the first portion of the lesson, students brainstormed a list of "resources," or privileges that they have access to. My students really enjoyed this activity, and when it was complete, we had quite sizeable lists to share out as we discussed them. As you can see in the first set of samples, students listed people such as medical professionals, maintenance and service industry professionals, military members, public servants, and family members/familial roles. They listed places like churches, schools and universities, a house or apartment, restaurants and stores, vacation spots, and medical facilities. They listed things related to hobbies and leisure, but they also listed amenities like water and electricity, technology, medicine, money, books and pets.
This list demonstrates that my students are beginning to think about opportunity and inequity by recognizing the privileges that they have. They carefully considered all of the people, places, and things that make their lives comfortable and safe, and generated large lists that we were then able to compare in whole-class discussion. Through the class discussion, my students began to naturally recognize that the things they take for granted as basic necessities for survival are actually huge privilege; they started to realize that not everyone has access to the same luxuries they access every day.
In the next portion of this lesson, I prompt student to eliminate one of their categories from the first list by covering it with a sheet of paper, and then reflect in writing by imagining what life might be like without those things. This is really the portion of the lesson where I expected my students to put their initial realizations regarding the importance of their resources into words. The first student notes that if he eliminated those people and items in his "Other" category, his emotions would change because he would lose the friends and connections that he has made online. The second student describes a life where she doesn't have water, air conditioning, or plumbing, which could make her sick or make her smell badly. She notes that with no education, she might not get a job and might be broke. The third student says that without the people in his "People" category, he would be an unhappy loner. The final student discusses feeling lonely without her family and getting sick without a doctor. After giving students an opportunity to talk with their partner about their responses, we shared some as a class. I explained to students that privilege means that some people are born into circumstances where they have greater advantages than others, and that without the many resources we enjoy thanks to the country we live in, our parents' circumstances and jobs, and our access to quality educations, we would be at a disadvantage compared to the people who do have those things. We also discussed how even Americans have different levels of privilege based on things like our incomes, race, and geographic locations. This is definitely a complex topic for seventh and eighth graders, but the reflection writing and discussion helped open their eyes to their advantage, and prompted them to think about privilege.
In steps three and four of the lesson, students view two videos on YouTube. I selected these videos because I already knew at this point that we would be taking the field trip to Compassion Experience, and the videos depict what life is like for relatively comfortable families in two of the nations that Compassion Experience would cover: the Phillipines and Kenya. My students have little background knowledge of life in other places, and I anticipated that they would find these narrations and images surprising. Therefore, I gave my students space on their pre-work to record some observations and reactions to the videos.
I chose the second video, which depicts a day in the life of a Kenyan girl named Gaudensia, to prepare my students to study Kenya at the Compassion Experience. I knew that, while Gaudensia's lifestyle differs starkly from my students', they would gain a greater understanding of what Kenya's working class experiences through the images and narration. Observations that I wanted my students to point out included the fact that Gaudensia shares one room with her other family members; that her diet is not as large or as varied; that she must walk to school; and that her classroom lacks electricity.
My students successfully made these observations and more, and in our discussion, many talked about how challenges that we perceive as quite extreme are something that Gaudensia and Reane both seem to take in stride. I asked my students why that might be, and they pointed out that just as our lifestyles are normal to us, the girls' situations are standard for their area. One student explained that neither narrator seems like she wants us to pity her - she is merely explaining what her average day is like. This statement led us to a discussion of why the lifestyle of an average American is so starkly different from the average lifestyle in developing nations. Of course, this question is at the center of the entire exercise and I urged my students to continue thinking about this question as we moved through the activities.
