The Magic of Sondondo – Featured Instructor Reflection from the South America Semester
Posted On
05/02/19
Author
Jhasmany Saavedra, Latin America Instructor
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[post_content] => Dear friends and families,
We are in our second of three days in Ayacucho. We have been trekking in the valley of Sondondo for the past six days. The experiences in this part of Peru have been totally breathtaking. We saw so many beautiful landscapes, but most importantly we learned so much about Peruvian history. The presence of the Wari in this part of Peru has been a constant during our time in Sondondo. We visited some ruins that had not been explored by archeologists and only the community works to maintain them. We also visited the house of one of the most important chroniclers of this part of the world, Guaman Poma de Ayala. This was such a grounding experience. I have learned for so long about Guaman Poma and being in his house just made me feel much more connected to my history.
I started to question my own values, the reasons for my actions and the things that I am focusing in my life.
Personally, the most powerful experience came from an interaction with two people. While we walked the route, we encountered many people. One lady that we crossed on the road, offered me a liter of milk for free just out of the desire to make us feel welcome. I was touched by this act, but it was that same night that I had an even stronger interaction. My co-instructor Sandy and I went to
the store to buy a couple of things. I was waiting for Sandy, when an old lady came to the store. Her name was Isabel and after a short conversation about our reason for visiting the area, and her giving us a welcome talk to the region, I listened to her interaction with the owner of the store.
Dona Isabel wanted to buy one Sole (Peruvian currency) of bread and one Sole chocolate powder. The owner of the store told her that she didn’t have any chocolate, and only had coffee, the coffee was one sole and fifty cents. Dona Isabel told her that she didn’t have enough money. She left saying goodbye with a big smile. Minutes after, she came back with a big piece of cheese that she offered me for free. When I insisted to pay her, she just said that it was her cariño (love for me), even though we had not talked for more than 10 minutes.
I think that these are the types of experiences that Dragons is about. Situations that make you reflect on your own life.
I left the store very touched. I actually started to tear up. I started to question my own values, thereasons for my actions and the things that I am focusing in my life. I felt so cared for and embraced by this person and I started to think about my own grandparents, and about the things that I am teaching to my students and questioned their validity. I think that these are the types of experiences that Dragons is about. Situations that make you reflect on your own life.
I am so happy that we came to this part of Peru. We decided to dedicate three days to Ayacucho and learn about the historic importance of this city, not only for Peru, but for all the continent. It is here where the last battle of the independence of South America was fought.
Incredibly thankful,
Jhasmany
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Not many of our instructors have, "Rwanda, China, and Latin America Instructor" written on their instructor biography...
But Zach Siddall does! As if the scope of his world knowledge weren't enough, he's now impressing us all with his videographer skills. We invite you to explore the world of our China and South America semesters via the lens and mic of @zsiddall:
China Semester Videos...
South America Semester Videos...
Head over to his @zsiddall's Instagram profile for more!
[post_title] => Instagram Videos of the China & South America Semesters by Zack Siddall
[post_excerpt] => Not many of our instructors have, "Rwanda, China, and Latin America Instructor" written on their instructor biography, but Zach Siddall does! As if the scope of his world knowledge weren't enough, he's now impressing us all with his videographer skills. We invite you to explore the world of our China and South America semesters via the lens and mic of @zsiddall...
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Instagram Videos of the China & South America Semesters by Zack Siddall
Posted On
04/24/19
Photographer
Dragons HQ
Description
Not many of our instructors have, "Rwanda, China, and Latin America Instructor" written on their instructor biography, but Zach Siddall does! As if the scope of his world knowledge weren't… Read MoreWP_Post Object
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[post_date] => 2019-04-17 13:56:31
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[post_content] => Modeling the Values of Responsible Travel
A Conversation With Education Abroad Professionals
Responsible travel is a concept that we talk about frequently at Dragons. On programs, we employ a variety of approaches to help students understand and then engage in activities that are responsible in nature. We might do that by asking students to dress in culturally appropriate ways, encouraging students to use the target language with host family members, teaching students how to use local transportation, etc. (see our position paper for more examples of how we strive to travel responsibly). Many of these approaches are, in essence, an effort to ask our students to adapt to the place rather than demanding that the place adapt to our own needs, desires, and expectations.
Many of these approaches are, in essence, an effort to ask our students to adapt to the place rather than demanding that the place adapt to our own needs, desires, and expectations.
Defining Responsible Travel
When talking about responsible travel, the basic question is “what distinguishes travel from being responsible or not”? In the most simple terms, it is whether or not the travel is in alignment with a specific set of values we hold to be true. Broadly, we think that responsible travel aims to minimize the negative impacts that international visitors, like our study abroad students, might have on a local economy, environment, or culture. Moreover, our sense is that responsible travel is not only about minimizing harm, but also about attempting to have a positive impact on host communities.
