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Aqsa English
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As an English teacher, I’ve had countless memorable experiences in the classroom, but one particular instance stands out as a testament to the power of literature to bridge cultural divides and foster empathy among students. It was during a unit on global literature, where we delved into works from various cultures and backgrounds. The unit was designed not only to enhance students’ literary analysis skills but also to deepen their understanding of the diverse world around them.
The particular book that sparked this unforgettable experience was “The Kite Runner” by Khaled Hosseini. This novel, set in Afghanistan, tells a poignant story of friendship, betrayal, and redemption. My students, a group of high school juniors from a predominantly homogeneous suburban area, were initially apprehensive about tackling a book that was so different from their own experiences. However, I was determined to use this opportunity to expand their horizons and encourage them to see beyond their own perspectives.
As we began reading the book, I introduced the students to the historical and cultural context of Afghanistan. We discussed the socio-political climate, the significance of the kite fighting tournament described in the novel, and the impact of the Soviet invasion and the rise of the Taliban. I made sure to present this information in an engaging and accessible way, using multimedia resources and inviting guest speakers from local Afghan communities to share their personal experiences.
One particular student, Emily, was especially resistant to the idea of reading a book so different from her own life. She voiced her skepticism during one of our discussions, questioning why she should care about a story set in a country she knew little about. Her comments sparked a lively class debate, with some students arguing that literature’s value lies in its ability to connect us to unfamiliar experiences.
In response to this, I decided to facilitate a creative project that would help students engage with the material on a more personal level. I asked each student to create a presentation on a specific aspect of Afghan culture or history that related to themes in the novel. The students were given the freedom to choose their format—whether it be a research paper, a multimedia presentation, or a creative piece like a short film or a dramatization.
Emily chose to explore the concept of honor and how it is portrayed in Afghan culture compared to Western notions of honor. Her presentation was both insightful and deeply personal, as she drew parallels between the themes in “The Kite Runner” and her own experiences growing up in a close-knit community. She shared her findings with the class and led a discussion on how cultural values shape our perceptions and actions.
The impact of Emily’s project was profound. Not only did it foster a deeper understanding of the novel, but it also encouraged students to reflect on their own cultural assumptions and biases. The class discussions that followed were rich with empathy and insight, as students began to appreciate the complexity of the characters and the historical backdrop of the story.
One particularly touching moment occurred during a class discussion about forgiveness and redemption—central themes in “The Kite Runner.” A student named Alex, who had previously been quiet and reserved, shared a personal story about his own struggles with forgiveness. He spoke about a difficult situation with a friend and how reading the novel helped him see the importance of reconciliation. This moment of vulnerability and connection was a powerful reminder of literature’s ability to touch our lives on a deeply personal level.
By the end of the unit, Emily and her classmates had not only gained a greater appreciation for Afghan culture and literature but also developed a more nuanced understanding of themselves and their own values. The experience highlighted the transformative power of literature to bridge cultural gaps, foster empathy, and encourage self-reflection.
Reflecting on this experience, I am reminded of why I became an English teacher—to inspire students to see the world through different lenses, to challenge their preconceived notions, and to help them grow into compassionate and informed individuals. The journey with “The Kite Runner” was a testament to the enduring power of storytelling and its ability to connect us across boundaries of culture and experience.
The particular book that sparked this unforgettable experience was “The Kite Runner” by Khaled Hosseini. This novel, set in Afghanistan, tells a poignant story of friendship, betrayal, and redemption. My students, a group of high school juniors from a predominantly homogeneous suburban area, were initially apprehensive about tackling a book that was so different from their own experiences. However, I was determined to use this opportunity to expand their horizons and encourage them to see beyond their own perspectives.
As we began reading the book, I introduced the students to the historical and cultural context of Afghanistan. We discussed the socio-political climate, the significance of the kite fighting tournament described in the novel, and the impact of the Soviet invasion and the rise of the Taliban. I made sure to present this information in an engaging and accessible way, using multimedia resources and inviting guest speakers from local Afghan communities to share their personal experiences.
One particular student, Emily, was especially resistant to the idea of reading a book so different from her own life. She voiced her skepticism during one of our discussions, questioning why she should care about a story set in a country she knew little about. Her comments sparked a lively class debate, with some students arguing that literature’s value lies in its ability to connect us to unfamiliar experiences.
In response to this, I decided to facilitate a creative project that would help students engage with the material on a more personal level. I asked each student to create a presentation on a specific aspect of Afghan culture or history that related to themes in the novel. The students were given the freedom to choose their format—whether it be a research paper, a multimedia presentation, or a creative piece like a short film or a dramatization.
Emily chose to explore the concept of honor and how it is portrayed in Afghan culture compared to Western notions of honor. Her presentation was both insightful and deeply personal, as she drew parallels between the themes in “The Kite Runner” and her own experiences growing up in a close-knit community. She shared her findings with the class and led a discussion on how cultural values shape our perceptions and actions.
The impact of Emily’s project was profound. Not only did it foster a deeper understanding of the novel, but it also encouraged students to reflect on their own cultural assumptions and biases. The class discussions that followed were rich with empathy and insight, as students began to appreciate the complexity of the characters and the historical backdrop of the story.
One particularly touching moment occurred during a class discussion about forgiveness and redemption—central themes in “The Kite Runner.” A student named Alex, who had previously been quiet and reserved, shared a personal story about his own struggles with forgiveness. He spoke about a difficult situation with a friend and how reading the novel helped him see the importance of reconciliation. This moment of vulnerability and connection was a powerful reminder of literature’s ability to touch our lives on a deeply personal level.
By the end of the unit, Emily and her classmates had not only gained a greater appreciation for Afghan culture and literature but also developed a more nuanced understanding of themselves and their own values. The experience highlighted the transformative power of literature to bridge cultural gaps, foster empathy, and encourage self-reflection.
Reflecting on this experience, I am reminded of why I became an English teacher—to inspire students to see the world through different lenses, to challenge their preconceived notions, and to help them grow into compassionate and informed individuals. The journey with “The Kite Runner” was a testament to the enduring power of storytelling and its ability to connect us across boundaries of culture and experience.
Subjects
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English Grade 2-Grade 10
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Urdu & Islamiyat Beginner-Expert
Experience
No experience mentioned.
Education
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BBA (Jan, 2017–Jan, 2024) from Ali trust school and college
Fee details
Rs800–1,000/hour (US$2.87–3.59/hour)
It's based on time
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Phase 1 Pakistan Town, Rawalpindi, Punjab, Pakistan
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Can travel:
No
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- Last login: Sep 8, 2024
- Registered: Sep 8, 2024
- Total Teaching exp: 4.0 yrs.
- Teaches online: Yes
- Online Teaching exp: 1.0 yrs.
- Teaches at student's home: No
- Homework Help: Yes
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Gender: Female
- Works as: Individual teacher
- Speaks: English, Urdu
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Fee:Rs800–1,000/hour(USD 2.87–3.59/hour)
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