My rationale for selecting this video, aside from the fact that it addresses life in one of the countries that we would be studying on our field trip (the Philippines) because it depicts middle class life there and I think all of my students and I would identify ourselves as middle class. This is an important comparison, because even though the child narrating the video (Reane) is living comfortably by the standards of her area, there are still elements of her life that most Americans would consider hardships. Her grandparents are farm workers, and none of my students' families rely on agriculture for their livings. Her home has been destroyed by a typhoon, which is certainly not true for us here in a place like Memphis, Tennessee. Her school and health center do not show the same level of technology we are used to here. Her village gets clean water from a communal tank, not from the sink. She does her cooking over an open fire, not over a stove. These are all important delineations that my students and I pointed out during our discussion that followed.
In their written reflections (above), students observed that she completes chores manually, has lesser access to technology, cooks over a fire, must walk elsewhere to retrieve water, and is subjected to natural disasters like typhoons and earthquakes. These are important observations that allowed my students to understand that life in other places is not as easy as it is for many in our community.
For the final introductory activity, I instructed my students to take individual time to use a Venn diagram to compare their lifestyle to that of either Gaudensia or Raene. Then they were to use their newly acquired knowledge of typical life in the Phillipines and Nairobi to make a prediction about what life might be like for people in developing nations who are living in deep poverty. As you can see in the documents below, my students make many interesting comparisons between themselves and the video narrators. They demonstrate through this work that they are beginning to understand inequity as they identify things like electronics, wifi, healthcare, clean water, having two parents in the home, food, wealth, and even race that create differences in opportunity between themselves and the narrators.
One element of this assignment that I feel is particularly important is the use of a Venn diagram to complete this work in considering privilege, equity, and opportunity. The Venn diagram gives students room to also find similarities between themselves and Gaudensia or Reane. This is key because it allows students to build empathy and to teaches them to be able to relate to people who initially might seem very different. As I train my class (which is about half white, a fourth African American, and a fourth Latinx, and entirely working to middle class) to address problems that affect a diverse range of people, I must be very conscious in ensuring that they are approaching others as allies in the work, and not with a savior mentality that causes them to perceive people who are racially or socio-economically different as pitiful, sad, and/or unable to help themselves. My goal is to help my student view "others" as whole people, with hopes, dreams, abilities, talents, and assets...regardless of the circumstances and opportunities that shape them. By recognizing similarities in language, the value placed on education, and the importance of family, my students demonstrate in this sample that they are ready to tackle inequity from a place of empathy and partnership, and not merely sympathy and saviorism.
Student Engagement Project: Thinking, Speaking and Writing
In-Class Research
In the second portion of the lesson above, I gave my students a class period for in-class research on a developing nation. The students used their research to create Google Slides mini-presentations for class-wide consumption, designed to inform the audience about the state of their selected country. The three student samples below demonstrate students' deeper dives into the state of wealth in three nations of their own choosing: Myanmar, Burkina Faso, and Zimbabwe. As they complete their informal research, students were tasked with thinking about the real-world problems faced by their nation, and identifying existing organizations or programs that are working on mitigating those problems. This sets the stage for students to later come up with creative solutions for these nations' challenges surrounding poverty.
These mini-presentations provide some important insights into my students' ability to understand inequity in their given nation. From the statistics that they included, to the images they selected for their class-facing presentations, I believe that this simple project helped my students practice researching inequity in wealth, as well as portraying developing nations that experience this wealth inequity in accurate light.
In the Myanmar presentation (slides 1 and 2), the student has selected a beautiful image of a cultural site in the nation to represent its beauty, in addition the image of children experiencing hunger. He also includes a map depicting the prevalence of poverty throughout Myanmar, recognizing that poverty is varied across regions. This indicates that his perception of Myanmar is multi-faceted in the sense that he knows it is a nation with both fabulous beauty and extreme hardship. He lists statistics on the number of people and children in poverty, and notes that agriculture is the primary industry.
The second slideshow (slides 3-8) cover Burkina Faso, which the student notes is one of the poorest countries in the world. However, the photos that she chooses to include really just depict everyday life in Burkina Faso and I know that she was very sensitive to choosing pictures that really provide a fuller understanding of the nation rather than choosing to show people who are thin and hungry, or homes that are dilapidated and small. These kinds of observations help me quickly check throughout the assignment that my students are approaching their nations in the correct frame of mind, and understanding the nation's people as people just like us who, broadly speaking, happen to face challenges due to inequity in wealth, technology, education and other resources. I also appreciated that this student specified subsistence farming on her presentation, as it gave us opportunity for discussion (below) to talk through what that really means.