Broadly, we think that responsible travel aims to minimize the negative impacts that international visitors, like our study abroad students, might have on a local economy, environment, or culture.
And what ARE the values that underpin responsible travel? We recognize that there isn’t a right answer to this question, but at Dragons, we have attempted to come up with a definition to help drive our work. We define this concept as travel that aligns with the values of being culturally conscious, environmentally responsible, and focused on developing meaningful connections and mutual respect in communities.
Why Modeling Matters
As part of her Master’s thesis, our colleague Shino Marta Yoshen recently conducted a series of interviews with Dragons US-based, field staff and alumni.
Shino's research revealed how important and meaningful it was to staff that Dragons, as a whole, demonstrated a willingness to incorporate the values of responsible travel into the organizational functioning. The interviews seemed to indicate that people are inspired and work more passionately when they feel their work is actively aligned with their values. Those Shino interviewed seemed to be engaging in the field of intercultural education primarily because they believe in the importance of such work. We think this is a core reason for most of us to work in this field, and therefore being mindful of how we can embody our values ourselves keeps us connected to why we choose this work. And it reminds us of the importance of these values and of passing them on to students.
Modeling the values of responsible travel is also important because students can tell when we walk the walk...
Modeling the values of responsible travel is also important because students can tell when we walk the walk, and are more likely to embody these values when they see it modeled, or can tell it is modeled. Alumni being interviewed described instances when they saw responsible travel modeled as significant moments of learning. Modeling these values before students depart for their host communities is helpful in preparing students to actually embody them when on program. Modeling values both during and after the program is also helpful because it shows students that these values can influence the way they engage/live even when they are back home, beyond just their abroad experience.
Beyond the Boundaries of a Program
While the work of striving to travel responsibly on education abroad programs is crucial, we believe it is not enough. Recently, several members of the Dragons team attended The Forum on Education Abroad conference which focuses on the best practices in the field of education abroad. As part of that conference, we invited a long-time collaborator, Darren Grosch, from Mt. San Antonio College to help us facilitate a session in which we asked our colleagues from universities and colleges, study abroad program providers, government agencies, etc. to broaden our thinking about responsible travel. In short, we considered the following question which has become increasingly central for us at Dragons: “How do we model the values of responsible travel beyond the boundaries of a program?"
In other words, are there ways our work can model values such as being environmentally responsible or developing mutual respect in communities for our students before or after they go, in the ways our offices approach particular things, or in the ways we develop other programming which is not abroad?
How do we model the values of responsible travel beyond the boundaries of a program?
At Dragons we have tried to do this through ensuring program budget funds go back into local communities, having staff policies which provide paid leave for volunteering in home communities, or by creating incentives to bike to work; to give a few examples.
As part of our session, we asked our colleagues from across the U.S. and the world to consider how they are or could be modeling the values of responsible travel in their offices or on their home campuses. We asked them to think broadly - things they are doing (or want to be doing) with students before or after programs, actions that model values in the way their office operates or the standards leadership sets, or how they could collaborate with other departments / organizations / or communities.
we asked our colleagues from across the U.S. and the world to consider how they are or could be modeling the values of responsible travel in their offices or on their home campuses...
A Call To Action
As a culmination of this conversation, we encouraged our colleagues to commit to one action they felt they might be able to realistically accomplish in the coming year which would help their specific work environment better model the values of responsible travel. And commit they did! Included below are a number of the inspiring responses to this call to action.
Make Your Values Known
- “Model responsible travel through inserting values into general study abroad recruitment tools, presentations, and initiatives.”
- “Train peer ambassadors on the values of the larger office.”
- “Use responsible travel values as a guide for marketing and promotion. Do the messages we put out contradict these values?”
- “Create a handout for faculty who lead programs regarding what responsible travel means and how to model it.”
- “Have the institution integrate responsible travel values in the larger mission statement and strategic vision.”
- “Incorporate responsible travel questions and assessment process in the faculty-led program proposal process.”
Train Students Before they Go Abroad
- “Adding responsible travel as a topic during pre-departure programming.”
- “Facilitate conversations with students pre-departure on resource awareness and ethical travel habits.”
- “Implement a responsible traveler workshop for faculty and students to compliment regular pre-departure training.”
- “Create a credit-bearing course during pre-departure and returnee process to make students more accountable for their actions while abroad.”
Be a Student Yourself
- “Provide staff with resources to learn the language and history of host countries where we oversee programs.”
