By Sufi Ali, Grade 11 Head of Sixth form and Teacher of Psychology
What inspired you to become a teacher and what stimulated your subject passion?
My own teachers inspired me, and it links to my passion of psychology, because it was my psychology teacher, who I found so inspiring and so motivating. She made me love the subject, but she also made me want to invest in helping others, and being around and understanding human behaviour, is what I enjoy the most.
What are the motivational factors which drive you as a teacher?
I think being able to help others is a huge motivating factor to me. I also think educating young minds, and seeing how they can influence the world, really excites me. I can’t wait to see loads of students that I have taught being politicians and supporting people in different areas of human life. I’m really excited to see what people have done in a few years.
What is that one feature of NLCS which makes it stand out?
The academic excellence and the number of opportunities students have access to here is incredible.
What has been the most memorable event or incident so far?
I really enjoyed the English assembly, the other day, it was really good. I also love watching the musicians perform after each assembly.
What is your favourite thing about teaching?
My favourite thing about teaching is getting to talk about my passion for psychology. But also, having a bit of fun. I feel like every day you get to have fun as a teacher. Working with young people is exciting. You learn something new every day. As a teacher you’re a student, as a student you’re a teacher.
What advice would you give to students?
My advice would be to throw yourself into everything! Take every opportunity. Don’t waste anything and enjoy it while it lasts! Especially sixth form – it really doesn’t last long.
Interview with Ms Haque
By Grisha Doshi, Grade 11 Teacher of English
What inspired you to become a teacher, and what stimulated your subject passion?
I didn’t want to become a teacher; at first, I was very against it. I come from a family of teachers: my mom, my aunt, my sister, my brother-in-law—they’re all teachers, so I was very resistant to the idea. But I guess it’s in my blood. During my A-levels, I had a very inspirational politics teacher. He made me fall in love with the subject, and sometimes I think of him when I’m teaching and planning lessons. So, while I initially didn’t want to teach, I’ve always loved reading, and English felt like a natural fit for me because I love talking about books and discussing literature.
What are the motivational factors that drive you as a teacher?
This is my 17th year teaching, and what keeps me motivated is seeing the journey that students take. Especially in English, because I see students nearly every day, I really get to know them. It’s rewarding to see their progress, their achievements, and how they pass their exams. I’ve even bumped into former students who have gone on to study English at university, or who are now working, married, or have children. Teaching isn’t just a job—it’s a life and a vocation. That’s what keeps me going: knowing that I’m part of a student’s journey.
What is that one feature of NLCS which makes it stand out from other schools?
I think the culture of trying new things here is really special. Even if students aren’t sure about something, there’s this environment that encourages them to have a go at it. That’s so important from a young age—you never know where trying something new might lead. It could ignite a passion or help you meet different people. I wish someone had told me in school to try things out more. Also, the concept of “floors, not ceilings”—that philosophy really stands out at NLCS.
What has been the most memorable event or incident so far in your teaching career?
That’s a tough question! Some of my most memorable moments have been during lessons when students get really into acting out plays. I love teaching plays and turning the classroom into a little stage with props and costumes. In my old school, I had lots of outfits, and the students would dress up as characters like the Birlings from An Inspector Calls. Watching them enjoy the experience and seeing the audience react like they’re in a real theater—those are golden moments. When students grasp concepts like dramatic irony during these lessons, it’s incredibly rewarding.
What is your favorite thing about teaching?
The students. Building relationships with them, passing on knowledge, and learning from them in return is what I love most. The students at NLCS are so eager to learn, and that has been such a joy for me. It’s not a fight to get them engaged—they push me to be more creative and ambitious in my teaching.
What advice would you give to students?
Never give up and persevere even when things seem difficult. It’s about having a go, even when something feels hard or overwhelming. There’s always support around you, so don’t let stress stop you. You can do it—just keep going, no matter what.
Interviewwith Mr Flower
Teacher of Chemistry
By Rameen Grade 12
What inspired you to become a teacher and what stimulated your subject passion?
My inspiration comes from the teachers I had growing up. I had a fantastic chemistry teacher who was eccentric and made the lessons enjoyable. The turning point came during my time at university when I studied for a professional cricket qualification. I also coached local cricket groups, which I really enjoyed.
What are the motivational factors which drive you as a teacher?
The most motivating factor for me is seeing those “lightbulb moments” when students finally understand complex concepts, especially in chemistry, which can be quite abstract. It’s incredibly rewarding to watch them apply that understanding to different scenarios.
What is that one feature of NLCS which makes it stand out?
The students here are very independent and motivated. I’ve been really impressed with the Science Society I run— Emma, Tomo, and Zhou have everything planned and running smoothly. They are fantastic.
What has been the most memorable event or incident so far?
I haven’t been here long enough, but one memorable moment was when I first arrived in Dubai. When I stepped off the plane, there was a dust storm, and it was around 52 degrees. I remember sweating and thinking, “What have I done?”
What is your favorite thing about teaching?
Every day is different, and every lesson is unique. After 10 years of teaching the same subject, I’ve learned that the way I teach it to different people changes. No two classes are ever the same.
What advice would you give to students?
Don’t be afraid to fail—give everything a try. If it doesn’t work out, what’s the worst that can happen?
Interview with Mr Quinn
By Aisha Imanzhanova, Grade 9 Teacher of English
What inspired you to become a teacher and what stimulated your subject passion?
The inspiration to become a teacher was the thirst for knowledge and always wanting to know more and be a lifelong learner. I think that being a teacher gives you that opportunity because you not only get to impart your knowledge to students, but you also get the opportunity to learn from students and continue that journey of learning. English for me is the way that we read the world around us. It is the way we understand and interpret society, relationships, and emotions. The connection that we can feel with the world is much greater when we can look at the literature that informs us of how people feel about it and how we can understand the purpose of it.
What are the motivational factors which drive you as a teacher?
Seeing the progress in students with how they can find something challenging, then go on a journey of finding the solution while growing and becoming more confident. Seeing someone go from point A to point B, I believe that is one of the greatest things about being a teacher.
What is that one feature of NLCS which makes it stand out?
The passion and the engagement of the students. Every student comes into the lesson willing and open-minded enough to engage with eh activities happening. I also think that the students are confident to express their own values and beliefs which is so important for the subject of English. Also, that we can have so many different perspectives and ideas in a conversation within a lesson.
What has been the most memorable event or incident so far?
I have really enjoyed the assemblies and all the things that the school does in terms of encouraging students to look beyond just being in a room and learning. The celebration on the Prophet Muhammad’s (Peace be Upon Him) birthday had some fantastic things during that assembly. The assemblies are something that I look forward to very much.
What is your favorite thing about teaching?
It’s getting to hear new ideas about things that I already feel that I know quite a lot about. When a student says something that I haven’t thought about, I am like “Oh wow, what a great idea!”. It helps me to expand my own thinking. I feel that it allows me to grow as a person when I hear more and more perspectives over the years.
What advice would you give to students?
Always be confident enough to be wrong and ask questions. Do not put yourself in a position where you feel you can’t have a go at something because you don’t know the answers. Especially because answers are usually never black or white, there is always that grey zone of the learning experience. Not being afraid of going on a on a journey of changing opinions and views, having a go is the most important thing for any student.
Interview with Mr Noh
By Tanisha Chhugani Dayanani, Grade 10 Teacher of Physics
What inspired you to become a teacher and what stimulated your subject passion?
I discovered my passion for the subject while studying for a bachelor’s degree in medical science, specifically nanotechnology. In university, I have an extremely distinct memory of my physics professor, who was an enthusiastic, passionate man who was so engaging, and he really inspired me as a person. I also began tutoring students in my first year of university for about ten years, and I really enjoyed this experience and so I decided to take the path of teaching.
What are the motivational factors which drive you as a teacher?
I feel motivated by the enthusiasm of students who are eager to learn and improve. Students who are engaged in lessons, want to improve, and want to discover more about the topics we discuss in class drive me to guide them and teach them more about physics.
What is that one feature of NLCS which makes it stand out?
I would have to say the students. They are so immersed in their education, and even run their own assemblies every week. My students ask me inquisitive questions during class that show me their interest in the subject and being able to see the younger people of our world share the same passion as me drives me to teach them even more.
What has been the most memorable event or incident so far?
It is so refreshing to see different students of such different ages have the courage to perform fantastic musical pieces in front of such a large audience in our assemblies. Also, the school’s Nicholson lectures are extremely interesting because of the unique and diverse topics that are discussed every week.
What is your favourite thing about teaching?
I really find such great joy in seeing students learn, and sharing my subject passion with others feels so rewarding to me. Knowing that my students show interest and passion for the topic makes me feel so happy because I am able to educate them and give them the knowledge they need to excel.
What advice would you give to students?
Do what you enjoy. Do what you have a passion for. It is so important that we focus on our strengths and continue to remain content in what we do, because that is how we will get the best results possible and receive the best outcome. I encourage my students to pursue their goals and ambitions.
Interview with Ms Kargbo
By Ilan Khalpey, Grade 7 and Myrah Mehta, Grade 7 Teacher of Physics
What inspired you to become a teacher, and what stimulated your subject passion?
I’ve always enjoyed physics particularly. I had a really good physics teacher during my A levels. He inspired my passion for it and throughout university I also really enjoyed the subject. I had a very random journey into teaching. I was pretty much always doing it throughout university, and I enjoyed the tuition. While thinking about my next steps I thought okay let’s do teaching.
What are the motivational factors that drive you as a teacher?
The subject. When students understand and start to develop a like for the subject, especially for a subject like physics, that can be quite difficult to sell.
What is that one feature of NLCS which makes it stand out from other schools?
It is a very respectable school. The teachers really enjoy working here. When speaking to a few teachers before joining, I could see they were all passionate. Their passion for their subject felt really inspiring. NLCS Dubai is a school that cares about their students’ learning and not just for the sake of passing the exams but having deep knowledge and understanding that they will take in for the rest of their lives. That was a key factor.
