Ukrainian History, Life and Culture

In May, Dr. Kazakova invited me to join a group that was visiting Cossack villages in extreme eastern Luhans’k oblast.  A local congregation was hosting a delegation of American medical professionals and clergy who were in Lugansk for a hospice conference.  Dr. Kazakova asked me to join them on their excursion to the settlement of Parkhomenko (Пархоменко) and the village of Stanitsa Luganskaya (Станица Луганская). This trip was very enlightening and one of the most educational during my six months in Ukraine.  I learned quite a bit about traditional Ukrainian life and history.  Below are some photographs that I took during our excursion.  I will add comments to each photo in the very near future.

 

 

 Some of the local residents of Parkhomenko who welcomed us to the

museum.  Note the traditional dress and embroidery on the linen on which the

bread was placed. This is a very traditional Ukrainian welcome ceremony.

 

 The interior of an 19th century Ukrainian home.

 

 

 

 

 A recreation of a Ukrainian potter's workshop. Pottery

production was a very important part of life in this

settlement during the 19th and early 20th centuries, and it

continues have an important place in Ukrainian culture even now.

 

 Foot powered potter's wheel. 

 

 

 

 

 

 A Ukrainian boy demonstrating how to

throw a pot using traditional methods.

 

 

 

 The kiln at the museum

 

 

Pieces of pottery made by some of the children in the settlement.

Note the traditional Ukrainian whistles in the shape of birds and animals.

 

Salo: raw pork fat which is traditionally eaten

with rye bread and pickles and served with vodka

 

Saying good bye with one more song.

 

 

 

The inclusion program at V. Dahl EUNU continues to grow

A few weeks ago, I received a letter from Dr. Krsek sharing the exciting news that more deaf students have been admitted to V. Dahl East Ukrainian National University.  Additionally, her program has opened a resource room for the deaf and hard of hearing students and university faculty.  This is a great accomplishment of historic significance for Ukraine.  While American college and university students are accustomed to studying with deaf and hard of hearing peers, Ukrainian students have not had the same opportunities.  For me, this was highly fulfilling, as it demonstrates that my work in Luhans'k was not temporary.  Of course, the majority of credit goes to Dr. Krsek and her colleagues for using the ideas I presented to develop and implement the inclusion program, a difficult task given the challenges they faced. 

Additionally, Dr. Krsek has asked me to assist a colleague in developing a cultural exchange project with a museum here in Kansas City.  This is another collaborative experience I am hoping bears fruit.  I have contacted the museum and hope to hear from one of the directors in the near future.  I will provide an update when I receive more information.

The Experience Changes You

Living and working in a foreign country, especially one that is significantly different from one's own homeland, changes an individual considerably.  Of course, one learns a great deal about his or her host country:  it's people, society, customs, culture, geography, politics, and history.  Language skills broaden and new lifelong friendships form, but there are also some very significant and life altering changes that occur deep within a person.   An individual definitely experiences some paradigm shifts, and one's world view becomes broader, clearer and different.  Political views may change, and a person's career path may take a different course.


Some changes are subtle, but no less significant.  For instance, my personal library is maturing in ways I would not have anticipated a year ago.  I am currently reading The Master and Margarita, by Mikhail Bulgakov (Мастер и Маргарита, Михаил Булгаков) on the recommendation of my good friend Sasha.  It is possible I would not have known the book existed if I had not met him.  I recently finished a biography of Stalin, and when I am finished with Master and Margarita, I will begin a book about the Holodomor, Bloodlands.


After stepping back onto American soil after an extended period of living and working with Ukrianians, I can say with confidence that I am a very different person than I was when I left the U.S. in December, 2010.

My Fulbright Scholarship in Ukraine was an absolutely significant and life changing milestone in my life.  I count it as one of my most important personal and professional growth experiences. 

St. Volodymyr Cathedral

One aspect of Ukraine that I really enjoyed was the beautiful churches.  Many Ukrainian and Russian Orthodox churches are absolutely magnificent.  I have already posted some photos of churches in Kyiv, but every city in Ukraine has its share of splendid churches, and Luhansk is no exception.  Below is a photo of St. Volodymyr Cathedral which I passed frequently when I rode the marshrutka downtown.  I do not know exactly when this cathedral was built, but it is actually a modern church that was constructed recently.  I took this photograph in March, 2011.

St. Volodymyr Cathedral, Luhansk 

October

I really need to get back to updating my blog regularly.  While I may no longer be in Ukraine, there is still plenty to discuss and write about.  I also want to keep adding photos, which I didn't get an opportunity to upload while I was in Ukraine.