The final sample (slides 9-14) depict a student who I would say is approaching understanding of inequity at this point. He does use some of the stereotypical photos of African homes and hungry children, but he also includes an empowering image of someone holding a sign proclaiming "We are workers, not servants!" He has found some statistics on poverty and children in poverty, but overall is not really detailed enough in the primary industries he lists to demonstrate that he is making a connection between economic opportunity and poverty. I include this example because I believe it is important to recognize that some students grasp these complex topics more quickly than others, and as my class continued to explore global poverty, inequity and opportunity, and the solutions to these far-reaching problems, I found checking in frequently for their understanding to be a key practice.
The photo gallery to the left depicts students demonstrating their ability to speak about real-world problems by presenting the statistics and issues they identified to create their Google Slides. Students also used this opportunity to discuss any organizations or programs that already exist in their chosen nation seeking to mitigate poverty, or one of the factors that cause poverty. The presentation aspect of this lesson was key to my students' understanding of injustice in the world, and inequity of opportunities, because they were able to learn from their peers. Rather than having an understanding of just one place, students learned about the issues facing multiple countries from their peers. This allowed my students to form more informed opinions about the causes of global poverty, and the best solutions. As we discussed and asked questions following each presentation, my students began to identify access to education, access to industry/jobs, and access to healthcare as three primary needs in developing nations that would help mitigate poverty. This thought process combined with the action of speaking about real-world problems set my students up well to actually begin addressing real-world problems through both a roleplaying activity and in an action project.
Project Overview
My terminal design for this project learning-based lesson was ultimately for my students to use their research on and understanding of their developing nation to create practice United Nations resolutions that they would then use to roleplay as UN representatives in a class-wide activity. Page four of our global poverty handout, which I include below, provides the overview for this project. Essentially, I am asking students to imagine themselves as policymakers in order to design solutions for the problems they identified through researching their nations. This activity is important for a few key reasons. First, it reinforces my students' understanding of wealth inequity and global poverty through critically thinking about which problems in their chosen nation are most prevalent, and how to actually solve those problems. Second, it allows ample opportunity for my students to demonstrate that they are thinking and writing about real-world problems. Ultimately, and perhaps most importantly, this assignment trains my students to take action in the future because it requires them to think through the resources, opportunities, and partners that they would need to access to mitigate poverty in the nation. The fact that they must then present these action items in the form of a policy indicates that they are gaining even further training in a very specific form of government advocacy: policymaking. While I cannot say that every one of my students will grow up to become a policymaker in the future, I can say based on the requirements of this project that my students have gained some understanding on how policymaking works through identifying problems, researching solutions, writing policy, and convincing others of your cause. These critical understandings are integral to my goal to develop my students into active, informed, global citizens who have a variety of tools in their toolkit that they can use to understand civic action and take action on their own accord in the future.
Guest Speaker
In first designing this mini-unit and the accompanying activities, I considered how best to enhance my students' understanding of global poverty and its causes because I knew that this overarching question would be a key point of knowledge that my students absolutely must internalize in order to be able to write their model resolutions, but also in order to be informed activists on issues surrounding widescale poverty in the future. I decided that to help with this, I would invite my brother, Erik Hancock, in from Belgium where he was completing an internship with the European Parliament Committee on Development. I asked Erik, who also holds an MA in International Development, to come speak to my students about his work on global poverty, and he shared the Powerpoint below with my class in a talk that lasted about an hour and a half. In his talk, Erik used a map to outline the status of global poverty and really challenged my students to think about why some countries are "better off" than others. This tied in really well with the initiating activities, where students compared their privilege to that of Reane's and Guadensia's. In that activity, students did highlight in their writing that geography (as it relates to natural disasters), and disease (as it relates to access to medicine) are issues that can affect wealth and the accumulation of wealth. Moreover, through their nations research and Google Slides presentations, my students identified other areas that Erik mentions on slide 3 below, such as education (literacy rates). It was really neat to witness my students realizing in the moment that they had identified some of the same problems that Erik was discussing with them. Erik also gave my students some great direction for their mock United Nations resolutions as he explained what the European Union is already doing to try to mitigate poverty, and what we can do individually at home to help. Some of the key developments he mentioned that can mitigate poverty, such as development of industry and access to education, are issues that my students did end up addressing when they went on to write their resolutions.