What has been the most memorable event or incident so far in your teaching career?
The assemblies and the amount of student talent here. It is here is nice to see. Those are always quite enjoyable.
What is your favorite thing about teaching?
The kind of ‘ah-hah’ moment. Especially when it’s a student who was really struggling and over time you can see that you have had an impact and helped them.
What advice would you give to students?
Believe in yourself. Real world advice would be to please put away screens and communicate with each other. It’s really sad. I reflect on my time in school and what I’ve seen in schools over the last few years is just how increasingly technology is making students come in on themselves and not learn how to communicate with each other. Friendships have a lot to do with what’s going on online as well as what’s going on in school. Go outside and talk to each other.
Interview with Ms Wehner
Teacher of German
By Chanel Herre, Grade 10
What inspired you to become a teacher and what stimulated your subject passion?
I’ve always loved to read, and I teach language and literature, so choosing this path felt natural. Sometimes, I even think, “Oh my God, I get paid for this!” because I’m essentially teaching my hobby. Becoming a teacher came later in life; when I had kids of my own, I realized it was something I would really enjoy. Teaching my own children sparked my interest in this profession.
What are the motivational factors which drive you as a teacher?
I love my subject. I would really like for others to love my subject as well. The other thing is I really enjoy it when a kid has a lightbulb moment or when a student suddenly says, “Oh yeah, I got it!”. I have had letters, emails, and messages from students saying that “I started studying this [major]” and I think that is really nice.
What is that one feature of NLCS which makes it stand out? It’s the kindness here. The people are lovely here.
What has been the most memorable event or incident so far?
That’s tricky to answer. I think it’s just a collaboration of people being nice. In lessons kids are really polite and welcoming.
What is your favourite thing about teaching?
Like I mentioned, it’s the moment where a student says, “I get what you mean know” — that lightbulb moment.
What advice would you give to students?
To follow your passion and do something you care about— I think that’s it.
Interview with Mr Mesecke
By Grisha Doshi, Grade 11 Teacher of Economics
What inspired you to become a teacher, and what stimulated your subject passion?
I think I’ve always seen myself as a teacher. I was coaching sports at a really young age before I went to university, and after studying economics—which I’ve always wanted to study—I felt it was a natural progression for me. I think Michael J. Fox from Family Ties inspired my interest in economics. After university, becoming a teacher just made sense, and it balanced well with the sports coaching I did when I was younger.
What are the motivational factors that drive you as a teacher?
I love seeing students achieve the results they want, probably because I didn’t quite receive the same from my own teachers at school. I come from a different type of school, and I believe every student should have the opportunity to achieve their best. That’s what motivates me.
What is that one feature of NLCS which makes it stand out from other schools?
I think it’s the principles. I really like the idea of being unashamedly academic and not accepting anything less than that. I also think the strong emphasis on ECAs is fantastic, and it’s all underpinned by the way we look after every student.
What has been the most memorable event or incident so far in your teaching career?
Probably a student I had in the UK who was fully blind but still achieved the grades to get into Oxford. I’ve mentioned him before. He was an inspirational and amazing student. I spent two years panicking, thinking I couldn’t help him enough, but it turns out I didn’t need to worry—he was a fantastic student. His story shows that anyone can achieve, no matter what barriers they face.
What is your favorite thing about teaching?
The students. I think I’ve been fortunate. The students here at NLCS are great, and I enjoyed being around students at my previous school as well. It’s all about creating those relationships where we can trust each other, and I can help them out.
What advice would you give to students?
Understand that everyone here is trying to help you. Even if we’re being tough, it’s for your benefit. There are times when you’ll need a hard or tough teacher to push you, especially as things get easier for some of you. Many students here have fairly easy lives, but they need to realize that the people they’re competing with might not have the same advantages. You need to do better with the opportunities you’ve been given here.
Interview with Mr Peterson
Teacher of Art & Design
By Naira Kocharova, Grade 10
What inspired you to become a teacher, and what stimulated your subject passion?
I loved school. As a student, I had some fabulous teachers, especially the sports and engineering teachers. I often visualised myself being in that position. Deep down in my heart, I’m really a PE teacher. I used to play a lot of sports, but the older you get, the more difficult it becomes to be a PE teacher, so my second love was engineering which I decided to teach.
As an engineer, I used to have apprentices who I would train, so it was kind of like schooling already. A lot of those students of mine went on to become fantastic engineers themselves. I felt a great deal of pride out of that. Secondly, I used to travel extensively as a part of my job, and I didn’t get to see my girls grow up. I have four girls, and I didn’t really see my two eldest grow up, so I decided to make a life decision and spend more time at home, especially with the two youngest children. That was the reason behind why I became a teacher.
What are the motivational factors that drive you as a teacher?
I like nothing better than sitting with a child or a student who claims they can’t do the work because it is too difficult for them. When you show them how they can do it and inspire them to go on and achieve great things, they achieve it; it’s amazing. I still have a lot of contact with hundreds of my former students who have gone on to do great things who say, “Thank you so much for believing in me, pushing me, and making it painful for me at times” I used to make them do work which was hard, but now they really appreciate it.
What is that one feature of NLCS which makes it stand out from other schools?
NLCS Dubai is one big family. I may be new to the school, but I can see instantly what the students mean to the teachers and what the teachers mean to the students. On my first day, when I came to have a look around, I noticed the reception lady knew every child’s name, and I thought, “There’s something special here” because that just doesn’t happen. If someone in reception can do that, it must be a special place. I’m delighted to be here, and I find that every single student that I have contact with is extremely polite, very capable, and is a real credit to themselves and their families.
What has been the most memorable event or incident so far in your teaching career?
That is tough, I have had lots of different things which I’ve seen, witnessed and experienced. I haven’t really had a specific memorable event other than something that happened in the engineering club that I run. I was talking to the students about structure and strength, and I asked them to manufacture a structure which would be able to withstand heavy weights from one sheet of paper. I did the same task as them, and everyone did their own individual design. I tested my product, and it held the heavyweight that I put on top, but it was starting to buckle at the sides.
A young girl from grade 6 built something like mine, but hers held it perfectly without buckling. I couldn’t understand why because it was smaller than the one, I had made; it should have had less strength. When I asked her, “How did you manage to do this?” she said, “All I did was I put a little triangle of card in the inside of my box”, and I thought, “Wow, that was impressive” That made me really wake up, and that was probably the most exciting moment that I’ve had so far.
What is your favorite thing about teaching?
You get up every day as a teacher, and you have all these plans laid ahead for what you’re going to do with your classes and students, and then, in an instant, something can happen that changes all of your plans, and it’s how you and the students react to the change that is very contrasting. Students are resilient; they can adapt to change easily; it just means every single lesson and every single day is different. It’s not like you come into the classroom, you teach some students to do some work, and that’s the end of it – it’s never like that. Students surprise you all the time. Especially the ones who you are least expecting to surprise you, who produce some fabulous work, and you think, “Wow, how good are you?”
Also, you must be humble as a teacher. I have taught thousands of students over my career, and there are many, many students who are much brighter than me, even at their age. The brightest student I ever taught was a grade 4 student. Even at that time, I could see that girl was going to be special. Her parents are still in touch with me, and she’s at Oxford University. Sometimes, you must take a step back and just accept that the students that you teach are so clever.
What advice would you give to students?
Be nice to others. In life, if you’re nice to people, people will be nice to you, and it makes your life much more pleasant. Life is a competition, but it’s also an opportunity to show others just how good you are, and I don’t mean just in an academic sense. Be supportive, be there for your friends, make sure that your own well-being as a student is protected, and protect the other student’s well-being by being positive. Always look on the bright side. Yes, sometimes life’s hard and at times you get a lot of work mounting up.
Sometimes you’ll have periods like that where you’ve got to work through it, but when you finish your work and you sit back, you feel so alive that you’ve done it! But in short, be nice to people whenever you can. Smile, say ‘good morning’, ‘good afternoon’, just ask how people are. That is a lesson which you can’t really teach. My job at this school is not just to teach academics, but my job is to turn you and your fellow students into the next men and women of society.
Interview with Mr Blackmore
By Ilan Khalpey, Grade 7, and Myrah Mehta, Grade 7 Teacher of Computer Science
What inspired you to become a teacher, and what stimulated your subject passion?
My path to teaching wasn’t a straight line. During my career in finance, I spent time mentoring young adults in a deprived inner-city area. This experience, combined with seeing how transformative a great education could be, inspired me to help young people reach their potential.
My passion for technology? That was a classic case of being in the right place at the wrong time! As the newest teacher at a small rural school, I inherited the role of ICT coordinator simply because no one else wanted to deal with everyone’s tech troubles. Talk about beginner’s luck!
But timing is everything – just as I was finding my feet, the UK government announced its curriculum changes. I seized the opportunity, completed additional studies at a local university, and ended up supporting teachers across the region in developing their Computing programmes. Sometimes, the best opportunities come disguised as challenges you never asked for!
What are the motivational factors that drive you as a teacher? What drives me as a teacher is seeing students develop not just subject knowledge, but the essential life skills they’ll need to thrive. While computing expertise is incredibly important, I’m passionate about developing the whole student. Critical thinking, abstract reasoning, collaboration, and communication skills are fundamental to both academic success and future career opportunities.
In today’s rapidly evolving world, these transferable skills are more crucial than ever. When I see students mastering complex problems through logical thinking, working effectively in teams, or clearly articulating their ideas, I know they’re building capabilities that will serve them well in any future path they choose. This combination of technical knowledge and essential life skills is what will enable our young people to adapt and succeed in an increasingly dynamic global workplace.
What is that one feature of NLCS which makes it stand out from other schools?
