My first trip to Mozambique with CODE was both an eye-opener and a profound lesson in privilege and responsibility. Standing in a classroom, surrounded by children eager to learn, I was struck by the stark contrast between their world and mine. It became immediately apparent how privileged I am: the luxury of access to books, the stability of educational resources, and the freedom to pursue knowledge without barriers.
A poignant moment came when a child, with wide, hopeful eyes, shared that their dream was to have more books. They spoke of how books could open worlds, inspire dreams, and provide knowledge beyond their immediate reality. Their words underscored the deep hunger for education that transcends borders and highlighted the critical role that access to books plays in shaping futures.
This experience also prompted me to reflect on how Canadians can contribute meaningfully without needing to travel to Africa. There are numerous ways to support, such as fundraising for educational programs, advocating for policy changes, or supporting organizations like CODE that work directly on the ground. The power of collective action and informed advocacy can drive substantial change from afar.
Interestingly, what we do at CODE aligns closely with my previous experiences in education with Indigenous students in Canada. The essence of promoting literacy and learning, regardless of geographical location, remains consistent. It’s a continuation of a shared commitment to empowering individuals through education.
While Canada may not have colonized Africa, the effects of colonialism persist in various forms, including in the disparities we witness today. Understanding this historical context compels us to act with greater empathy and a renewed commitment to addressing these inequalities. Our work, though distant from the past, is intrinsically linked to addressing the legacies of that history, striving to create a more equitable world for future generations.