PDF Summary:Two Old Fools on a Camel, by Victoria Twead

When an overseas teaching position in Bahrain beckons, Victoria Twead and her husband bid farewell to their tranquil retirement in a Spanish village. In her memoir Two Old Fools on a Camel, Twead recounts their struggles to adapt to a vastly different culture and chaotic workplace.

As they settle into their new environment, Twead vividly depicts the hurdles of language barriers, intense heat, cultural differences, and disorganized school administration. Yet the protests of the Arab Spring soon consume their lives. Twead must confront the surrounding turmoil head-on, weighing the risks of staying versus the pull of their peaceful life in Spain.

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• The impact of a teacher on a student's life can be profound and long-lasting, even if it is not immediately apparent, suggesting that Twead's influence may extend beyond current observable engagement levels.

Managing intricate interactions with school administrators and colleagues in the teaching profession.

Twead's narrative reveals the intricate dynamics at the school, emphasizing how school leaders and educators engage with the community of families they support. She maneuvers through the nuanced dynamics and disagreements that arise within the educational institution's community. In this segment of the narrative, her interactions with a group of veteran educators, humorously referred to as the "Three Ample Matrons," are scrutinized, since they view Twead's arrival as an interference with their well-established customs. The story explores her experiences with the supervisor of the Middle School, Mr. Brewster, who struggles to connect with the female members of the teaching staff and seems to favor the men, particularly Twead's showy and often absent colleague, Wayne.

The conflict emerged because the "Three Fat Ladies" were resistant to modern methods.

Twead's encounters with the group affectionately known as the "Three Rotund Women" highlight the tensions that arise when established traditions are challenged by new authorities. Cecily's feelings of resentment are directed at Daryna, who was recently selected to head the high school, a role Cecily was passed over for. This hostility extends to Twead as well, who is seen as an ally alongside Daryna. Twead shares her experience of feeling sidelined by a trio of women determined to contest Daryna's authority. This fosters a tense and polarizing environment among the members of the educational institution.

Context

• Conflicts like these can be exacerbated by personal grievances or competition, such as feelings of being overlooked for promotions or leadership roles.
• Cecily's resentment could affect the overall morale and dynamics within the school, as her attitude might influence others and create divisions among staff and students.
• The "Three Fat Ladies" symbolize a broader resistance to change, which is a common theme in environments where long-standing traditions are valued.
• Schools often have long-standing traditions and practices that some staff members may feel are integral to their identity and success. Introducing modern methods can be perceived as a threat to these traditions, leading to conflict.

Dealing with the distinctive traits of different teachers, including Brent and Hali-Barry, became an aspect of the journey.

Twead presents a humorous and insightful portrayal of the unique characters that make up the school's staff. The unconventional TOK instructor Brent, recognized for his quirky nature, has an interest in gathering names and personal details, meticulously recording them in a journal, shows atypical social reticence, and struggles with managing the interactions within his teaching space. Hali-Barry frequently unsettles the women working there with his awkward attempts at romance and his notably bad breath, which often leads to discomfort. The eccentric behaviors and inappropriate deeds of these characters add to the existing pandemonium at the school, giving it a touch of absurdity.

Context

• The journey involves adapting to new and often uncomfortable situations, reflecting broader themes of resilience and personal growth in unfamiliar settings.
• The humor in Twead's writing often stems from her observational style, capturing the quirks and eccentricities of people she encounters.
• Characters who are socially reticent may struggle with communication, leading to misunderstandings or conflicts in narrative settings. This can be used to explore themes of isolation or the challenges of social interaction.
• Building personal connections with students can enhance learning experiences, but this may be hindered by a teacher's discomfort with social interactions.
• Discussing how personal behavior and hygiene can influence perceptions of professionalism and respect in the workplace might help explain the discomfort caused by Hali-Barry.
• Individuals with bad breath may experience social anxiety or embarrassment, affecting their confidence and interactions with colleagues.
• The interactions among staff members, including awkward or inappropriate behavior, can create tension and disrupt the professional environment, impacting collaboration and communication.
• The school may face administrative or logistical issues, such as lack of resources or poor management, which exacerbate the chaotic atmosphere.

Adapting educational approaches to suit the local learners' needs.