What makes NLCS truly stand out is its people – and I mean everyone. From the dedicated teachers and engaged students to the invaluable support staff and committed parents, we form a genuine community united by a shared purpose. What’s remarkable is how everyone plays an active role in fostering both academic excellence and student wellbeing. This collective commitment ensures our young people don’t just succeed academically, but truly thrive in every aspect of their development. It’s this collaborative spirit and holistic approach to education that creates such a unique and nurturing environment at NLCS.
What has been the most memorable event or incident so far in your teaching career?
One of my most memorable experiences was leading a focus group with students to discuss the school’s future digital strategy. It was truly inspiring to witness the exceptional quality of student leadership in that room. These young people weren’t just participating – they were offering incredibly articulate, thoughtful, and insightful perspectives on technology’s role in their education. Their ability to think strategically about the school’s digital future while considering the needs of their peers demonstrated exactly why student voice is so valuable. This experience reinforced my belief in the importance of engaging students as genuine stakeholders in their educational journey.
What is your favorite thing about teaching?
My favourite thing about teaching is the dynamic interaction with students – having meaningful conversations and helping to develop their thinking through thoughtful questioning. I see learning as a collaborative process, where we explore and grow together. There’s nothing quite like the moment when a well-timed question sparks that flicker of understanding in a student’s eyes, or when their own curiosity takes our discussion in unexpected and fascinating directions. It’s this shared exploration of ideas that makes teaching such a rewarding experience.
What advice would you give to students?
Work hard, ask questions, and follow your passions. Life’s too short to chase someone else’s dream. These aren’t just clichés from a motivational poster – they’re the essential ingredients for both academic success and personal fulfilment. When you pursue what genuinely interests you, hard work feels meaningful, and the questions you ask lead to deeper understanding. Just remember, achieving your goals is a marathon, not a sprint – look after yourself along the way, find what energises you, and make time for the things that bring you joy. Your unique path matters far more than following what others think you should do.
Interviewwith Ms Menichini
University
Guidance Counsellor
By Rameen, Grade 12
What inspired you to become a teacher, and what stimulated your subject passion?
When I started university, I was initially heading in a completely different direction—studying zoology. I really enjoyed it, but I come from a family of teachers, so teaching was always something I was somewhat interested in. Like many students in the US, I made a change after two years and switched to education. I quickly found that I really enjoyed it, finished my degree, and began teaching right away.
For me, I work as a generalist, teaching kindergarten through eighth grade. It’s an interdisciplinary role, and I’m not just focused on one subject—I love the approach to teaching a variety of subjects.
What are the motivational factors that drive you as a teacher?
From the perspective of a university counselor, there’s something really motivating about helping students find their next steps. In the IB system, there’s a clear path, and choices are more prescribed. But university is the first time students truly make significant decisions on their own, and guiding them through that process is both rewarding and motivating.
What is that one feature of NLCS which makes it stand out from other schools?
This is my second week here, and I really find the Monday and Thursday assemblies to be fantastic. They do a great job of connecting the school as a whole. Sitting with students in their houses fosters camaraderie and a healthy sense of competition, which is different from what I’ve experienced in other schools in Dubai.
What has been the most memorable event or incident so far in your teaching career?
There hasn’t been one specific incident, but on my second day, I attended the Grade 12 workshop with Ms. Wright and Ms. Abery. We had eight meetings with students discussing personal statements and university applications. That experience made me feel instantly at home because it was in my language—it felt natural, and I truly enjoyed it.
What has been the most memorable event or incident so far in your teaching career?
There hasn’t been one specific incident, but on my second day, I attended the Grade 12 workshop with Ms. Wright and Ms. Abery. We had eight meetings with students discussing personal statements and university applications. That experience made me feel instantly at home because it was in my language—it felt natural, and I truly enjoyed it.
What is your favorite thing about teaching?
I love that every day is different. Even though my role involves doing similar tasks with different students, no day ever plays out exactly as planned.
What advice would you give to students?
My key piece of advice is to embrace the journey and remain open-minded, just like the IB learner profile encourages. The path to achieving your goals is rarely linear; it’s often meandering with multiple routes to success. There will always be Plan A, Plan B, and even Plan C—but you can always reach your goal, even if the road there isn’t straight.
By Rameen Grade 12
Theparadoxicalphrase“FreedomisSlavery”wasimmortalizedbyGeorgeOrwellinhisdystopiannovel 1984.Atfirstglance,theideaseemsnonsensical.Howcanfreedom,theabilitytomakechoicesandlive without constraint, be equated with slavery, a state of subjugation and control? Yet, the provocative nature of this concept forces us to confront the complexity of freedom and what it truly means in the contextofhumansocieties.
One angle to view this contradiction is the burden of choice that often accompanies freedom. When wearefreetomakeourowndecisions,wearealsofreetofail.Freedomcomeswithresponsibility,and thatresponsibilitycanbecomeoverwhelming.Thisiswhysomepeople,ironically,mayfindcomfortin the limitations imposed by external control or authority. In Orwell’s dystopia, this idea is taken to an extreme.Thegovernmentassertsthatpersonalfreedomisaburdentooheavyforindividualstobear. It claims that obedience, submission, and the relinquishing of personal autonomy lead to a form of psychologicalliberation.Bysurrenderingpersonalfreedom,individualsnolongerhavetograpplewith difficultchoicesortheanxietyofpotentialfailure.
Inthemodernworld,therelationshipbetweenfreedomandslaverycanbeseenthroughaconsumerist lens.Weareoftentoldthatwearefree,particularlyindemocraticsocieties,becausewehaveendless options We can choose what we want to buy, where we want to live, and how we want to present ourselves Butarewetrulyfreeinaconsumer-drivensociety,orareweenslavedbytheconstantpressure to make choices within a system that manipulates our desires? The freedom to choose between an infinite array of products, lifestyles, and identities can create a sense of disillusionment. The belief thatfulfillmentcomesfromexternalchoicesleadstoacycleofconsumption,whereindividualschase material goods or social status but rarely find lasting satisfaction. In this way, the pursuit of freedom through consumerism can become its own form of slavery—enslaving individuals to the pursuit of superficialfulfillment.
Fromapsychologicalperspective,freedomcanleadtoanotherformofenslavement:theinternalone. When we are constantly chasing freedom, whether it’s freedom from societal constraints, financial obligations, or personal commitments, we may find ourselves trapped by our own desires. A person who values freedom above all else may avoid meaningful relationships or long-term commitments because they fear being “tied down.” They might evade responsibility, mistaking freedom for the absenceofanydutytoothers.Inseekingfreedom,theyparadoxicallyenslavethemselvestoisolation or restlessness, never allowing themselves to fully engage with life. Here, freedom becomes its own formofimprisonment—alifespentrunningfromanythingthatmightrestrictone’sautonomybecomes alifedevoidoftrueconnectionorpurpose.
Orwell’sphrasealsodrawsattentiontothedangersofideologicalslavery.Apersonwhoblindlyfollows anideology,believingthattheyarefreebecausetheyhavefound“thetruth,”mightbemoreenslaved than they realize. This kind of slavery doesn’t come from physical chains, but from intellectual ones— the inability to think critically or challenge one’s own beliefs In 1984, the Party uses language and propagandatoreshapetheconceptoffreedomitself.Bytwistinglanguageandreality,theyensurethat peoplebelievetheyarefreewhentheyareactuallycontrolled.Inourworld,similarmechanismscanbe seeninpolitical,religious,orsocialideologiesthatpromisefreedombutdemandrigidadherence.The illusionoffreedomcanbeoneofthemostinsidiousformsofslavery.
The paradox of “Freedom is Slavery” forces us to reconsider the value of unchecked freedom. True freedomrequiresnotonlytheabsenceofexternalconstraintsbutalsoself-awareness,responsibility, and balance. Freedom without discipline or purpose can lead to chaos, addiction, or isolation. Conversely,toomuchcontrolorconformitystiflesindividualityandcreativity.Intheend,perhapstrue freedom lies not in the absence of all constraints, but in the mindful acceptance of those limits that allow us to flourish. Freedom, after all, is not only the ability to do as we please but the wisdom to choosewhattrulybringsfulfillmentwithoutbecomingenslavedbythepursuititself.
Censorship in Journalism
“Freedom Press”? Is
There
of the
By Sufi Ali Grade 11
Censorship in the age of information is subtle, but it shapes society and its beliefs
From Overt to Covert Control
Upon hearing the term ‘censorship’, our minds may be taken to clear, tangible control over media and journalism. It takes us to examples such as the ‘Ministry of Public Enlightenment and Propaganda’, which would forcefully suppress dissenting publications, and disseminate misinformation, in Germany during World War II. With the exponential growth in information available to consumers of media, has come an idea that there is no longer external influence on the political belief of the population. With consistent propagation of an idealistic idea of “freedom of the press”, governments have been able to enforce the idea that the populations’ thinking is removed from agendas of political parties. There is a strongly enforced belief that the media represents a spectrum of ideas and is free to do so. However, the reality is, modern censorship is simply more difficult to detect. Journalist and founder of The Intercept, Glenn Greenwald, commented, “It’s not censorship in the traditional sense, but there’s a silent understanding that some topics are off-limits.”
The impact of self-censorship is considerable to ethical journalism, which represents all views and recalls events authentically. The modern format of censorship tends to utilise language in a way which creates a sense of neutrality towards controversial stories, and contrastingly provokes strong reactions from stories which are inconsequential towards political campaigns. For example, coverage of peaceful protests frequently describes violent police interference as “crowd control” or “dispersal tactics”. On the other hand, when recounting stories about the British Royal Family, headlines may use terms such as “scandalous” and “betrayal”, encouraging an emotional response to a more trivial story. But how has this shift been executed? This can be attributed to economic influence, legal methods, and technological control.
