Egypt: The Impact of the BuildaBridge Classroom Model

Josh Cooper

I came, I saw, and I began to understand. The Diaspora of Hope – Egypt 2009 was a transformational experience, not just for the young people we went to serve, but for me as well. The experience allowed many ideas about how kids should be taught to be resurrected. Quite frankly, some ideas were just changed. It seems I’d already began to forget what I’d learned in the Master’s Urban Studies Arts in Transformation program (this just goes to show that if you don’t use it, you’ll lose it. Thus, I must commit to using it more often).

I’d forgotten about the impact of the BuildaBridge (BB) Classroom and just how children so quickly respond to it. The format incorporates the very elements that young people, especially those disadvantaged, need. Ritual, rhythm, and response, and structure are good for all of us.


Dr. Nix-Early quickly and effectively used all of these elements of the BB Classroom with the young people of the host organization, Caritas. As soon as the children entered the room, the BB team began to clap our hands to get the attention their attention. They quickly responded by doing the same. So Dr. Nix-Early would change the rhythm after a few seconds and the young people would respond again. This is rhythm, ritual, and response – just in this simple exercise. Eventually, we were able to include the young people’s names in this format to welcome them to the start of each fun-filled day of artistic experiences.

After only 2 days, one little boy about 5 years of age, named Amr, began to sing a song at the start of the day. We found out later that it was a song about love, respect, pride, and hope for Egypt. This song quickly became part of the morning ritual. This is exactly what should happen. When those we go to serve begin to take ownership of what we’ve offered, they are increasing the sustainability of the impact of the BB Classroom.

Additionally, the experience of creating art and learning it’s metaphorical relationship to their lives is transformational. The creative writing and drama experience of Laena’s class had a significant impact on the young people and the whole BB program – forming the bulk of the final celebration. Laena facilitated the creation of a story by the Caritas young people that included principles of transformation, forgiveness, redemption, and restoration. While the young people may not understand the full depth of the meaning of these words, they were able to experience the meaning of each of these words. I would argue that this is far more powerful than any other method of teaching, as the students will be able to “carry” the experience of the creative writing and dramatic performance before an audience for the remainder of their lives.

As I am sitting in my aisle seat on the Egypt Air flight home, with 2.5 hours left before I arrive, I am still having a tough time leaving them behind. The excitement with which the young people greeted us each day, seeing the impact of the BB Classroom and the transformational artistic experiences, and thinking about how much more can be accomplished there is challenging. Of the three BB programs I have been a part of (one other international program and one domestic), Egypt is the only one in which the BB team has left with a gift from the young people. On our last day, we were given the national flag of Egypt made of red, white, and black beads. After all that I have experienced in these last ten days, the question I am left with is, what do I do now?