- “Provide on-campus language workshops: conversational skills taught by native speakers.”
- “Train staff members to the tools and importance of preparation and reflection.”
- “Offer opportunities for staff to learn indigenous culture, etiquette, and key phrases.”
- “Provide language training to all staff.”
- “Create a re-entry session about modeling values learned during study abroad now that students are back on campus.”
- “Have a workshop with students who have previously gone abroad to share lessons learned about responsible travel and cultural engagement.”
- “Start an alumni panel as the peer models for responsible travel.”
- “Invite and encourage return study abroad students to attend international student events and support their fellow students both at the home campus and abroad.”
- “Develop programs that encourage students who have returned from study abroad to engage with the local community.”
- “Train international students on the home campus to help lead pre-departure preparation for study abroad students going to those students’ home countries.”
Value the Contributions of Host Communities
- “Hire local scholars in order to model the value of local expertise and counteract ‘savior’ narratives.”
- “Create a formal feedback process for community partners - their opinion matters just as much as the students’.”
- “Organize speakers from the Global South to be brought to the home institution for shared learning and exchange.”
- “Incorporate host community feedback and perspectives via the assessment process.”
- “Create a PDF for travelers on how specific actions can offset the carbon footprint per mile traveled.”
- “Call together a sustainability working group for colleagues at the university.”
- “Encourage students to have conversations about consumption.”
- “Composting and more responsible recycling at headquarters office.”
- “Collaborate with the on-campus programs and student organizations focused on sustainability to improve practices while abroad.”
Modeling the Values of Responsible Travel: A Conversation With Education Abroad Professionals
Posted On
04/17/19
Author
Dragons HQ
Description
Dragons admin attended a conference focused on the best practices in the field of education abroad and considered the question: "How do we model the values of responsible travel beyond… Read MoreWP_Post Object
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[post_content] => THE DRAGONS JOURNAL
CALL FOR SUBMISSIONS
The Dragons Journal Mission & Description: The Dragons Journal is a compilation of stories, ideas, and experiences of our participants, alum, educators and international colleagues, and communities. It is a publication of Where There Be Dragons, an experiential education organization dedicated to nurturing meaningful intercultural relations through immersive travel. The Dragons Journal has a circulation of about 12k copies and is mailed out to alum, schools, counselors, new participants, and more. Content is often recirculated by blog and social media. The Journal is also tied directly into Dragons values of exploring the full spectrum of human experiences, amplifying marginalized perspectives, and planting the seeds of a more just, compassionate, and equitable society and future.
Example: Here's a digital version of the 2019 issue.
What We’re Seeking: In each publication we try to represent all of Dragons programming (Student, Adult, Educator/Partnership), a range of regional areas, and a diversity of voices. We invite anyone from within Dragons community (alumni, staff, participants, community hosts, admin, etc.) to submit all forms of literary essays and sub-genres of creative nonfiction. This includes:
- personal essays
- Interviews
- co-authored essays
- lyrical essays
- flash (super short) essays
- research-based essays
- literary journalism
- travelogues
- poems & lyrics
- photo essays
- true stories
- experimental forms: lists, step-by-steps, re-definitions, and hermit crab essays
- Submission or nomination of Yaks also encouraged!
- A collaborative essay that tackles one issue/subject from the perspective of student, hosting community member, instructor and/or other.
- A student interview of her homestay sister and/or vice versa.
- A homestay mother conversation with a student’s mother at home.
- A photo essay documenting the day of an NGO worker or ISP mentor.
- An essay written on any subject in tandem between instructors of different citizenships.
- ANYTHING! We’re simply encourage creative thinking and collaboration!
The Dragons Journal: CALL FOR SUBMISSIONS
Posted On
04/11/19
Author
Dragons HQ
Description
We invite anyone from within Dragons community (alumni, staff, participants, community hosts, admin, etc.) to submit all forms of literary essays and sub-genres of creative nonfiction... Read MoreWP_Post Object
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[post_content] => We hope you enjoy this featured yak written by Fernanda Zorrilla, a student on the Mekong Semester:
For a short period of time I worked as an assistant teacher in a Montessori school, the same school that I went to as a child. I was working with kindergarten kids, children from four to six years old. Everyday was a little adventure, somehow they managed to fill every hour with drama, tears, and fights, and then quickly switch to laughter, games, and a lot of love.
I really believe I learned more from them that they did from me. One day, the teacher made a circle with the students and placed a pencil in the middle. Then she simply asked, “What is this?”
They all answered the logical way and said it was a pencil, then kept silent. The teacher asked again, “What else is this?” The 5 year old students where thinking, some where questioning what she meant, and some others started to get distracted with whatever they found.