Financial Investment and Ownership
Over time, even in democracies who emphasise free speech such as the US, the media has increasingly prioritised profit over ethical journalism. In 1983, 50 companies owned 90% of US media (TV, radio, newspapers, and digital). Now, 5 companies (Disney, AT&T, Fox, Paramount Global, and Comcast) have taken their place. This shift has had a detrimental impact on the nuance and diversity of journalism in the US. This handful of conglomerates have solely financial interests, and therefore independent and investigative journalism is unimportant. Critical questioning of the government’s actions is silenced due to offerings of
investment. Therefore, coverage of controversial topics is often characterised by neutralising or dehumanising language. This essentially aims to manipulate the reaction of those who consume the media, preventing an emotional response. Alternatively, certain stories may receive reduced coverage proportional to the or dehumanising language. This essentially aims to manipulate the reaction of those who consume the media, preventing an emotional response. Alternatively, certain stories may receive reduced coverage proportional to the impact of the issue. These methods prevent encouragement of change to the status quo, which these conglomerates are profiting from, even in cases of human rights violations.
Both the Democratic and Republican parties covertly affiliate themselves with certain media groups. Rupert Murdoch, founder of Fox Corporation, frequently supports Republican candidates, and donated to conservative Political Action Committees. Similarly, Comcast, the parent company of MSNBC, historically donates to democratic candidates.
During the 2020 election cycle, 64% of Comcast’s contributions to Political Action Committees went to Democrats. Leaks from Fox News have occasionally suggested internal communication between executives, discussing coverage strategies which would benefit the Republican party. These incidents are difficult to prove. It is evident, however, that the bias created has an impact on the public. The Pew Research Centre reported that 75% of Republicans, and just 16% of Democrats, trusted Fox News as a reliable source in 2020. Conversely, 69% of Democrats trusted CNN, and 11% of Republicans. This clearly demonstrates that these companies have stark bias towards political interests. Despite continual claims of being non-partisan, journalism by these companies is inevitably a service they are providing for profit and is therefore inevitably biased towards those who economically benefit it.
These economic incentives have evident impacts on public opinion. Research from Stanford University and New York University in 2021 found that approximately 61% of Americans regularly consume media aligned with their preexisting political views. This consistent exposure to the same views discourages critical thinking, allowing the public to confirm what they believe, rather than gaining new perspective. Echo chambers are created, where people tend to lean towards extremes of left-winged or right-winged beliefs due to repeated exposure to similar narratives. This prevents compromise, encouraging black-and-white thinking. Therefore, no true change can be instigated, with too great a divide for a representative leader who can make decisions based on the wants of the general population. Although journalism has historically had a mission of questioning norms and trailblazing change, especially for the new generation, it is now funded by
the older generation, whose interest is to continue the status quo.
Approximately ⅓ of American newspapers which operated in 2005 have shuttered. This demonstrates the pressure on journalists to appeal to wealthy investors and large companies, which leads to a culture of self-censorship which follows the agenda of a company, rather than focusing on the integrity of a journalist or a media source. As the population places so much trust in and takes opinions from the media they consume, ethical journalism should ideally reflect the full story, and report authentically, but this is unrealistic. However, what is key is that the public should have awareness of the affiliations of media, and there should be transparency about donors, investors, and ownership of media platforms.
Legal Barriers and Limits
Internationally, pressure on journalists is increasing, often veiled behind a façade of counterterrorism. Reporters Without Borders states “Mass surveillance laws aimed at combatting terrorism are now being used to monitor journalists’ activities. Such practices undermine the independence of the press, putting whistleblowers and investigative journalists at risk.” While economic factors affect everyday reporting and the language used for controversial topics, legal methods aim to prosecute journalists who uncover information which the government does not want out. Laws have been enacted globally in just the last 5-10 years, limiting journalistic freedom. In Türkiye, Article 7/2 of the Anti-Terror Law criminalises “disseminating propaganda for a terrorist organization.”
This law is frequently used to arrest journalists who criticise the government, especially when covering corruption. In Hong Kong, the National Security Law of 2020 by the Chinese government allows for detention for journalists accused of collusion with foreign forces or subversion. This has been weaponized to close independent media outlets and arrest journalists critical of the government. In Russia, the 2019 ‘Fake News’ law allows the government to fine and block online sources which spread information deemed false. In France, a 2021 amendment to the Global Security Law restricts the publics’ ability to share images of police offices, specifically enacted during protests.
The US, which frequently separates itself from these countries where lack of free speech can be seen, has the Espionage Act. This has been used to prosecute whistleblowers and journalists, such as in the 2010 high-profile case of WikiLeaks publisher Julian Assange. In this case, the US government argues that Assange’s publication of classified documents endangered lives,
when he exposed war crimes committed by the US in Iraq and Afghanistan, bringing awareness of the public to the issue, and sparking change. 14 years later, Assange still faces extradition to the US and is currently in detention in the UK. Cases such as that of Assange Cases such as that of Assange these create fear in journalists to stay silent, or not even attempt to investigate controversial issues. In 2023, the Pew Research Center reported that around 60% of US journalists are “extremely concerned” or “very concerned” about potential restrictions on press freedoms in the country.
In some cases, travel bans are imposed on journalists, preventing them from leaving the country or travelling. India has used this technique, with Aakar Patel, chair of the board of Amnesty International India, saying “These arbitrary executive actions are not backed by any court order, warrant or even a written explanation, making it difficult for the activists and journalists to challenge these in the courts. This has led to the authorities routinely using travel bans as a preferred tool in the wider crackdown on dissent. This is a blatant violation of human rights and must end now.” Examples include in 2022, when Kashmiri photojournalist Sanna Irshad Mattoo was stopped from travelling to the US to receive her Pulitzer award. This modern tactic to suppress dissent is very effective in preventing strong voices from coming out of Kashmir. It creates a climate of pressure where journalists often self-censor or completely avoid controversial topics. By preventing authentic journalists from reaching an international audience, the government signals others to be inauthentic and self-censor.
Legal censorship essentially weaponizes law to create fear in journalists. This may be to a varying extent, from forced disappearances and silencing of journalists by the Indian government, to criminal prosecution of whistleblowers in the US. It maintains journalism under control of the government, preventing journalists from exposing flaws in and violations by the government.
Control of the Algorithm
An emerging method of censorship is developing due to the growing use of technology to consume media. Algorithms can be used to prioritise news stories over others. Social media algorithms will often regurgitate the same or similar views to maximise engagement and positive feedback. This results in an ‘information bubble’ which repeatedly exposes users to information which reinforces existing beliefs, rather than that which is most credible. Eli Pariser, author of ‘The Filter Bubble’, commented, “When information becomes
filtered by algorithms rather than by human editors, we begin to lose a collective understanding of truth.”
Twitter and Facebook have been shown to promote divisive, polarising content over factual reporting. A 2021 MIT study found that false news stories on Twitter are 70% more likely to be retweeted than true stories.
Platforms can even engage in overt practices such as shadow banning, where posts are not promoted to certain audiences. This is subtle and unknown to social media users, as it perpetuates a cycle of certain voices not being heard. Reporters Without Borders said, “Digital censorship often occurs behind the scenes, making it nearly impossible for users to know when or why content is being restricted.” This is an easy but effective method by which large corporations can propagate the same narratives, not providing novel or interesting information to media consumers. In 2020, Google changed its search algorithm, and it has been reported that this reduced traffic for small independent news sites by up to 50%. Amnesty Internation commented on government arrangements with social media companies, saying “When the government starts influencing algorithmic transparency, we risk entering an era where information becomes curated not by truth, but by political agenda.”
This emerging technique through which news stories are made increasingly similar influences the younger generation to buy into the polarising and dividing narrative which limits change which can be executed.
SelfFreedomExpression
How does shape individuals’ identities and creativity? of
By Naira Kocharova Grade 10
Freedom of self-expression plays a powerful role in shaping individuals’ identities and creativity. It allows people to openly share their thoughts, ideas, beliefs, and emotions without fear of judgment or restriction. When people have the freedom to express themselves, they can explore who they truly are, develop their unique personalities, and contribute meaningfully to society through creative works.
One of the most important aspects of self-expression is that it helps people discover and shape their identities. When individuals feel free to express their beliefs, passions, and opinions, they are more likely to reflect on who they are and what they stand for. This process of reflection helps them build confidence in their individuality. For example, a teenager who feels comfortable expressing their love for music, art, or sports can better understand their interests and goals in life. Without the fear of being judged, they can explore new experiences and ideas, which further helps them shape their identity.
Creativity thrives in environments where freedom of expression is encouraged. When people feel safe to express their thoughts and emotions freely, they are more likely to take creative risks, think outside the box, and innovate. Artists, musicians, writers, and designers, for instance, often create their best work when they have the freedom to experiment and explore different styles or themes without being restricted by rigid rules or expectations. The ability to express oneself without limitation enables individuals to connect with their emotions and ideas, turning them into creative works that can inspire others.
Moreover, freedom of self-expression fosters diversity in society. When individuals from different backgrounds are allowed to express their unique identities, it leads to a richer, more vibrant community. People can learn from one another’s experiences, cultures, and perspectives, which can inspire new ideas and solutions to problems. For example, fashion designers who embrace their cultural heritage in their work contribute to the global fashion scene with unique designs that showcase different traditions and histories.
In conclusion, freedom of self-expression is vital for both personal identity and creativity. It allows individuals to explore and develop their true selves while encouraging innovation and diversity in society. Without this freedom, people tend to feel restricted, unable to fully realize their potential or contribute meaningfully to the world around them.
FightingFreedom for
Stories OF and Resistance
Rebellion
By Naya Najjar Grade 10
Freedom has always been a powerful driving force in human history. The journey towards liberty has frequently manifested through revolutions and civil rights movements which often involve conflict, resistance, and rebellion. This struggle is not only found in historical events but also the everyday lives of individuals. Whether it is resisting oppressive regimes or challenging societal norms, the pursuit of freedom is never easy but essential.