The photos to the right depict Erik speaking to my class, using the Powerpoint above. While he dedicated a large portion of his time to discussing the topics I highlighted above, he also opened the floor for questions at the end of his talk. My students asked specific questions pertinent to their own assignment, such as:
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"Why does Africa experience a higher level of poverty than the other continents on your map?"
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"In what ways do the European Union and United Nations work together?"
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"Is one better than the other at lessening poverty?"
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"What makes you want to do this type of work?"
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"Out of your solutions, which do you think is best for solving poverty?"
It was very inspiring to listen to my students think through some of the problems they have studied aloud, and using Erik's responses to their questions to brainstorm ideas for their mock UN resolutions. Through their questions, my students learned that some places experience higher levels of poverty due to factors like lack of resources, historic colonization and oppression, and ongoing warfare. They learned that the European Union and United Nations work in coordination with each other, and that they share the same values and goals. They heard Erik's personal motivations for working against poverty through international development, and followed as he outlined the various facets of international development that countries can invest in. My students left their discussion with Erik with several ideas about how poverty can be mitigated in a given country by targeting the root developmental challenges that a nation faces.
Practice Resolutions
Below. I include sample resolutions that my students wrote for their nations based on their understanding of poverty, their research on their chosen nation, and their learning from Erik Hancock's visit. These resolutions represent a range of final letter scores, from D to A, but the overall goal has been met in each sample; the student has used his or her knowledge to think about real-world problems, and write about real-world solutions that can be implemented on a global scale.
In the Myanmar resolution, the student demonstrates that he has thought critically about a real-world issue by identifying the agricultural industry as the key to wealth or lack thereof in that nation. He identifies a real-world issue that is secondary to poverty, climate change, which is further threatening equity and opportunity for people in Myanmar. He also identifies a third issue, which is lack of education. Finally, the student lists solutions that he has thought of to mitigate these issues, including decreasing trade taxes on Myanmar, training farmers and villages involved in the agriculture industry, and implementing initiatives to help with education.
Similarly, the student who worked on problems in Zimbabwe identifies the agricultural industry and a climactic drought as primary contributors to poverty in the nation. The students urges the UN to send in experts to train people in developing their agricultural output, ration water used for agriculture by diverting excess water from South Africa, and in the meantime, send in relief aid. I particularly like this example, because while the student has chosen to put relief aid supports in place for her scenario, she also specifies that farmers receive expert training. This shows that the student believes that, despite issues Zimbabwe faces, its people and workers are a great asset that can be empowered to lift their nation from poverty. This student has really embraced seeing the people who are affected by poverty as individuals with talents, strengths, and assets of their own that can be developed for self-sufficiency and long-lasting impact.
The third practice resolution, which addresses drought in Burkina Faso, is less proficient based on the requirements of the assignment. However, I have included it to demonstrate that even the assignments that are outliers academically-speaking still demonstrate a measure of thinking and writing about real-world issues, and actually understanding the underlying causes of these issues. The student notes that clean water and improper sanitation leads to poverty. Though she does not specify in her resolution, she was able to explain in a previous class discussion that she believes this is because improperly sanitized water can make people sick, and therefore unable to work, and more likely to leave their families in poverty if they pass away. These types of critical understandings really help students who are primarily from middle class backgrounds learn to view poverty not as a condition that is the fault of people who "just don't work hard enough," but as a condition borne of circumstance or challenges that we are positioned to help mitigate.