Twead narrates her persistent endeavors to tailor her instructional methods to meet the learning requirements and societal backdrop of her pupils in Bahrain. She comes to understand that the pedagogical approaches she employed back in England fall short in her current setting, prompting her to devise creative techniques to overcome the educational challenges posed by her students' diverse cultural origins. Victoria Twead focuses on improving the learning environment by adapting her instructional approaches to meet the distinct viewpoints of her students, which are unlike any she has previously experienced.

Navigating through linguistic obstacles and cultural disparities within the educational setting.

Twead faces a significant challenge in bridging the language gap in order to effectively connect with her students and create an environment that is supportive of learning. A significant number of students struggle with English, which impedes their comprehension of complex concepts and their participation in classroom debates. Twead has to adjust her way of speaking, come up with new teaching strategies, and often use visual aids, gestures, and body language to communicate effectively with her pupils. She also needs to be aware of the cultural nuances associated with subjects such as animals and faith, as these can elicit unexpected reactions from her pupils.

Other Perspectives

• While Twead does face challenges in bridging the language gap, it's possible that the students' diverse linguistic backgrounds could enrich the learning environment by providing multiple perspectives and fostering a more inclusive atmosphere.
• Some students might excel in non-verbal aspects of communication and learning, such as in subjects like mathematics, art, or music, where language barriers are less of an impediment.
• Such adjustments and non-verbal communication methods might not be standardized, potentially leading to inconsistencies in teaching and learning experiences.
• Assuming that reactions to topics like animals and faith will always be unexpected may underestimate the students' ability to adapt and understand concepts outside of their cultural norms.

Inventing innovative strategies to stimulate and involve the learners.

Twead narrates her continuous efforts to devise innovative methods to inspire and captivate her pupils, who often show little enthusiasm for scholarly activities. She uses wit, anecdotes, and visual materials, and she also tries to weave elements of their culture into her teaching to pique their curiosity. However, her efforts often meet with resistance, highlighting the deep-seated cultural differences impacting their attitudes towards education. She realized that their sense of entitlement and the expectation of excelling academically, irrespective of the effort they put in, contributed to their reduced motivation.

Context

• Regular feedback from students can help refine and improve teaching strategies, making them more effective over time.
• Visual aids such as charts, videos, and images can cater to visual learners, helping to clarify complex ideas and maintain student interest.
• This approach can also improve communication between teachers and students, as it demonstrates respect and interest in the students' cultural perspectives.
• In some cultures, education is seen as a means to achieve social mobility, while in others, it may be viewed as a way to maintain social status or fulfill societal roles.
• Media and societal narratives sometimes glorify natural talent over hard work, which can contribute to the belief that effort is not necessary for success.

The author's life was profoundly impacted by the Arab Spring protests in Bahrain.

The author's narrative takes an unexpected turn when Bahrain becomes engulfed in the revolutionary fervor that characterized the Arab Spring. Initially underestimating the faint stirrings, she directly encounters the escalating reality as the local dissent gains momentum, observing up close the turmoil, antagonism, and the aggressive crackdown by the officials. This section of the book delves into how the demonstrations significantly disrupted everyday activities and the atmosphere at school, compelling Twead to make challenging choices regarding their forthcoming plans in the country.

Witnessing firsthand the escalation of the push for democratic change

Victoria Twead's initial indifference to the Arab Spring turns to growing anxiety as protests intensify in the small island country located in the Persian Gulf. As she observes the rapid succession of updates on social media, she becomes aware of the escalating unrest chronicling the intensifying situation. However, the situation's gravity becomes apparent when she and her colleagues see demonstrators parading by their accommodation, notice a heightened number of law enforcement officials, and perceive the unending hum of aircraft overhead along with the constant clamor of emergency alarms. The author describes a growing sense of unease as the situation becomes increasingly volatile.

Observing the chaos, hostility, and forceful control

Twead's experience becomes increasingly disconcerting as the protests escalate and she witnesses the government's harsh crackdown on the demonstrators. She recounts unsettling events where police resorted to severe tactics, deploying irritant gas, projectiles meant to be non-lethal, and even live rounds on individuals without weapons. She found herself horrified by the social media updates detailing deaths and injuries, the accounts of targeted strikes on healthcare centers, and the murmurs about people disappearing after being taken into custody. The writer's feeling of safety is broken when the tranquil island utopia she envisioned becomes a backdrop of turmoil and subjugation.