One of the most significant acts of resistance in history was the suffragette movement. Women from across the world (particularly in the UK and US) fought against laws that forbade them from voting. These women were struggling not only for the right to vote in general elections, but also wanted full citizen status and demanded equality. In 1903, upset with the slow pace of progress, Emmeline Pankhurst along with others founded the Women’s Social and Political Union (WSPU), who adopted a different approach towards equality under their slogan “Deeds not words”. They used various forms of rebellion to challenge society with their tactics ranging from peaceful demonstrations to more aggressive acts of civil disobedience. One of their most famous acts was hunger strikes which occurred while they were imprisoned, forcing the government to choose between the political embarrassment of starving women or resorting to brutal force-feeding. Therefore, the freedom women eventually won through the right to vote was not simply granted but it was fought for. Their acts of resistance showed that freedom is often won not through quiet compliance but through determined confrontation with the powers that seek to maintain control.
In more recent history, the Civil Rights movement in the US is a powerful example of the fight and struggle for freedom. Many different individuals or groups such as Rosa Parks, Martin Luther King Jr., and the NAACP resisted segregation and racism through protests, marches, civil disobedience, media, and more. The tension and conflict between those who were upholding discriminatory laws and those fighting for equality was intense and violent however it did eventually lead to significant changes in American society and granted greater freedoms to millions of people. Although all these examples of rebellion are on a large scale and are well known, the struggle for freedom is something that people face in their everyday lives as well. For students, rebellion may be going against expectations whether that would be going for a career path that their families may not approve of or going against rules at school. While these acts of defiance are small, they still play a role in discovering personal freedom and asserting one’s individuality.
It is important to note that rebellion is not always about breaking rules. It can also be about questioning societal norms or expectations and thinking critically about the world we live in. Whether someone is resisting peer pressure or standing up for what they believe in, the spirit of rebellion is able to catalyze positive changes both personally and in society.
In the end, the struggle and fight for freedom will often involve conflict, but it is through rebellion and resistance that real progress is made. History is proof that those who challenge oppression whether it is through civil disobedience, protests, or the defiance of unfair laws pave the way for greater freedom and rights. The suffragettes, civil rights activists, and countless others showed humanity that true change requires persistence, determination, courage, and the willingness to confront those who hold power. Just as how past acts have led to fundamental societal transformations, today’s movements for justice and equality are the building blocks towards a more just and free future for all.
imagine
The
By Zaria Muzaffar - Grade 11
The steam engine puffed heavily, the sounds of metal creaking under the pressure of hot air. The shiny copper coating of the metal blimp gleamed under the sunlight, passing in dispersed rays through the dark clouds.
Michael leaned forward, pressing his face close to the glazed glass, curiously looking at the surrounding environment of the vessel. Hundreds of yards below, the city had risen from its slumber. Men and women alike made their way out of their homes, now living on the top floors of the ancient buildings. The boy couldn’t remember having been alive during a time when the cramped city wasn’t flooded. He recalls as a child having taken boats to get to the market and jumping across buildings in the middle of the night.
Too bad he had to leave that life behind.
Michael leaned back and sighed, checking his watch; it was still early. His stomach growled, alerting him to his hunger. He had boarded the steam vessel, running as fast as he could from his pursuers. The next thing he remembered was being offered a hand by a masked individual and clambering on. That was hours ago. He had yet to have been able to thank his benefactor, nor find a way out of the small suite he was confined to. He checked his watch again, hoping that time would pass quicker.
The lock clicked. Michael turned to face the rusted metal door, standing cautiously. Running his hands through his cropped hair, he approached the door, yanking it open. Standing before him was an attendant it seemed, judging by his attire; he blended right into his surroundings, a sturdy bronze mask concealing his face, dressed in a formal suit. Pushing past Michael he made his way into the room, setting a tray of food down.
Still standing at the door, Michael was able to hear the commotion about the aircraft, the whirring and ticking of mechanics around the vessel, paired with the hissing of steam pipes and footsteps marching up and down the halls; it was overwhelming. Just as the attendant was about to address Michael, the footsteps got louder and louder, until a figure rushed by the door and sprinted before either of them could get a good look. A crowd rushed by them, stampeding like bulls; one woman managed to have made it out of the crowd and pulled on a mechanism that set off a shrill beeping. The attendant pulled Michael into the room, leaving and slamming the door shut. Michael, having broken out of his state of shock, tried at the door. The knob clicked uselessly; he grated his teeth upon realizing that once again he was locked in. The sirens kept ringing, the harsh sound grating at his ears, until they suddenly stopped. Quiet blanketed over the vessel for a moment, so silent that even the wind, playfully knocking at the windows and whistling through the pipes, seemed to have halted in fear. A moment passed, and then the ticking of the clock could be heard once more; the vessel resumed in its routine as if nothing happened and the boy could suddenly breathe again.
Flopping onto his chair, Michael began to spread some jam on one of the scones left on the tray. With the door now locked, it seemed he had no way out. He sighed, finally taking his first bite of breakfast. Well, at least he had something to eat.
By Rameen
Grade 12, Hafeet
Ihavealwayswonderediftheyblamemestill.
They call it “Pandora’s Box,” though it wasn’t a box at all, but a jar—a simple, unassuming thing, with a tightly sealedlid.Craftedbythegods,itwasbeautiful,ornate,gleaminginthelightlikeatreasure.Andme?Iwascreated with as much care, shaped by divine hands, sculpted to be perfect, curious, and flawed in equal measure. Zeus gavemelife,andwithit,hegavemethejar—myburden,mymystery.Mycurse.
TheytellmystoryasifIwasafool,easilytricked,awomanwithtoomuchcuriosityandtoolittlewisdom.They don’t speak of the loneliness, though. No one mentions the way the world felt to me, so new, so empty, when I first arrived. A world without pain, yes, but a world also without depth. The gods had given me every gift— beauty, grace, intelligence, charm—but they also gave me an itch I could never scratch: curiosity. It lived inside me,burning,growingwitheachpassingday.Itgnawedatmysoul,whisperinginmyear,urgingmetoliftthelid, toknow.
You must understand- it wasn’t malice. I didn’t seek to destroy. I sought only to understand. I held the jar, and inthatmoment,Iwasn’tthinkingofgodsormen,ofcursesorconsequences.Iwasthinkingoftheunknown,the secretkeptfromme,themysteryhiddenbeneaththatdelicateseal.Iwasthinkingoffreedom.
Iwantedtocloseit,tosealthembackinside,butitwastoolate.Theworldhadalreadychanged.Thegoldenage was over. In that moment, I had condemned humanity to suffering—a burden I will forever carry. I watched in horrorastheskiesdarkened,ascriesofdespairfilledtheonce-peacefulair.AndIwept.
But then, from the very bottom of the jar,something else stirred—something light, something fragile. A small voice, barely a whisper, called to me. I looked inside and found it: Hope. The gods had sealed it within, too, thoughIdon’tknowifitwasanafterthoughtortheirtwistedformofmercy.Hopewasthelastthingtoemerge, flutteringfromthejarlikeabirdwithweakwings,softanddelicate.
And so, maybe, in the end, I wasn’t just the one who unleashed the world’s evils. Maybe, I also set free the one thingthatmakesitallbearable.Hope.
Perhapsthatismytruegift.
Women madness and
Lady Macbeth’s
By Fatima Tariq Grade 11
Enclosed within the bare walls,
Shivering as the knowing gale passes by.
My prison is a palace
And my sweet captor, a king
His hunger to be great
Blew life into my hopeless form.
But the love I once cradled so dearly
Turned upon me, its sweetness morphed into a dagger so fatal,
That the loving hands that once gripped the reigns
Are now stained with the red
That I can see behind closed eyelids.
Now I am nothing more than a candle to be blown out. I roam the prison that I fought to be trapped in And watch the man that I laid myself bare for
Sleep in a blanket of ignorance
Drinking from the milk of serenity
Made with my helpless tears.
And I wait,
Wait for the deeds shrouded in darkness to be thrust into the light,
And the flames of my own making to burn my withered being,
Longing for someone to hear my cries.
a poem written from (Macbeth) perspective
Escape
a poem written from
Esther’s Greenwood’s
(The Bell Jar) perspective
By Fatima Tariq
Grade 11, House
Rounded by the glass
Letting out my breath
Hoping that a part of me, any part
Will escape
But the tired air Is pushed back
Trapped within me once again
Longing for more.
Every branch reaches out beckoning
Glittering and seductive in the morning light
But all I want is to fall from the tree
Down through its dark fingers
Into the abyss that is empty
Like the withered organ beating in my chest.
Drowning in the sorrows of what has not yet happened
And drugged by the dosage of their expectations
Hoping that I escape
While hoping that I never escape.
Trapped in the bell jar
Of my own making Forevermore.
THE lock
a poem written from
Bertha’s
(Jane
Eyre’s) perspective
By Fatima Tariq Grade 11, House
Trapped within the walls
Enclosed at the top of the house.
The hair that he once stroked
With his gentle touch
Is now nothing but dark and grizzled
Dark like the room that holds me,
My monstrous form hidden away.
Hidden like the lips that once touched his
Now swollen with pain and purple with suffocation.
If love was my only crime
Then seize my shaking hands and take me away.
Because the heart that beat within me,
Was seized by the hands of my sweet captor
Trapped within his counterfeit embrace
I often wonder where it went wrong,
And when my prison became just that.
Because he may have locked the door
But I handed him the key.