The final resolution is a high-quality example, as it demonstrates several key understandings. The student discusses an agricultural industry and natural disasters as major issues leading to poverty in Haiti. However, the student also identifies foreign relief aid as another issue that prevents some Haitians from developing self-sufficiency. Therefore, the student's solution is designed to decrease this dependence by teaching Haitian farmers best practices, providing them with equipment that they need to do their jobs well, committees to help villagers with farming, and scholarships to send rural students to universities where, as he later explained, they would ideally study agriculture and take skills back home. This student demonstrates a keen understanding of real-world issues, and is able to write about the issues and solutions in a way that promotes partnership, not dependence.
I was particularly struck by the varied solutions that each student came up with: from economic initiatives, to education, to drought mitigation to food security. While my students cannot single-handedly travel to the United Nations to implement these changes, they learned important skills surrounding identifying problems, researching solutions, and creating action steps to solve the problems. By thinking and writing about real-world challenges, using information gleaned from teaching, research, and study, my students are better able to face challenges in their communities and become invested global citizens who can meet these challenges, and design solutions to them.
Student Engagement & Follow-Through: Challenging Wealth Inequity
Field Trip Overview & Reflections
By scrolling through the slideshow on the right (and clicking on it to expand the captions), you can see my students exploring the immersive exhibits at Compassion Experience. As they explored the exhibits, they listened to the provided audio of Jey and Kiwi narrating their respective stories. I found that this field trip was a huge eye opener for all of us. It was even more effective than showing my students videos of children living in developing nations, because they actually got to feel as though they were physically transported to another place and walking in the shoes of another child. While this field trip certainly prompted my students to think even more deeply about the real-world problems of poverty and inequity, they seemed even more concerned by the end of the field trip about what they could actually do to create change for one or multiple children living in poverty. They had studied global poverty for about a week, listened to Erik speak about poverty in developing nations, and written their own resolutions to mitigate poverty in a developing country. Out of all the activities that we completed, this field trip was one that really made the issue of poverty a real issue to my students because they felt as though they had seen it firsthand. They left the field trip feeling as though they were on fire to do something that could mitigate the effects of poverty for other children.
The day after my students' global poverty presentations, we took a field trip to a Compassion Experience pop-up exhibit in Southaven, Mississippi. This is a field trip that I organized to compliment the global poverty study after hearing about Compassion Experience through my place of worship. Organizing a field trip of such a small scale (only seven students) was a simple matter of submitting a short form to my principal, and sending home parent slips. Compassion Experience is free of charge, and open to the public, so I split my class of seven between my personal vehicle and a parent chaperone, and paid for transportation costs myself. Compassion Experience is an immersive exhibit that allows visitors to experience life in selected developing nations. Through our field trip, my students got to experience the story of Jey (left) and Kiwi, two children served by Compassion International who grew up in Kenya and the Philippines, respectively. Through the experience, students walk through immersive exhibits that depict the homes, towns, and schools of the children. They learn what the children eat, who is in their family, and what they and their parents do for work. This field trip was key to enhance my students' understandings of global poverty, and to continue developing their empathy for other people.
In the informal field trip reflections below, my students further think and write about real-world problems, as well as illustrate their concern over what they just witnessed. The first student expresses surprise in her sample over what other children around the world go through, as well as a desire to help countries where people do not have enough to eat. The second student writes a more detailed reflection in his sample, where he similarly expresses surprise, but also lists ideas for how children in such situations can be assisted. He ends his reflection by expressing a desire to help in any way that he can. These reflections are important to me, because in addition to providing written evidence for my students' thoughts concerning the very real problems of poverty and food insecurity, they also prove to me that my students are more closely approaching my big goal of molding informed and active global citizens, who do recognize real-world problems and are moved to action to address them. The field trip stretched my class to build greater empathy for others, and that was very important for me during the course of my lessons surrounding global poverty.
