Photo by Cara Starnbach, North India Summer Program.

Posts Categorized:

Continued Education

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    [post_date] => 2018-05-02 07:37:25
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    [post_content] => Hopefully by now you know that Dragons offers travel programs for Teachers, Administrators, and Faculty? Our Educator Courses immerse participants in hands-on exploration of global issues, while training to key skills in program leadership. Learn about our programs for 2018/19 via this handy, flip-able, sharable, Educator Course Catalog!

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    [post_date] => 2018-04-04 09:57:39
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    [post_content] => 

This Yak offers a lovely reflection from Dragons Instructor Jeff Wagner, on why we study and learn foreign languages. A must read for parents and students on the philosophy underlying Dragons core program element of language study.

In this community, when we speak amongst ourselves, it carries love, care, and power. - Mario
I sat across the table from our host, Mario, as he explained why he returned to the tiny mountain village of Paru Paru from the modern metropolis of Lima. His story of adventure, of travels from the high Andes to the Pacific coast and the Amazon jungles, of heavy work in the mountains and mines centered on language. “In this community, when we speak amongst ourselves, it carries love, care, and power. The words people in the modern cities don’t speak beauty. Their words carry no love or power. Quechua is a language of beauty. It’s so sweet. When we talk in Spanish, it’s not so sweet.” So, after more than a decade, he returned to Paru Paru, that sweeter place, determined to preserve that culture and way of life that had nurtured his heart when he was young. And now, even the way Mario spoke Spanish was like the sweet smell of flowers. His words and his heart still belonged to that gentle eloquence of his first language. [caption id="attachment_152845" align="alignnone" width="755"] Photo by Dragons Instructor Jeff Wagner. South America Gap Year Program.[/caption] Unlike Mario, I grew up in a monolingual world. I took Spanish classes in high school, but it felt like calculus or chemistry: something that I doubted I would ever actually use. I took language classes because they were required for entrance into most colleges I might want to attend. I never really wanted to learn Spanish, just like I never really wanted to learn calculus. And I never enjoyed it all that much. If it was easier to speak fluent English than broken Spanish, why should I learn to communicate in another language? But nobody ever asked me why I wanted to learn Spanish. Here in South America, the reason to learn language is right in front of us every day. And it’s not just to translate our thoughts and communication into a language that people here understand.
We encounter these stories in newspaper columns, love letters, bed-time stories, idle chatter on the street corner, and philosophy.
Across the world, we learn language because each one has its unique stories to tell, and we open ourselves to new possibilities. We encounter these stories in newspaper columns, love letters, bed-time stories, idle chatter on the street corner, and philosophy. They’re told around campfires, written in beautiful curly scripts, and carved into ancient stone walls. Stories in English today have become dominated by the pragmatic, blunt language of global business, capitalism, and material success. Spanish stories express a multi-continental history of struggle and complex identity. Most speakers of Spanish are descendants of colonized people, building a resistance against imperialism out of the language of their former colonizers. Tibetan stories seem to be built around knowledge and understanding of the mind and devotion to a greater purpose. Life in Hindi seems to be a poetic unfolding over infinite time; the words for tomorrow and yesterday are the same in Hindi. A language is made from the stories that its people tell and the manner in which its speakers move through the world.
Life in Peru cannot fit into the English language. Without knowing a few Quechua words, we cannot understand the stories here, even if they’re translated into our own language.
As English-speaking people from the United States, the narratives and stories that we have heard all our lives are simply not large enough enough to accommodate this place, the people we meet here, and the vast history. Life in Peru cannot fit into the English language. Without knowing a few Quechua words, we cannot understand the stories here, even if they’re translated into our own language. Marcel Proust says, “The only real voyage of discovery consists not in seeing new landscapes, but in having new eyes, in seeing the universe with the eyes of another, of hundreds of others, in seeing the hundreds of universes that each of them sees.” It’s a beautiful thought, and I share it with my students. But in 2017, I could walk through any tourist market in the world with my eyes wide open and still find somebody to barter with in English, all the while further isolating myself from the place I am supposedly trying to experience. It’s the stories we hear that change the way we know the world.
We don’t learn language to barter in the market for bracelets. We learn language to think and communicate more like the people who have different stories to tell, to understand the world as they perceive it not through their eyes, but through their ears.
We don’t learn language to barter in the market for bracelets. We learn language to think and communicate more like the people who have different stories to tell, to understand the world as they perceive it not through their eyes, but through their ears. We learn language to understand other mindsets and ways of being. Anywhere we travel, there are stories waiting to be told; stories that could never exist in an English-speaking world.  
Read more Yak reflections and posts written by Dragons Instructor Jeff Wagner.
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    [post_date] => 2017-11-01 12:00:14
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    [post_content] => 
Waking up
to a different ceiling and scent
is at first a little disorienting.
How can I be 6,000 miles away from yesterday?
How are these people so unaware of the world out there?
Perhaps airports are portals that transport us too quickly,
causing E-motion sickness,
making my stomach feel the loneliness
and longing for what was once in our hands just a few hours ago.
Now, the sand is shaking off the pockets of my daypack,
scent of tea seeping out through my stuff sacks,
the odor of Tide in my hand-washed T-shirts,
red soil continues to penetrate in my boots and skirts,
and memories begin to unpack itself as I emptied my backpack.
 