By Ella Jacobs Grade 6
By Yaena Sao Grade 10
By Feline Persson
Grade 10
By Lana Ameer Grade 10
Soaring through the vast celeste blue sky was a gregarious, integrated flock of majestic birds. The sky was so clear they were the only thing in view. Up and down the miniscule wings of the dazzling birds went. Guiding them in a gracious canon movement on after the other gliding as free souls, through the crystal sky. Their movement was like a choreographed melody, music for my eyes. The remarkableness of the majestic birds flying in curved aerial movement caused a sensational, tingly feeling to cascade through my icy body. The radiant; fiery sun blinded my aching eyes taking away the alluring view of the fantastical birds that coursed through the blazing sky. The smell of the scorching sun coruscatingly burn my soft tender skin, almost caused as much pain as the feeling of searing sun rays shining down like super thermal lasers penetrating iron doors except, I was the iron doors. The brightness that had caused my eyes to throb like never before had gradually faded leaving a talismanic sun to settle above the towering layers of greenery resembling a skyscraper rather than itself an altitudinous sky-high tree that pierced through the lively town below.
Breathtakingly beautiful, the alluring trees leaned into the fiery rays as if they were lovers in eternal trance. Elongated branches perching through the skyline, joined together by supple hazel trunk. The subulate tips of the lanky trees stretched out so far, they almost touched the vagrant white clouds that floated endlessly along the horizon. As I stepped across the – mossy forest floor feet crackling above the forked limber twigs, the laden aroma of luscious evergreen tree suffused the breezy air. Lined in bunches the umber-brown ancient trees surrounded the outer layer of the tranquil town. The flora around added a sense of warmth to the atmosphere. It was as If I could taste the alluring, succulent leaves that elegantly hug of the brawny branches like koalas of bamboo. Soon the orchard sweet scent of wild berries took over leaving me with the longing to pluck them and eat them. The baleful trunks of the brawny trees that surrounded provoked the aggravating feeling of fear to spread It was as if each and every trunk had ornate carving of eyes that illuminated the dull trees, staring directly at you. You could see smiles plastered on the Children’s faces, imagine the amazement and admiration they felt when staring at the mesmerizing trees.
The water still like ice. Appearing stagnant but slowly drifting to the movement of the wind, swirling into infinity. Joyous children splashing the edge of the pristine pond. MY eyes manage to catch a glimpse of what lay below the translucent pond surface. Hundreds of rusted pennies laying at the bottom each one pursuing the wish placed pond it by the faithful townspeople. You could see the reflection of the dazzling church shimmering in the pond. Its tall episcopal doors open to the townspeople, that were flooding in. The stunning, nautical church was covered in hand painted, ornate flowers that coreesed all around. Delicate swirls and patterns flowed around the breath-taking stained glass. Translucent, colourful glass cut in the ever most perfect shards, intricately combined to create the perfect picture illustrating the mystical history of the town. Everywhere I looked I saw the cheerful townspeople on their decrepit old bicycles, going around the bustling town. Children giggling and laughing, cycling to school looked like a pod of dolphins lost in the depths of the vast oceans. Which so much going around them. Excitement and glee filled the air the nearer they were it now overtook the sound of the evangelical church bell ringing and chatter of people all around. The closer I went I could feel the droplets of ice-cold water splashing around. Each droplet cooling me from the glare of the blazing sun.
Festival
By Lana Ameer Grade 10
The town of Aetheria was small, but it was bustling and quite active, with the wind as their guide. As each stroke of the wind brushed through the trees and hugged the people, it made a soft hustle which bounced and fled through the wide city streets.
The light reflected off of roofs, once built brick by brick through patience and determination; it faded into blues, greens and reds as each ray touched the colored glass on the walls and panels of houses. Each vendor had prepared countless pinwheels, which the children were ecstatic to buy. Their cries and laughter echoed from each one of the small stores, aligned on each side of one of the many bazaars.
To them, this was freedom. The ability to feel the wind, see the color, and hear the talk and chatter of other people. There was a celebration. Every year, on this day, people put everything into their work, to be reminded of how their freedom wasn’t given, but it was earned. The Grand Bazaar, the town square… Everywhere was packed with color, noise, and wind. The tradition was as follows: each person would pick out their favorite color, and “become” it. Throughout the day, people would give out sweets, toys, and all accessories that had that color. Everyone wore their color, and some even brought paint to make sure the city walls would no longer resemble the gray and ash that the war had left behind.
The vibrancy, the joy, the energy, it all was in the hope of cherishing every moment that blood wasn’t shed, and freedom was in the palm of their hands.
Amara headed out from her small apartment, which was squished between countless other architecture. She didn’t feel like it that day, and she felt suffocated. Nonetheless, she had been carrying a small yellow basket, filled with all sorts of yellow goods to give out to all the children, and even the adults. She’d especially been planning on giving a pack of sunflower seeds to Lucy who was running her own plant shop, which was giving out free flowers as part of the festival. However, as soon as she stepped out, something stuck out to her. It was an immediate gut feeling, a small glance. She’d even had the feeling before exiting.
There were no colors that day.
There was no festival.
There was only drowned, static noise.
She quickly switched her gaze between shops, apartments, and people, to understand the situation but also to perhaps see what was going on, but it was to no avail. Everyone was wearing that same colorless expression, and it almost brought her irritation. Why was no one in the festival spirit? It felt as if someone had switched off a light switch, as someone had just sucked out all of the happiness from a scene. The walls were the same shade of gray, and no one was even celebrating.
But she felt no different. She didn’t really feel anything for that matter. She would go about her day and pray people would realize that it was the festival that day. For now, she would just head over to Lucy’s shop. But as she was walking, she felt herself become even less engaged, as each door and vendor she passed by were dead silent, and no one dared utter a word. The air was heavy too, and there was no wind present either, which was never a good sign. As she approached the flower shop, she quickly read the sign placed on the door.
“In celebration! Colored flowers for the festival spirit.”
With a sigh of relief, Amara stepped in. However, as she slowly came to realize, the atmosphere here was no different from the one outside, and worse yet, all the flowers had turned gray. In a panic, she made her way to the counter where Lucy was decorating a bouquet she was about to give to the kids. Lucy, having realized her presence, gave a warm smile. “Amara, I was just waiting for you, happy festivals!” Her tone sounded very light and empathetic in comparison to the others, so Amara couldn’t find the words to bring up her question. Why wasn’t Lucy pointing out that no one had prepared for the festival?
“Come, I’ll quickly get this done and get the seeds.” she cheerfully added. And without waiting for an answer, she quickly dove back into her work. Amara decided not to question it, as she herself wasn’t in the best spirits either, or the energy for a discussion. But when Amara went to place the basket next to the counter, she was horrified to realize that everything she’d packed was the tone of the same ashy gray. She felt stunned, because she’d vividly remembered packing everything yellow, she could get her hands on. Now, having seen this, she couldn’t find the words to express the confusion in the number of anomalies that were occurring. She looked back at Lucy who was finishing up the bouquet and handing it to the kids. Should she have asked her? What would she say? Was it all in her head?
“I can get the seeds now, Amara.” Lucy smiled. Amara, in a daze, handed her the gray packet that read “Sunflower Seeds”. Lucy whispered a quick “thank you!” and went back to her workbench. She came out with a small gift not too long after, and handed it over to Amara, who had been wearing a tired expression on her face.
She hastily unraveled the gift and opened the small box inside in anticipation. Inside laid a small embroidery, which was of her dad who’d passed, in the war.
“I know you’ve been struggling ever since, and I wanted you to have something to remember him by.” Lucy added, having sensed her shock.
The embroidery was red, blue, yellow and all sorts of colors. It was absolutely beautiful.
When Amara looked back up to thank Lucy, she couldn’t help but notice the colorful flowers in the background, and the cheers of the people outside setting their shops up for the day. She even felt the soft breeze that’d made its way into the shop after the kids had opened the door, and the pinwheels that were circling in the wind. The festival was just beginning.
“Just go inside,” he muttered, but his body stayed locked in place. His breath came in shallow bursts, chest tightening with every passing second. He hated this. The waiting. The endless pause before he had to be someone.
Henryusedtothinkhewasagoodperson.Atleasthe’dtriedtobe.Butlately,itfeltliketryingwasjustamask, a performance for the people who looked at him with their pleading eyes, waiting for the version of him they thought they knew. And maybe he could’ve kept it together, kept being the personhe was supposed to be, if it weren’t for the way the world seemed to gnaw at him. Every sideways comment. Every careless slight. Every timesomeonetookjustalittletoomuchfromhimwithoutevergivinganythingback.
They had no idea, of course He was quiet Controlled Polite People always said that about him “Henry? He’s agoodguy.Calm,steady.”
They didn’t know about the anger. The way it simmered just beneath the surface, hot and sharp like broken glass. They didn’t know about the nights when he clenched his fists so hard he thought his bones would crack justtostophimselffromexploding. Hewantedtobebetter.Oratleast,hethoughthedid.Butpartofhim—the partthatheneverletanyonesee—didn’tcare.Partofhimwantedtoletgo,tostoppretending,tolettheworld seewhatithadturnedhiminto.
He pressed his forehead against the steering wheel, eyes shut tight. His mind raced—one moment calm, the nextastorm.Hewantedtodriveaway,buthecouldn’t.Hewantedtoscream,buthewouldn’t.
‘The Greeks thought of language as a veil that protects us from the brightness of things. I think poetry is a tear in that veil.’ (
ALICE OSWALD
)
A discussion of this idea in relation to literary texts.
Language shields us from both suffering and joy alike; poetry yields us to it. In Greek works like the Iliad and the Odyssey, there is an underlying acknowledgment of the limitations of language to fully capture the divine and the sublime as, often, prose doesn’t offer the artistic liberty to do so. We constrict ourselves with prose, we hide behind euphemisms, we conceal the warmth of our sentiments with calculated and disingenuous words. Only through tearing the veil, ripping apart the rules of language, are we able to feel the truth in lieu of simply reading it. Through a discussion of Absalom Absalom! by William Faulkner, The Tell-Tale Heart by Edgar Allan Poe, Aunt Jennifer’s Tigers by Adrienne Rich and Funeral Blues by W.H. Auden this paper aims to dissect the ways in which poetry and prose differ in regard to exposing truths. Human beings are rarely truthful creatures, often using the deceitfulness of language to obscure reality. Though this use of language can be entirely unintentional, this phenomenon is portrayed time and time again in literature, epitomized by Absalom Absalom! by William Faulkner. The story itself is less crucial to exemplifying the idea than the narration style.