Context

• The events may be part of a larger historical pattern of civil unrest in the area. Knowing past instances of protests and government crackdowns can help explain the severity of the current situation and the tactics used by authorities.
• The use of force against demonstrators is a common tactic in authoritarian regimes to deter further protests and maintain power.
• The use of excessive force against unarmed civilians is often criticized by human rights organizations, which may call for investigations and sanctions against those responsible.
• The use of social media in documenting protests can help raise international awareness and put pressure on governments, but it can also lead to misinformation if not verified.
• Strikes on healthcare centers can severely impact civilian morale, as they remove a critical safety net for the injured and sick, leading to increased chaos and fear among the population.
• Enforced disappearances are considered a violation of international human rights law, often involving the denial of freedom and the right to a fair trial.
• Experiencing such drastic changes can lead to feelings of helplessness, fear, and trauma, as individuals grapple with the loss of normalcy and the threat to personal safety.

Feeling the tension and uncertainty in the local community

The writer skillfully portrays the growing stress and clear pressure within the group. The unyielding demonstrations and the government's severe response create a climate of fear and uncertainty that impacts the daily lives of both Bahraini citizens and foreign residents. Twead narrates how the political unrest escalated, exacerbating the existing mistrust between Sunni and Shi'a, with the situation further aggravated by the participation of Saudi Arabian forces. She observes the unease among her colleagues regarding their relatives and detects a growing unrest among her students, many of whom have been impacted by the protests.

Context

• The unrest had significant economic impacts, affecting businesses, tourism, and the daily lives of residents, both local and expatriate.
• The Bahraini government restricted media coverage and internet access during the protests, aiming to control the narrative and limit the spread of information, which contributed to the climate of fear and uncertainty.
• The intervention affected Bahrain's diplomatic relations with countries that viewed the move as an overreach, complicating its international standing.
• The unrest deepened existing sectarian divides between Sunni and Shi'a communities, leading to increased suspicion and fear among different groups within society.
• The educational environment in Bahrain during this period was likely disrupted, with schools and universities facing closures or reduced attendance due to safety concerns.

Adjusting to the changes in everyday life and educational schedules.

The widespread protests of the Arab Spring significantly impacted their everyday existence, necessitating changes in their school schedule, travel routines, and sense of safety. The mounting disorder results in schools shutting down, roadblocks being erected, curfews being enforced, and orders from officials for expatriates to remain indoors, all contributing to a pervasive sense of unpredictability and restriction. The author describes the challenges of adapting to ever-changing circumstances, handling constant disruptions, and attempting to maintain a semblance of routine amidst chaos.

Navigating the challenges of school shutdowns, limitations on travel, and concerns for safety.

In response to escalating demonstrations, the institution closed down, leading to the cancellation of classes, a delay in scheduled assessments, and widespread ambiguity regarding future developments. Travel becomes more perilous and challenging as armed checkpoints appear on primary routes and demonstrators, especially in Shi'a regions, frequently erect barricades. The author meticulously stays informed about the most current safe routes and avoids current dangers by keeping an eye on news and social media. They live with the constant concern of being targeted due to their Western background and feel a sense of relief each time they return from school and successfully navigate the checkpoint without any problems.

Practical Tips

• Develop a personal safety plan by mapping alternative routes to your frequent destinations. In case your primary path is obstructed or unsafe, having a pre-planned secondary route can save time and reduce stress. Share these plans with family members or close friends so they are aware of your movements in case of emergencies.

Other Perspectives

• The decision to close might have been influenced by pressure from stakeholders such as parents, faculty, or the local community, rather than the demonstrations themselves.
• The interruption in the academic schedule might have encouraged the development of resilience and adaptability among students, which are valuable life skills.
• The institution itself might have contingency plans in place for such scenarios, which could reduce the level of uncertainty for those directly affected.
• Technological advancements and real-time communication can provide travelers with up-to-date information, making travel in high-risk areas more manageable than in the past.
• Erecting barricades might be a response to specific incidents or threats, and not necessarily a frequent or first-line action taken by demonstrators.
• Relying solely on news and social media may not account for real-time changes or unreported hazards on the ground.
• Information overload can lead to confusion or indecision in critical moments, potentially increasing exposure to danger rather than avoiding it.
• The feeling of being targeted could be a result of heightened anxiety or stress in a volatile situation, which might amplify personal fears irrespective of the actual risk.
• The feeling of relief might be temporary and could be followed by anxiety about the next journey, as the situation remains unstable.

Assisting peers and pupils during times of upheaval.