Poem by Anna Apilado, Summer 2017 Alumni of the Morocco Program
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    [post_date] => 2017-07-10 10:48:19
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Watch Daniela at her TedEx Talk speaking to the difference between being a social business founder and a system change leader, or read the full article below...

WHY WE NEED TO MOVE FROM “THE SOCIAL ENTREPRENEUR” TO SOCIAL IMPACT

REPRINTED FROM THE STANFORD SOCIAL INNOVATION REVIEW ON 2/23/2016 (WWW.TACKLINGHEROPRENEURSHIP.COM)
Step aside, Superman, there’s a new kind of superhero in town. We’ve entered an era of heropreneurship, where reverence for the heroic social entrepreneur has led countless people to pursue a career path that promises opportunities to save the world, gain social status, and earn money, all at the same time. In business schools across North America and Europe, the longest waiting lists—once reserved for investment banking interviews—are now shared by entrepreneurship training courses and social impact events. The coffers of social collateral have shifted, and starting a social business is at the top of the Type A student’s to-do list. I’ve watched this shift first hand, first as an MBA student, and now through working in a business school and speaking with students at universities around the world. I’ve witnessed a significant increase in the number of students listing their career ambitions as “being a social entrepreneur,” a growing stream of new social entrepreneurship training courses, and increasing numbers of students graduating and jumping straight into launching a social venture. As I’ve watched more and more students focus their ventures on problems they haven’t lived, such as building an app for African farmers when the founding team has neither farmed nor been to Africa, my worries have grown about the way we teach, fund, and celebrate social entrepreneurship. I wondered whether others had the same conflicting feelings as me: excitement about the good intentions, but concern about how they were manifesting. So I decided to do some research. I conducted more than 40 interviews with educators, funders, and entrepreneurs, and had dozens of conversations with students. Many noted that the term “social entrepreneur,” which began to gain popularity more than 20 years ago, used to refer to people who had first-hand experience with a problem and went on to work on solving it. These people shifted how systems worked through collaborative cross-sector efforts, and though generating income was part of their work, their efforts and influence far outreached the size of their businesses. Many educators and funders share my concern that the focus now is on a distilled and mass-produced version of the promise of the social entrepreneur. In this “everyone an entrepreneur” era, hack-a-thons, accelerators, business incubators, and social entrepreneurship training courses are around every corner. They mostly focus on training people with the skills they need to start a social business, neglecting the many other skills required to fully understand a problem and fuel social change. To really change a system, I believe people need a more holistic set of skills, including systems thinking, an understanding of collaboration tools to further collective impact, and lateral leadership skills suchtake a leadership or strategic role in solving a problem, they need a deep understanding of the reality of that problem. Unfortunately, all too often, the people who get the funding to try their hand at solving global challenges haven’t lived those problems themselves. This comes from a range of biases. Donors, for example, often fund people they can relate to, and as the Dunning-Krugar effect explains, we often think the problems we know less about are easier to solve. The obsession with becoming “a founder” also arises from a lack of diverse educational funding programs. For example, most universities offer competitions or funding to help students start a venture, but don’t have contests and tools to support them in learning about and then “apprenticing with” the problems they care about. [caption id="attachment_151437" align="aligncenter" width="1304"] PHOTO Daniela speaking at the Skoll Centre for Social Entrepreneurship’s Emerge Conference at Oxford with her son Skye Thornton, born September 2016.[/caption] We—the educators, social entrepreneurship training program designers, social impact funders, and university professors who give money and accolades to students to go out and solve problems before we’ve given them the tools to understand those problems—are largely to blame for this phenomenon. We’re wasting limited resources on shallow solutions to complex problems, and telling our students it’s OK to go out and use someone else’s time and backyard as a learning ground, without first requiring that they earn the right to take leadership on solving a problem they don’t yet understand. My conversations led me to a number of ideas for how we could work to redirect this plethora of good intention. Here are a few: We need to provide funding for learning, not just solving. A good example of this is the “Apprenticing with a Problem” funding (inspired by Peery Foundation Executive Director Jessamyn Shams-Lau, who first introduced me to the term) that I helped launch at the Skoll Centre at Oxford’s Saïd Business School. Only applicant teams that have lived the problem they are trying to solve or can prove that they have “apprenticed with” it can apply for funds to startup a venture. But others can now apply for funds to go out and learn more about the issue they care about—to support an internship with a social impact organization in a similar challenge or geography, for instance. We also need to create more incentives and tools for students to learn about problems and to identify a range of ways they might contribute to solutions—beyond their business ideas. Our ecosystem mapping competition at Oxford’s Saïd Business School, for example, aims to reward students for their understanding of problems they care about, and I have developed an Impact Gaps Canvas, which others can build on, to help students think through the solutions mapping process.

