Understanding Education Through Relationships

How relationships in Tanzania have shaped my understanding of educational access and child welfare

By: Fleur Van Buuren

My community-based inquiry focuses on access to education and the barriers that might prevent children from fully participating. There are many stakeholders involved in this issue. The most direct stakeholders are the students themselves, whose futures are shaped by the opportunities available to them. Teachers are also direct stakeholders since they work every day to provide education despite limited resources. Families also play an important role, as they often have to make sacrifices to ensure their children can attend school. Indirect stakeholders include local organizations, community leaders, governments, and policymakers who influence educational systems.

My connection to this issue is both academic and personal. I have always believed that every child has the right to quality education and that education is one of the most powerful tools for creating opportunity. As an international Affairs major, I hope to pursue a career which focuses on improving the lives of children and making quality education accessible around the world. However, before I can contribute to solutions, I first need to understand the realities that students, teachers, and families face every day. This experience has allowed me to see a glimpse into the lived experiences of the people who are affected by these issues.

Throughout my literature review, I read many perspectives from researchers, international organizations, governments, and nonprofits. These perspectives help explain the larger systems that influence educational outcomes. However, they are missing the perspectives of the students, teachers, and families. The numbers will not explain what the impact is of learning in an overcrowded classroom, traveling long distances to attend schools, or teaching with limited supplies.

A perspective that I hope to bring to this conversation is the connection between the individual experiences and larger systems. During my time in Tanzania, I have seen how educational challenges are often connected to deeper issues such as poverty, transportation, and educational laws. This has helped me think about what changes are needed not only at the community level but also at higher levels of decision making. Understanding what barriers exist on the ground can help inform more effective policies and programs in the future.

One of the most meaningful parts of this experience has been the relationships that I have built. At the school where I volunteer, I have formed connections with both the teachers and children. The students remind me why this work matters. Their excitement to learn and their curiosity have made a lasting impression on me. I have also developed relationships with fellow volunteers and members of the local community. Through conversations and shared experiences, I have learned so much about Tanzanian culture. These relationships have helped me better understand the issues that I am studying while also challenging some of my own assumptions.

While I do not expect to maintain relationships with the students, unless I return to visit the school, the connections I did make will continue to be meaningful memories. I also hope to stay in touch with some of the volunteers and community members I have met. These relationships have become an important part of my experience and have increased my understanding of what it means to work across cultures.

The classroom where I volunteer.