Twead's narrative reveals the ways in which the school community attempts to support each other during this tumultuous period. Despite the fear and disruption, teachers endeavor to preserve a consistent and ordinary atmosphere for their pupils, engaging them in activities that shift their focus away from the chaos, and offering solace at all times when necessary. She also shares the worries of her coworkers from Egypt, who are uneasy about the safety of their family members. Twead observes moments of kindness and unity that cross the divides of culture and faith, even amidst the social tensions within Bahrain.

Context

• In times of crisis, communities often come together to support one another, demonstrating resilience and solidarity. This can involve organizing support networks, sharing resources, and providing emotional support to those affected by the turmoil.
• Children are particularly sensitive to changes in their environment. A stable classroom atmosphere can mitigate the psychological impact of external chaos, helping students feel safe and supported.
• Group activities can strengthen community bonds among students, promoting teamwork and mutual support, which are vital during challenging times.
• Many educators receive training in crisis management and psychological first aid to better support students during emergencies.
• News coverage of events in the Middle East can amplify fears, as media often highlights violence and instability, which can exacerbate worries about loved ones in affected areas.
• Acts of kindness and unity often occur through personal interactions, where individuals transcend societal divisions by forming genuine connections based on empathy and shared experiences.
• Bahrain is home to a diverse population, including expatriates from various countries, which adds layers of complexity to social dynamics and can sometimes lead to cultural friction.

Deciding whether to stay in Bahrain or leave.

Victoria Twead's memoir concludes with her facing the difficult decision of whether to leave Bahrain. Victoria and her partner meticulously weighed various factors, both personal and work-related, when deciding their next steps, taking into account the British Embassy's advice to evacuate the region because of escalating instability and perilous conditions. The writer expresses her inner turmoil, struggling with a desire for personal stability while feeling obligated to a school facing a substantial decrease in its number of teachers. She also acknowledges her yearning for the peace and comfort of their home in Spain.

Weighing the personal and professional factors in the choice

Twead describes the complex reasons that led to their decision to leave Bahrain. On a personal note, they yearn for the serene and straightforward life they previously relished, seeking solace in the midst of the chaos and uncertainty enveloping their island abode. They also feel a sense of responsibility to support their daughter's upcoming wedding in Australia, a significant life event occurring amidst the chaos of a nation in the Middle East. Professionally, their commitment is strong towards the educational institution, especially given the high number of teachers who have left. The author acknowledges the financial benefits of prolonging their time in Bahrain for another year, yet this consideration is overshadowed by their profound longing to go back to the country of their origin.

Context

• The desire for a serene life often reflects a need to escape from high-pressure environments, which can be common in regions experiencing instability.
• Parents typically play a crucial role in wedding preparations, offering emotional and financial support, and their presence is often considered essential for the ceremony.
• A strong commitment to an institution often stems from a sense of loyalty and responsibility, especially if the institution has provided significant professional growth or support.
• Staying longer might offer additional professional development opportunities, such as leadership roles or specialized training, which can be financially rewarding in the long term.
• The lifestyle in one's home country might align more closely with personal values and preferences, such as climate, food, and leisure activities, contributing to the desire to return.

Ultimately, they decided to return to Spain.

The story reaches a critical juncture as Victoria Twead and her partner choose to go back to their residence in Spain. Though they are attracted to the charm of their new residence, appreciate the economic advantages of staying, and have formed deep bonds, their longing for tranquility, safety, and the coziness of their well-known existence takes precedence over all incentives to stay. The author describes a departure filled with mixed emotions, a bittersweet goodbye to recent friends as well as a deep feeling of liberation from the chaos and uncertainty that comes with the conflicts in Middle Eastern countries.

Context

• The narrative often includes a blend of humor and poignant moments, capturing the complexity of expatriate life and the emotional ties to multiple places.
• The environment could have included picturesque landscapes or historical sites, adding to the overall allure and charm of the area.
• Some countries offer tax incentives or lower tax rates for expatriates, which can be financially advantageous.
• Deep bonds can provide emotional support, especially in challenging environments, where individuals rely on each other for comfort and encouragement.
• Navigating legal and bureaucratic systems in a familiar country can be less daunting, reducing stress and uncertainty in daily life.
• There may be projects or goals they started in the Middle East that remain incomplete, contributing to a sense of unfinished business.
• There may be an underlying uncertainty about whether they will ever return, adding a layer of finality to the farewells.
• Many Middle Eastern countries face economic challenges due to fluctuating oil prices, political sanctions, or internal strife, affecting job security and cost of living.