The perspectives change often, without defined transitions, regarding the story of the protagonist Thomas Sutpen. Thus, the story is seen as convoluted, redundant, where different accounts directly or indirectly contradict one another; thus, the concept of ‘traditional plot’ suffers. Additionally, the lack of clarity generates certain epistemological questions regarding our certainty of history. Edmond Volpe, who wrote A Reader’s Guide to William Faulkner, states that the “continual flow of words” in Faulkner’s long, drawn-out sentences “forces the reader to participate in the search for understanding and truth” (38-39). It has also been said that the writing style, the way in which the prose is written, is founded on the idea that “life is in all aspects a massive continuum that cannot be compartmentalized without substantial loss of truth” (“Faulkner’s Prose Style in Absalom, Absalom! On JSTOR”). This is furthered by the fact that none of those telling Quentin about Sutpen have a firsthand experience of the events they are sharing. For instance, Mr. Compson was told the stories by his father, Sutpen’s friend, which he relaid to Quentin. History is generally thought of as fact, and thus marketed in that fashion. However, what Absalom Absalom! argues is that the understanding of it is entirely subjective, thus flawed. While those sharing the stories may be honest to what they have heard or comprehended, it is impossible for all competing narratives to exist simultaneously as truth, therefore we have been entirely shielded from it. As we have seen, the way one perceives and recalls an event with language, even unintentionally, can shield the truth; to be human, and to speak, is to be unreliable.
This has been portrayed with the unreliable narrator trope where crucial story details are omitted or obscured, creating a new narrative. Sometimes humans are not at fault for their inability to tear the veil with their language; being honest and being truthful are not completely synonymous. But while it is not the fault or intention of a madman to share misconstrued stories, it happens, nonetheless. In addition to Absalom, Absalom!, The Tell-Tale Heart, a short story by Edgar Allan Poe, demonstrates this idea as well. It tells the story of a madman, who insists he is sane, planning and executing a murder. The first-person narration insinuates that everything the man senses and relays to us is fact. The old man he killed had an eye “like the eye of a vulture” (Poe, page 64), the policemen were “playing a game” (Poe, page 67) with him, he could hear the old man’s heartbeat across the room because his “hearing had become unusually strong” (Poe, page 66). As he is our only perspective to the story, the audience is forced to accept what he says (to a certain extent) as fact, we are only able to prove his insanity and unreliability by his actions, not by his words. Those actions being: he suffocates and dismembers an old man because he cannot stand the sight of his eye, he admits as much, and confesses to the police in a hysteric state as he is plagued by the sound of the old man’s heartbeat (a sound he is sure the police can also hear, thus knowing he is guilty). As he is unable to interpret his actions as insane in the way the audience can, he is being honest when saying he is sane, but not truthful. He has used his words to veil the truth from the audience and mask the truth (the brightness). The statements regarding what he thinks transpired mimic what has happened, though have been tainted by the perception of the man himself. It implies that when humans are constricted by their mind, their logic, and their bias, they force stories through the limited structures and vocabulary of prose which obscure the truth.
Therefore, it is in poetry where truth is found—in raw emotion, in absolutes. A reader of poetry is not burdened by the need for the factual. There is an expectation of subjectivity and artistic freedom; you indulge the author and allow them to simply exist—free of linguistic confinements. Truth is not actively sought in poetry, but, in a sense, that is what makes it truthful. Although, when discussing prose versus poetry in matters of exposing truth, it would be shortsighted to say there is never truth in prose and there is always in poetry. Not every story fall victim to an unreliable narrator, and the introduction of line breaks to mediocre text does not suddenly create a deeper emotional meaning and sincerity. However, the generalized connotations of writing and reading poetry surpass those of prose when it comes to revealing brightness or truth. Poetry allows us to be unapologetically passionate, grand, and expressive. It enhances understanding, it seeks to expose raw emotion.
Prose writing is attributed to being commonplace, to lacking originality, to being prosaic. However, when people find truth in reading Plato or subliminal beauty in reading Mary Shelley, and it creates the very same impression of ‘raw emotion’, or truthfulness, that brightness that is said to be found in poetry—we call it an imitation and extension of poetry; we call it poetic Poetry as a concept requires truth as it requires emotion. The most important difference between poetry and prose is we do not receive poetry in the same way we do language. Poetry acknowledges its subjectivity and imperfections; that is what makes it honest and truthful. In Aunt Jennifer’s Tigers by Adrienne Rich, the way she describes her feelings in relation to reality makes the text truthful. When describing the tigers Rich says, “The tigers in the panel that she made / Will go on prancing, proud and unafraid,” (Rich, line 11-12) symbolizing her
inner strength and desire for freedom. This juxtaposes the depiction of Aunt Jennifer’s reality, “When Aunt is dead, her terrified hands will lie / Still ringed with ordeals she was mastered by,” (Rich, line 9-10) which conveys her enduring oppression and fear. The idea of “prancing, proud and unafraid” highlights the subjective emotions and experience of what she felt looking at the embroideries while the phrase “her terrified hands” explores the reality. By highlighting both these differing moments, poetry reveals truths that prose, often constrained by the need (and failings) to present factual narratives, may obscure. This capacity of poetry underscores its vital role in exploring and conveying human truth, offering the audience a raw and genuine emotional connection. In addition, Funeral Blues by W.H. Auden is another example of emotion portrayed well in poetry; in this case it is of grief towards a loved one. “He was my North, my South, my East and West, / My working week and my Sunday rest, / My noon, my midnight, my talk, my song” (Auden, line 9-11) in describing the love felt for the man, the author illustrates not only the all-encompassing nature of their relationship but also uses the repetition of the word ‘my’ to personalize the poem and stress the individual experience of the author regarding the dead man. The ambiguity also allows for readers to insert themselves into the experience and relate. Absalom Absalom! and The Tell-Tale Heart displays the ways in which prose and the nature of human speech provides a perfect channel to masking truths; lying becomes extremely easy, even in moments where that was not the intention. Their manipulation of words and language as well as the disjointed and fragmented nature of the narrative create the sense of a veil masking the truth. In The Tell-Tale Heart, the unreliability of the account we receive is proof of prose shielding brightness. It is a result of what happens when subjectivity is marketed as fact (often the nature of prose we do not call ‘poetic’) and only through
an objective retelling of actions do we see the brightness. The two poetry pieces discussed were Aunt Jennifer’s Tigers and Funeral Blues, both offering two quite different perspectives of the mourning of a loved one. The acknowledgement of poetry as a personal experience allows it to be as truthful as it is. The authors see the deceased differently, yet each version is true and honest to the person crafting it. It is achieved by the liberty to break structure and by the freedom to use words as the author sees fit. However, the need for a less poetic, structured prose exists just as much as the need for poetry. This is because by nature, humans need to operate on prose-like communication day-to-day to function. If poetry is about not only being honest at every moment, but also subconsciously searching for truthfulness, it would be exhausting to maintain for extended periods of time, let alone daily. Lying and deceiving is a part of human nature, it is almost impossible to be as genuine as poetry demands as frequently as one thinks or speaks and remain sane. This is because the need to deceive is targeted at others and us; there is the need to lie to ourselves to live peacefully. It is impossible to expect constant truthfulness, sometimes the brightness can hurt, and so prose is our cover, it is our veil, so we do not blind ourselves. People may lie when they say they like their jobs, that they are sane, that they are serving justice—whether it is true or not carries little merit, only that they believe it. Poetry allows us to, for a moment, tear through the veil—it exposes urban sophisticates to the beauty of nature. It shows suffering to the joyful, and in the same breath it shows joy to the suffering. We use prose to get by, to do jobs, to have someone to blame, to kill an old man and say it is justified, to reason our madness. We live in prose so we can live for poetry. So, in a sense, it is true, language can be a veil, it can shield us from ourselves—that’s prose, but at its core language is so much more. There can be so much truth and so much brightness in language, language can also be the tear in the veil—that’s poetry
Prison of freedom
By Rameen
Grade 12, Hafeet
Onmyisland,timedoesnotflowasitdoeselsewhere.Here,thedaysstretchintogoldeneternities,theskiesforeverburnwiththe brilliance of an endless afternoon. I, Calypso, am bound for Ogygia, this paradisiacal prison, where the sea kisses the shores and the wind whispers of places I will never see. I am a daughter of Atlas, but the weight of the heavens is not mine to bear. My burden is different—it is the burden of waiting, of longing, of watching men come and go, whileIremain.
Every few years—or is it decades?—the ocean delivers another hero to my shores. They arrive broken, defeated, hearts laden with the weight of their journeys. They stumble upon my island, desperate for rest, and I offer them all I have: shelter, love, an escape from their harsh fates. I nurse their wounds, listen to their tales, and for a time, they forget. They forget their wars, their homes, and the paths they’ve wandered. In their arms, I almost forget too. Almost I was once like them, free to roam the world, to taste the salt of distant seas and wander through lands unknown. But the gods, in their cruelty, decided that my freedom was too dangerous. For aiding my father, for standing with him, I was cast here, to this beautiful exile. My wings were clipped, and I was told this was my punishment—tobeboundtothisparadise,eternallyalone,exceptforthosewhomtheseawouldcastashore.
And so they come. Odysseus, most recently, with his stormy eyes and full of yearning for a home he might never reach He stayed with me for seven years, though it felt like a heartbeat and an age all at once. I loved him, as I have loved them all—thesemenwhocometome,seekingrefugefromtheirbattles.Iofferedhimeternity.IofferedtomakehimaGod,to staybymysideforever,freefromthemortalchainsthatboundhim.Buteventhen,Iknew.Ialwaysknow.