In October, Dr. Olga Krsek and Dr. Fedir Sokhatsky were in the U.S. participating in the International Visitor Leadership Program: "Inclusive Education for Students with Disabilities." This program was sponsored by the U.S. Department of State.  I was absolutely thrilled to get a chance to see them while they were here.  They visited schools and universities in Washington, D.C.; Pensacola, Florida and St. Louis, Missouri.  The purpose of the program was to give Ukrainian educators and government officials opportunities to experience successful inclusive education programs.  Those who have been following my blog are aware that Dr. Krsek has been working hard to develop an inclusion program for deaf and hard of hearing students at Volodymyr Dahl East Ukrainian University.  Dr. Sokhatsky has also been hard at work creating opportunities for deaf and hard of hearing students at the University of Ukraine in Vinnytsia.

I drove out to St. Louis while Olga and Fedir were there, and I had a chance to spend an entire day with them.  It was wonderful, but it was also sad saying good bye to them again, though I know we will meet again someday.



Dr. Olga Krsek and Dr. Fedir Sokhatsky at Citygarden in St. Louis



Fedir, William Sheldon, Olga enjoying
lunch at a restaurant near Citygarden

Last Lesson at Volodymyr Dahl East Ukrainian National University

On June Wednesday, June 22, I held my last class at V. Dahl EUNU.  It was bittersweet, because I would miss working with my students and colleagues in Luhansk, but I was also looking forward to being home again with Amy.

The topic was on the components of language (pragmatics, semantics, and syntax).  We examined each component in detail and discussed the importance of addressing them with deaf and hard of hearing students.  Teachers will often focus on syntax, but will not think to address pragmatics.  I provided specific examples of each area and the unique problems deaf students often have.

I also described a technique for assessing students' expressive language abilities.  When evaluating deaf and hard of hearing students, we can videotape them to obtain a sample of spontaneous language and then carefully analyze their manual and/or verbal utterances to determine current levels of performance.

One of my students asked me if one could establish a specific diagnosis using the assessment technique we were discussing.  I explained that it is not a tool to determine a speech/language disability, but that it is extremely useful in determining students' specific abilities in the area of language.  He remarked that the assessment strategy is useful for teachers, but not for him as a diagnostic clinician.  He tends to look at things from a strictly medical perspective, which is not always appropriate in education.  I told the class that taking and analyzing a spontaneous language sample is absolutely critical for everyone working with deaf and hard of hearing students, because it provides us with a wealth of information regarding which linguistic skills students have internalized, which skills are just emerging and which ones are not yet present.  We can then use this information to develop and implement targeted interventions.  Educators must know what skills students have and do not have, so they can implement effective instruction.

I was very pleased with the outcome of this final lesson.  There was considerable discussion, and the topic was very timely and highly practical.

"Last Bell" in Luhans'k

Elementary and secondary students are now on summer vacation in Ukraine.  "Last Bell" (or the last day of school) was on Friday.  I said good bye to my students just before I left for L'viv and Vinnytsia.  I am going to miss working with them and hope all of them are successful in life.

My deaf and hard of hearing students in Luhansk. 
I am on the right along with my assistant and buddy Sasha, their
teacher Helen, and my colleague at V. Dahl EUNU Dr. Krsek.

Three of my deaf high school students are graduating and will be enrolling at V. Dahl East Ukrainian National University.  Dr. Krsek will be their advisor.  This is a very significant and historic event, as these girls will be the first group of deaf and hard of hearing students to be admitted to the university.  They are pioneers.  In Ukraine, very few deaf and hard of hearing students have studied at universities.  The vast majority of institutions of higher education are closed to students with hearing loss.  I can only think of three universities currently enrolling deaf and hard of hearing students: one in Kyiv, a second in Vinnytsia and V. Dahl EUNU in Luhans'k.  The number of deaf and hard of hearing university students in Ukraine is very small.  Sadly, even the most capable deaf and hard of hearing students are never encouraged or allowed to study at universities, and unemployment is very high among these individuals.  Most simply become pensioners.  Dr. Krsek is trying to reverse that unfortunate trend, and I know she and her students will be successful.

School for the deaf in Luhans'k

School for the deaf in Luhans'k

Above are a couple of photos of the school for the deaf where I have been teaching since January.  Note that there is no sign indicating that this nondescript building is a school for the deaf, or even that it is a school.  People walk or drive past this building day after day for years and have no idea what goes on inside.  Oddly, other schools in Luhans'k are identified with clear signage.