HEROPRENEURSHIP (noun): THE PROMOTION AND HERO-WORSHIPING OF ENTREPRENEURSHIP AS THE ULTIMATE SIGN OF SUCCESS, LEADING US TOWARDS A WORLD WITH A PROLIFERATION OF REPEATED AND DISJOINTED EFFORTS AND TOO FEW PEOPLE LOOKING TO JOIN AND GROW THE BEST ORGANIZATIONS

We need to celebrate a range of social impact roles. Many students believe that entrepreneurs are at the top of the impact careers hierarchy, but this isn’t the case. We also need people to join and help grow those startups, as well as people to take roles in more traditional businesses, governments, and organizations to help transform them from the inside. Educators need to highlight a range of high-impact career options and role models, spread out the accolades, and help students identify a range of roles where they can help replicate, connect, and redesign broken systems. To do this, we launched a Social Impact Careers Conference at Oxford; are planning an Alumni Award; and are bringing in a wider range of role models to inspire our students to apprentice with the problems they care about. For example, the unique journey of people like Avani Patel—who apprenticed with education problems, first as a teacher and later as a school administrator, before taking a role managing philanthropic educational investments—serves to inspire others seeking ways to contribute to the social change. We need to ask collaboration and learning questions. If we want to create solutions to global challenges that are grounded in a deep understanding of those problems and primed to fuel collaboration and collective impact, then we need to fund only the ones that are primed to do that! But many funding applications and accelerator programs ask more questions about business competition than collaboration. What if every social impact funder asked startup applicants this: “What five organizations working in the same sector, within the same geography, or with the same demographic have you spoken with, and how have you built on the lessons you learned from their successes and failures?” If we encourage and celebrate “building on,” we will hopefully end up with fewer innovations designed in a vacuum, and applicants will feel less pressure to prove they are unique and more pressure to prove they’ve learned about the problem and current solutions landscape before building their business solution. As with any other systemic problem, tackling heropreneurship will need to be a collective effort. How do you think we can better channel good intentions into collective positive impact?

Daniela recently wrote Tackling Heropreneurship (www.tacklingheropreneurship.com) and is currently co-authoring a book on Learning Service (www.learningservice.info). DANIELA PAPI-THORNTON has been a partner in the development of Dragons Cambodia programs since 2007. She is the deputy director of the Skoll Centre for Social Entrepreneurship at Oxford’s Saïd Business School. She previously founded a social venture built on solving a problem she hadn’t lived, and she now works to share the lessons she learned in social entrepreneurship education and volunteer travel in an effort to try to help others apprenticing with problems before starting an organization to try to solve them.