Theyneverstay.
For what is my island, if not another kind of cage? The men who wash up on my shores may be weary, but their hearts beat for freedom. And I—though I may pretend otherwise—I understand. No one, no matter how kind, how beautiful, how loving, can be more alluring than freedom. Odysseus left, as they all do, when the Gods decreed it was time. I wept, yes, but my tears dried quickly, as they always do. The tides took him, the same tides that brought him to me,andIstoodontheshore,watchinguntilthehorizonswallowedhimwhole.
I am bound to this place, but not them. They leave, and I remain, bound by the will of the Gods, tied to an island that is both my sanctuary and my cage. But even as I watch them go, I do not begrudge them. How could I? For I know the cost of captivity. I know what it means to long for freedom, even when it means leaving behind all that is safe, all that is familiar.
Theyarefreetogo.Iamfreeonlytostay.
By Riyana Bohjwani and Sophia Both
Grade 10
What is charity? Charity is the act of selflessly providing support and assistance to those in need, embodying compassion, and generosity in the service of others. Charity links to the idea of freedom because together they create a dynamic where liberty encourages acts of generosity, and those acts can help strengthen community bonds and promote social justice. Freedom empowers charity, and charity can enhance the overall well-being of a freesociety. We can link freedom and charity to the IB because the IB encourages students to think independently and critically, which allows learners to explore diverse perspectives and create their own opinions. The IB emphasizes the importance of understanding new and different viewpoints, which fosters freedom when recognizing the interconnectedness of global issues and encourages students to act responsibly.
Helping Hands is a charity initiative that was as established through a collaboration with Tata Memorial Hospital which initially aimed at raising funds or cancer patients in India. In 2018, the initiative expanded to Dubai where it evolved from selling items for fundraising in India into organizing weekly food drives for construction workers. This initiative organizes weekly drives where they distribute necessities to construction workers who do not always have time to buy things like toothbrushes, shaving kits, packaged food items, etc. The purpose of this initiative is to give back to the community because the construction workers work tirelessly to create the amazing facilities all around us. However, they work in intense heat which makes them vulnerable to heat strokes and dehydration which is why we hold weekly food drives for 300-600 construction workers.
Since 2018, the initative’s goal remsins to expand and open more campsites to distribute more items to more construction workers and to increase awareness among broader audiences.
Every weekend, we set up a food drive within a labor camp area. Within this, community members volunteer to support in distributing the food products and providing the products to be distributed (Helping Hands has a community group chat with information about upcoming drives.) Volunteers who wish to contribute products for distribution should provide their names and specify the items they will donate. This information will be added to a list to track expected contributions and prevent duplicate items. The products should arrive 30 minutes prior the distribution and which allows volunteers to help unpack the products to make distribution effective.
Freedom. We always hear this noun whether that be when we talk about matters such as freedom of speech or the freedom to be yourself. We hear it, but do we feel it? Does that noun escape its limit of being a ‘word’ and creep its way into the reality of day-to-day life? Chances are you are saying no, because of several factors like societal constraints, expectations from family, friends, teachers, cultural and political systems, economic pressure. The list goes on and on. However, as pessimistic as you want to feel, the truth is: you are as free as you let yourself be.
Attaining complete freedom is described as this unrealistic paradise that no one can fully ever experience. To that, we say, not with that attitude. You create your reality through your relationship with yourself and others, your perspectives, and your mindset. It is integral to understand that you are the master of your fate, and that you have control over your life, even with obstacles in the way. It is easier said than done, but there are some small ways you can increase your perception of your life’s freedom: through community service.
Real freedom is the ability to choose what is tremendously important in your life. For many communities service is not what is truly important to them, usually it is family or friends. However, these two aspects of life are interlinked by the idea of community. It is no secret that we humans are social creatures and that helping our community fosters social cohesion and mutual support which are hugely important.
Freedom allows us to choose to help people or support a cause we believe in, bringing satisfaction through the release of chemicals in the brain, such as dopamine, oxytocin, and serotonin. Freedom also plays a role in community service by allowing us to choose which aspects of our community we want to focus on and improve. This simple act of pursuing our passions and working toward a shared goal with others creates meaning and purpose, which are essential for human flourishing.
So, with all of this, as a team you can be the torch and provide you with light so you can navigate your road to freedom. Community service comes in all different shapes and sizes from helping feed stray cats to forming your own organization to help with issues around the world. Use your privilege of going to an amazing school full of opportunities and living in a country where all doors can be opened. Use your freedom to make a change. How do you see in your community that needs fixing? Choose what sets you on fire and regain that bit of freedom back.
By Teona Topliceanu Grade 10
They come in the night. Black vests shielding them from metal shards that we send flying, they advance ruthlessly. The floorboards would creak and groan, final cries of the oncoming danger. The first time, we got away. I never understood deer in headlights - the blinding lights sent us running. They never did see our faces, otherwise I doubt we’d still be around. They’re clever, but not that clever either. The second time they came, I could hear the mother’s wails. By then, I was old enough to sound the alarms myself. It’s not as though we actually had anything to hide, as far as I knew then. But we always took the books with us. I hadn’t linked the two, hadn’t thought that the worn paperback copies would be the reason they pushed the pedal to the metal when they chased after us.
By the third time, I knew. I knew our name, and I knew what we stood for. I knew it as I tasted the bitter blood, I knew it as the glass shattered. It only made me run faster and faster. I didn’t stop.
I was told they started with the news. Articles and events began to go missing. No one noticed until it was too late. It was like some invisible force was cast over all of our minds, hiding the hidden, concealing the things we should’ve been seeing. Then, they came for the older things, the wise words bound with adhesive. The libraries closed, the cinema stood dark and lifeless.
Then, they came for ideas. Objects. I can’t put my finger on what they took, but I could feel it in my bones that it was important. With each day I lost something. It was a strange experience, watching it all fade away. Things I no longer had names for, that no longer were - they were leaving. Taken.
It only got worse when they took the words. There are ideas running through my mind, spectres of things long gone that I cannot say. When I try, and believe me, I truly do, nothing comes out. It is all simply gone. I can no longer say who They are - only that sometimes, in the night, They come. Maybe they came for more, maybe they’ve already taken things from my mind. Maybe I wasn’t always carrying books only, maybe there were other things. I am amazed that I remember what they are. Maybe it’s because I think of them in the Old Tongue - I’ve noticed that I remember things for longer when I do so. They have yet to figure out the intricacies of letters they can’t even speak, especially for a strong word like book. I am scared for the day they do. I am scared for the day I don’t remember. When they go, there will be nothing left. Nothing to stop them. Nothing to help us remember.
Nothing.
SuffragettesThe
By Ella Jacobs Grade 6
Can you imagine a world where women are not regarded as independent but useless? No, you would hope not but than life was like that for women back then. No freedom and treated as the lower-class sex who were supposed to busy themselves with the female things to do. They were expected to always listen to their husbands and care for their children but before long someone had to do something. So, in July 1848 a women stood up for herself her name? Elizabeth Cady Stanton. She made the United States government a list of demands for them to carry out this which was called the declaration of sentiments. The declaration was signed but received much criticism once publicly published.
Coincidentally that year, in January revolutions and revolts started happening in Europe against their monarchies in countries such as Sicily, France, Italy and the Austrian empire but even these revolts ended in failure. Forward in time New Zealand was the first country in the world to let women have the right to vote in 1893, but they were only permitted to stand in election after 1919. Just before this in 1903 Emmeline Pankhurst and her daughters created the WSPU (women’s social and political union). They created the Suffragette movement lasting from 1903 to 1914 in between these years the Suffragettes would attack the government’s buildings smashing shop windows and even making letter bombs.
But did the Suffragettes help? Yes, they most definitely did it brought the nation together and they very much succeeded in 1918 when women were given the right to vote but only if they were over the age of 30 and owned property. However, this meant that domestic servants or munition workers didn’t meet these qualifications but one step at a time, right? Finally, after 80 years of activism, women achieved the right to vote in 1928 in all of Europe alongside men. But for some countries this was not the case as Saudi Arabia only permitted women to vote back in 2015. Now, in 2025 Afghanistan still has not given women their basic rights back from 2023 when it was declared that women could not attend school, university or engage in employment. This has caused a significant number of female journalists and protesters to flee the country.
Thankfully, this is one of the only countries where women remain trapped. But on some critical fronts there is still an uneven access of employment, education, and a concerning amount of poor medical care for most females!
We have come a long way, but we are yet to achieve an equal society for both sexes!
Freedom Women of in india
By Aaira Mehta Grade 8
History shows women in India throughout time embodying strength, resilience, and hard work, navigating through difficulties which to many of us would seem unimaginable. Women have played vital roles in society and yet millions of them are unable to have the freedom they deserve.
Despite the hardships they face, these women are breaking down barriers and contributing to all fields of life in ways that many of us could not. Their ongoing struggle for freedom is crucial to granting them the lives they deserve and recognizing their potential, giving them the opportunities they need to flourish. In recent years, women in India have embarked on a journey towards freedom, challenging societal expectations and finding their rightful place in the country. These strong women have single handedly created a path for themselves changing political, cultural, and social landscapes, in positions that represent a generation of young women who stand for their beliefs and embrace their values.
Their newfound visibility is essential for ensuring that women’s perspectives shape the heart of the nation. Women in India have dealt with multifaceted challenges, depriving them of leading basic lives, ranging from abuse to child marriage. Practices and rituals they are forced to perform at the expense of their safety, health and even life are just a minuscule part of the formidable challenges these women deal with during their daily lives. Despite these obstacles, women in India are increasingly asserting their rights and making large strides towards freedom in the country, supporting their walk to freedom would allow them to have the capacity to catalyse transformative change, driving progress that benefits all of society.