Suddenly a boy said, “It is also wood!” Then another added that it also has yellow paint. And so on, and so forth, with all the materials and elements of the pencil. Another kid screamed (he even stood up from his chair), that pencil needs a tree because it’s wood, and that tree needs water to grow.
One clever kid concluded: This pencil is everything.
With little help from the teacher, the children where able to imagine the trees that needed to be cut down by a lumberjack, who needed food to be strong, so therefore someone had to grow the food and transport it to a supermarket so the lumberjack could buy it and eat it to cut the trees and make the wood to have a pencil. They imagined more and more. They had no limits, they started to question each other on what else needed to exist for that pencil to be there. Their imagination went so far that they ended up talking about planets. One clever kid concluded: This pencil is everything.
Watching 5 year olds explore and understand the concept of oneness left me in complete awe. Most people may not think about this in their entire life, and others (including me) tend to forget easily. This past month has constantly reminded me of this exercise, watching those kids understand something so complex, and yet so simple.
My time here has made me see this more clearly and closer than ever. It has also made me realize how frightening this idea is, especially since we act like individuals that are not integrated. When in reality, it is inevitable that everything is connected, and everything to be one. But it is beautiful too, being here in this little piece of land surrounded by water, that same water that marks the border between Laos and Thailand, that same water that feeds millions and kills some others, the water we pollute and then consume. The Mekong River is one, but it is not been treated as that.
how would we treat a pencil if every time we used it we saw the entire world participating on its existence?
So then I wonder, how would we treat a pencil if every time we used it we saw the entire world participating on its existence? How would we treat our rivers and resources? How would we treat each other and ourselves? I really don’t know the answer to this, but I’m a challenging myself to be more conscious, and right here and right now is the perfect time to practice. To be aware of this beautifully fragile concept of oneness. And I think to myself that if kindergarten children where able to do it, I must be capable too.
You can read more from the Mekong participants on the program Yak Board.
[post_title] => What is a pencil? - Featured Student Reflection from the Mekong Semester
[post_excerpt] => "For a short period of time I worked as an assistant teacher in a Montessori school, the same school that I went to as a child. I was working with kindergarten kids, children from four to six years old. Everyday was a little adventure, somehow they managed to fill every hour with drama, tears, and fights, and then quickly switch to laughter, games, and a lot of love."
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What is a pencil? – Featured Student Reflection from the Mekong Semester
Posted On
04/03/19
Author
Fernanda Zorrilla
Description
"For a short period of time I worked as an assistant teacher in a Montessori school, the same school that I went to as a child. I was working with… Read MoreWP_Post Object
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[post_date] => 2019-03-28 12:39:52
[post_date_gmt] => 2019-03-28 18:39:52
[post_content] => We're super excited to see and share this announcement from Tufts University.
Here's an excerpt from The Tuft's Daily article titled, Tufts Civic Semester to Offer Overseas Service Opportunities to Incoming First-Years:
"Civic Semester is intended to be embedded in the academic experience at Tufts,' McAndrew said.
The program is fully funded by tuition, and all financial aid that a student receives is applied to the Civic Semester, Dean of Tisch College Alan Solomont said.
“[The Civic Semester] really should be open to all students,” Dean of the School of Arts and Sciences Jim Glaser said.
Students participating in the program will complete on-campus orientation with their fellow classmates in September, according to Glaser. Glaser expressed his belief that completing regular orientation on campus with students who are not participating in the program will be a positive experience.
“They will go through orientation with all of the students they come back to,” Glaser said. “The beauty of this is that it … allows students to have a full [orientation] experience.”
Tisch College partnered up with Where There Be Dragons, a well-known program provider for academic gap semesters and years, according to Solomont.
“[Tisch College] looked at all the programs who do this just to pick the best one,” Solomont said.
In the program’s first year, it will admit 25 students. However, Solomont said that there is room for growth in the program, saying that it could expand to 100 more students in future years."
Head over to the Tufts Daily to read more about the exciting new Civic Semester!
[post_title] => Tufts Civic Semester in Partnership with Dragons
[post_excerpt] => We're super excited to see and share this announcement from Tufts University. Here's an excerpt from The Tuft's Daily article titled, "Tufts Civic Semester to Offer Overseas Service Opportunities to Incoming First-Years"...
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Tufts Civic Semester in Partnership with Dragons
Posted On
03/28/19
Author
Dragons HQ
Description
We're super excited to see and share this announcement from Tufts University. Here's an excerpt from The Tuft's Daily article titled, "Tufts Civic Semester to Offer Overseas Service Opportunities to… Read MoreCategories
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