This article was featured in the Spring 2017 edition of Dragons bi-annual Newsletter, The Map's Edge. Each newsletter explores a subject of interest to the Dragons community through the voices of our Alumni, Instructors, Partners, Parents and our International Staff and contacts. Feel free to view our archive of editions of The Map's Edge or even submit a piece to be featured in our next issue by sending an email to justin@wheretherebedragons.com. [post_title] => Tackling Heropreneurship: A Map's Edge Newsletter Feature [post_excerpt] => "As I’ve watched more and more students focus their ventures on problems they haven’t lived, such as building an app for African farmers when the founding team has neither farmed nor been to Africa, my worries have grown about the way we teach, fund, and celebrate social entrepreneurship. I wondered whether others had the same conflicting feelings as me: excitement about the good intentions, but concern about how they were manifesting..." [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => tackling-heropreneurship-maps-edge-newsletter-feature [to_ping] => [pinged] => [post_modified] => 2018-03-07 09:01:37 [post_modified_gmt] => 2018-03-07 16:01:37 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.wheretherebedragons.com/news/ [menu_order] => 0 [post_type] => post [post_mime_type] => [comment_count] => 0 [filter] => raw [categories] => Array ( [0] => WP_Term Object ( [term_id] => 700 [name] => For Parents [slug] => for_parents [term_group] => 0 [term_taxonomy_id] => 700 [taxonomy] => category [description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [parent] => 0 [count] => 28 [filter] => raw [term_order] => 3 [cat_ID] => 700 [category_count] => 28 [category_description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [cat_name] => For Parents [category_nicename] => for_parents [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/for_parents/ ) [1] => WP_Term Object ( [term_id] => 675 [name] => Map's Edge Newsletter [slug] => mapsedgenewsletter [term_group] => 0 [term_taxonomy_id] => 675 [taxonomy] => category [description] => Archives of Dragons Map's Edge Newsletter [parent] => 0 [count] => 14 [filter] => raw [term_order] => 5 [cat_ID] => 675 [category_count] => 14 [category_description] => Archives of Dragons Map's Edge Newsletter [cat_name] => Map's Edge Newsletter [category_nicename] => mapsedgenewsletter [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/mapsedgenewsletter/ ) [2] => WP_Term Object ( [term_id] => 640 [name] => Dragons Instructors [slug] => dragons_instructors [term_group] => 0 [term_taxonomy_id] => 640 [taxonomy] => category [description] => Featuring the words, projects, guidance and vision of the community of incredible staff that make Dragons what it is. [parent] => 0 [count] => 19 [filter] => raw [term_order] => 6 [cat_ID] => 640 [category_count] => 19 [category_description] => Featuring the words, projects, guidance and vision of the community of incredible staff that make Dragons what it is. [cat_name] => Dragons Instructors [category_nicename] => dragons_instructors [category_parent] => 0 ) [3] => WP_Term Object ( [term_id] => 655 [name] => Continued Education [slug] => continued_education [term_group] => 0 [term_taxonomy_id] => 655 [taxonomy] => category [description] => Continued Education, Webinars, Curriculum, Transference. [parent] => 0 [count] => 8 [filter] => raw [term_order] => 14 [cat_ID] => 655 [category_count] => 8 [category_description] => Continued Education, Webinars, Curriculum, Transference. [cat_name] => Continued Education [category_nicename] => continued_education [category_parent] => 0 ) ) [category_links] => For Parents, Map's Edge Newsletter ... )
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    [post_date] => 2017-05-08 11:55:51
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    [post_content] => There are over 2,000 Certified B Corporations from more than 130 industries in 50 countries with 1 unifying goal – to redefine success in business. B Corps are important because they inspire all businesses to compete not only to be the best in the world, but to be the best for the world.