Student Engagement: Bake Sale Fundraiser
The slideshow on the right (which you may click on to enlarge and read captions) depicts the highlights of a student-led action that my class engaged in after learning about the plight of children in poverty. They were particularly interested after our field trip in sponsoring a child through Compassion International. I feel that engaging in the practice UN resolution writing reinforced to my students that, at least for the time being, tackling a challenge as big as poverty is something they needed to address on a smaller scale. However, the stories they heard from Kiwi and Jey really made my students believe that they could make a difference for at least one child. We went to Compassion International's website together to learn how sponsorship works during study hall one day, and learned that for $45 a month, we could sponsor a child's schooling, nutritional supplements, and HIV/AIDS prevention. My students were very excited, because they had discussed each of these resources as necessary factors in escaping poverty during our global poverty lessons, and thanks to their prior knowledge, they understood that supporting a child in these things would empower him or her to go out and access other key resources such as higher education, a job, or their own business, in the future.
Together, I led my class in planning and hosting a bake sale fundraiser outside of regular class hours. They selected students for different roles, including a "public relations minister" to e-mail our administrator to ask for permission, bakers and shoppers, advertisement managers to make announcements about the bake sale during lunch, and an artist to draw a banner to hang behind the bake sale table. They created a list of items and goods that each of them would bring. My only role in this project was to bake a batch of cupcakes, and to collect the money during lunch. My students gave up their lunchtime for two weeks to raise enough money to fully sponsor our child for a year.
Attached below are the first batch of letters that my students sent to our child, and our child's first letter back to us. Many letters make religious references, which is acceptable due to my school setting (a private, Christian school). I love these letters because my students write to our sponsored child as they would to any of their other friends. They ask about her favorite things, and tell her about themselves. It is beautiful to see my students, who for all intensive purposes can be considered extremely privileged compared to the rest of the world, relating to a student from quite different circumstances. For me, these letters are evidence that my students are able to embrace compassion, but their compassion is measured by and driven by respect for the individuality of the person they want to assist. These are critical beliefs and practices that I hope my students carry with them into the future.
This entire process was very valuable for instilling confidence to engage in actions against inequity in my students. They learned that they can work together and wield mutual assets in order to challenge an inequity in opportunity, and have helped change the outcomes for one child who would not otherwise have access to education, nutritious food, or preventative HIV/AIDS care. My partner and I have since decided to match my students' donation by sponsoring a second child, in Mexico, teaching my students that compassionate work and dedication to change often inspires others to action. My hope is that the level of engagement and follow-through that my students demonstrated during their fundraising event will be repeated in the future when they come across other instances of inequity or injustice.
Conclusion
Through this mini-unit, my students have demonstrated their abilities to think, write, and speak about real-world problems. They have learned about global poverty, addressed their own privilege, developed empathy and respect for others, and researched poverty in developing nations. They have heard from an expert on international development, and asked compelling questions to heighten their understanding. They have taken their range of knowledge and applied it to writing practice resolutions, outlining solutions, and making connections between industry, environment, food availability, education, wellness, and wealth to global poverty. They have engaged on an interactive field trip where they listened to other children narrate their lives in developing countries, and been compelled to act to address the inequities and lack of opportunity that a child not so different from themselves faces. During the course of their studies surrounding global poverty, my students have ultimately developed their thinking into that of informed global citizens, ready to recognize real-world issues and equipped with the knowledge and skills to solve them.
References:
Compassion Experience, The. (2015). The Compassion Experience Preview - Jey’s Story. Retrieved from https://vimeo.com/125943262
Goal Global. (2014). A day in the life of a child in Kenya. Retrieved from https://www.youtube.com/watch?v=3xKbhlaqHvk
Hancock, E. (2019). International Development 101.
Plan International Ireland. (2017). Meet Reane from Philippines - A day in her life. Retrieved from https://www.youtube.com/watch?v=lUHFfa0DVz4
*All images are personal images unless otherwise referenced.