From the B-Corp website
  • Certified B Corporations meet higher standards of social and environmental performance, transparency, and accountability.
  • It’s like Fair Trade certification but for the whole business, not just a bag of coffee (or USDA Organic certification, but not just for a carton of milk; or LEED certification, but not just for a building).
  • The performance standards B Corps meet are comprehensive, transparent and verified. They measure a company’s impact on all its stakeholders (e.g. workers, suppliers, community, customers and the environment).
  • Unlike traditional corporations, Certified B Corporations are legally required to consider the impact of their decisions not only on their shareholders, but also on their stakeholders (e.g., workers, suppliers, community, consumers, and the environment).
Here's a little video that explains it all nicely: The process provided Dragons with the affirmation that our business has a strong and positive social and environmental impact. It also gave clarity on where we can improve as a business, and how we can more closely align our values with our business practices. And as of May of 2017,  Dragons officially became a legal Benefit Corporation! [post_title] => Dragons is now a Benefit Corporation (B Corp) [post_excerpt] => [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => dragons-is-now-a-benefit-corporation-b-corp [to_ping] => [pinged] => [post_modified] => 2018-03-07 09:05:23 [post_modified_gmt] => 2018-03-07 16:05:23 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.wheretherebedragons.com/news/ [menu_order] => 0 [post_type] => post [post_mime_type] => [comment_count] => 0 [filter] => raw [categories] => Array ( [0] => WP_Term Object ( [term_id] => 700 [name] => For Parents [slug] => for_parents [term_group] => 0 [term_taxonomy_id] => 700 [taxonomy] => category [description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [parent] => 0 [count] => 28 [filter] => raw [term_order] => 3 [cat_ID] => 700 [category_count] => 28 [category_description] => Blog posts specifically curated for parents wishing to know more about Dragons culture, programs, company, and community. [cat_name] => For Parents [category_nicename] => for_parents [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/for_parents/ ) [1] => WP_Term Object ( [term_id] => 641 [name] => About Dragons [slug] => about_dragons [term_group] => 0 [term_taxonomy_id] => 641 [taxonomy] => category [description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [parent] => 0 [count] => 22 [filter] => raw [term_order] => 7 [cat_ID] => 641 [category_count] => 22 [category_description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [cat_name] => About Dragons [category_nicename] => about_dragons [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/about_dragons/ ) [2] => WP_Term Object ( [term_id] => 651 [name] => Announcements [slug] => announcements [term_group] => 0 [term_taxonomy_id] => 651 [taxonomy] => category [description] => Announcements on: New Programs, Surveys, Jobs/Internships, Contests, & Behind-the-Scenes Activity. [parent] => 0 [count] => 31 [filter] => raw [term_order] => 12 [cat_ID] => 651 [category_count] => 31 [category_description] => Announcements on: New Programs, Surveys, Jobs/Internships, Contests, & Behind-the-Scenes Activity. [cat_name] => Announcements [category_nicename] => announcements [category_parent] => 0 ) [3] => WP_Term Object ( [term_id] => 655 [name] => Continued Education [slug] => continued_education [term_group] => 0 [term_taxonomy_id] => 655 [taxonomy] => category [description] => Continued Education, Webinars, Curriculum, Transference. [parent] => 0 [count] => 8 [filter] => raw [term_order] => 14 [cat_ID] => 655 [category_count] => 8 [category_description] => Continued Education, Webinars, Curriculum, Transference. [cat_name] => Continued Education [category_nicename] => continued_education [category_parent] => 0 ) ) [category_links] => For Parents, About Dragons ... )
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Have you lately been trying to remember or wondering:
  • How The Electoral College works?
  • What a White House Chief of Staff actually does?
  • About the 44 standing rules of the US Senate?
  • The history of Gerrymandering?
  • How Filibusters work?
The Civics 101 Podcast comes highly recommended by more than one of Dragons instructors as a helpful tool for getting us all back up to speed on the civics we all wish we'd learned in school.  Some instructors are hoping to incorporate it into their field curriculum. Give a few episodes a listen (they are short and super easy to digest) and let us know what you think in the comments? Save Save Save [post_title] => Recommended Podcast: Civics 101 [post_excerpt] => [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => recommended-podcast-civics-101 [to_ping] => [pinged] => [post_modified] => 2017-06-20 21:46:45 [post_modified_gmt] => 2017-06-21 03:46:45 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.wheretherebedragons.com/news/ [menu_order] => 3 [post_type] => post [post_mime_type] => [comment_count] => 0 [filter] => raw [categories] => Array ( [0] => WP_Term Object ( [term_id] => 670 [name] => Recommended [slug] => recommended [term_group] => 0 [term_taxonomy_id] => 670 [taxonomy] => category [description] => Recommended reading, watching and listening. [parent] => 0 [count] => 7 [filter] => raw [term_order] => 9 [cat_ID] => 670 [category_count] => 7 [category_description] => Recommended reading, watching and listening. [cat_name] => Recommended [category_nicename] => recommended [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/recommended/ ) [1] => WP_Term Object ( [term_id] => 669 [name] => Engage [slug] => engage [term_group] => 0 [term_taxonomy_id] => 669 [taxonomy] => category [description] => Activism, Advocacy, Leadership & Organizing. [parent] => 0 [count] => 11 [filter] => raw [term_order] => 11 [cat_ID] => 669 [category_count] => 11 [category_description] => Activism, Advocacy, Leadership & Organizing. [cat_name] => Engage [category_nicename] => engage [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/engage/ ) [2] => WP_Term Object ( [term_id] => 655 [name] => Continued Education [slug] => continued_education [term_group] => 0 [term_taxonomy_id] => 655 [taxonomy] => category [description] => Continued Education, Webinars, Curriculum, Transference. [parent] => 0 [count] => 8 [filter] => raw [term_order] => 14 [cat_ID] => 655 [category_count] => 8 [category_description] => Continued Education, Webinars, Curriculum, Transference. [cat_name] => Continued Education [category_nicename] => continued_education [category_parent] => 0 ) ) [category_links] => Recommended, Engage ... )
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