Dragons instructor Stew Motta leading a discussion on complex and interconnected social issues. Indonesia Semester.

Posts Tagged:

Educator

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"...what if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives..."
I recently had the pleasure of eavesdropping on a conversation between two of my students huddled together in a sweet, sweaty puddle in the back of a bouncing taxi in Delhi. I overheard both of them express honest relief in how nice it was to take a break from their phones; how free they felt from not having to worry about maintaining their Instagram feed; and about how they could see, feel, hear, and smell things in a way that was new to them. I was struck by their uncomplicated reflections. The demands of today’s adolescent world transecting the era of social media seems so messy, so thorny, so impossibly hard to navigate. I’m left to assume how challenging it must be to keep up with unrelenting social ultimatums at school and online, and I’m also left wondering how readily it can be cast off by removing a device. Is it really the simple arithmetic my students just proposed? Removing the phone removes the drama? Researchers and experts tell us plenty on the negatives associated with being glued to our devices: more screen time means more disturbed sleep; too much time on our phones yields reduced memory and recall; even having a cell phone around makes us less present (guilty). Some tech critics even go as far as to say that our technology and reliance thereof has made entire generations dumber. In addition to the experts, we’re ironically bombarded daily with articles written by well-intentioned non-experts (hi!) cautioning us against the negatives of screen time. Perhaps more absurd are the apps we rely on to send us a reminder to stop relying on apps that send us reminders (#meta). Our screens are onions, it seems: complicated, improbable intersecting layers of social hierarchy, neuroscience, game theory, engagement, and the arbitrary assignment and arrangement of hearts and upward-pointing thumbs. When we engage with others through a screen, we aren’t necessarily being antisocial, though. Nor is it correct to readily discount the depth of screen-to-screen connections, as evidenced by the millions who find the sacrament of holy matrimony on an online dating platform. Indeed, a screen in and of itself is harmless. But, when we replace a palpable experience, a laugh, a knowing glance, or even a glimpse out our windows for a glance at our phone, we cheat ourselves from the power and magic of being where we are now. It leads one to wonder if devices are the problem, or perhaps a symptom of something grander that’s merely triggered by screens. As a humble non-expert, I wonder if it’s a fear of unscheduling- consciously keeping precious, vacuous, spacious time that remains terrifyingly unoccupied in the midst of a busy week- that consumes us. On a Dragons course, we leave phones behind. We encourage students and instructors to simultaneously disconnect from lives back home while deeply engaging with the present moment in a new place. We join in on local gamelan practice with village seniors in Kedungmiri, watching hands move deftly over instruments we’ve never seen before. We are witness to the ensemble of car horns, singing bells, and cows in the streets of Bhaktapur, ears mesmerized by implausible harmony. We live and work with families in the Andean highlands, pleasantly surprised we are capable of working so hard even the tendons of our fingers are weary. We stare in awe as the sun breaks over a remote area of the Great Wall, delighting in the deliciousness of the moment. Snapping and quickly posting photos of any of these things would surely yield some likes, but we’d also be abruptly jerked from the “right here” of the human realm to the “over there” of the digital realm, where those little hearts and upward-facing thumbs validate (or not) what we saw, what we did, how we felt, and what it meant. Instead, we deliberately keep open space in our itineraries and invite magic into unscheduled hours. While on course, instructors commonly use the phrase “get comfortable being uncomfortable.” In the moment, this might mean braving a multi-hour bumpy bus ride over a high pass on the generously unpaved highways around Leh. Or trying cuy (guinea pig) for the first time. It might mean prodding your obstinate camel forward in the midday heat of the dunes of Wadi Rum. Or practicing giving one of your peers-turned-friends feedback. Or it might mean leaving home behind, sitting with your experiences, and processing their meaning and value and worth before sharing them. It might mean not knowing what your friends are doing or what feels like blindly trusting that your experience, your time, and your days away are valid in and of themselves. It might mean sitting on a bus with empty, idle hands with only the grandmother to your left and the swaddled infant to your right. It might even mean missing your phone or your social media accounts. Admittedly, a Dragons course can make it easy to leave things behind. We don’t allow phones on our courses, and without the choice to even have a device, it’s decidedly simple to see what’s in front of us. Dragons programming inherently augments human interactions and diminishes digital connection. It’s when our courses end, when we are reunited with the things we left behind during our course, that we forget the sentiment of comfort amongst discomfort. We become quickly unaccustomed to embracing those rich hollow moments, favoring ease, automation, and habits we were sure we’d shirk when we returned home (using our phones before bed, idly scrolling our thumbs through miles of square photo worlds, diddling into the depths of YouTube, and so on). We fall back into a routine of filling the emptiness with something, anything. We fill our schedules, fill our brains, fill our thumbs until we’re a bit numb. But, what if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives, as we do while on a Dragons course? What if we intentionally left vacant moments in our days? What if we paused to hear our own street’s symphonies, mirroring those that seem so tantalizing to our ears in Nepal? What if we took a break from our homework and wandered down a street we’d never been as we have done with our homestay siblings before dinner? What if we stepped outside our bedrooms to marvel at the night sky as we did on trek in the Andes? I propose we get uncomfortable. Let’s challenge ourselves to unschedule, to rest our thumbs, to lean into idle, and leave sacred vacancy to be filled with uncharted magic. Let’s dig into what seems familiar and unearth the unfamiliar. Let’s see our neighborhoods with undistracted eyes, romanticize the details of our everyday, and marvel in the smells and textures that adorn our routine. And once we’ve had those moments and savored comfortable discomfort, let’s keep connecting. Let’s keep talking and sharing and inspiring the remarkable in the unremarkable.

Essay by Sara Russell, Dragons Partnership Programs Curriculum Coordinator

  We want to hear more about your sacred offline moments and be inspired by our community that seeks the uncomfortable. Tell us, show us, connect us to your moments of disconnecting by hashtagging your stories and images with #dragonsunplugged (we’ll be watching and ready to re-share!) [post_title] => Full Moments with Free Hands: Finding the Value in #UnpluggedTravel [post_excerpt] => On a Dragons course, we leave phones behind. We encourage students and instructors to simultaneously disconnect from lives back home while deeply engaging with the present moment in a new place. We ask: What if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives... [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => full-moments-free-hands-finding-value-unpluggedtravel [to_ping] => [pinged] => [post_modified] => 2018-03-07 08:11:28 [post_modified_gmt] => 2018-03-07 15:11:28 [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] => 697 [name] => Dragons Travel Guide [slug] => dragons-travel-guide [term_group] => 0 [term_taxonomy_id] => 697 [taxonomy] => category [description] => [parent] => 0 [count] => 25 [filter] => raw [term_order] => 2 [cat_ID] => 697 [category_count] => 25 [category_description] => [cat_name] => Dragons Travel Guide [category_nicename] => dragons-travel-guide [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/dragons-travel-guide/ ) [1] => 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] => 48 [filter] => raw [term_order] => 5 [cat_ID] => 700 [category_count] => 48 [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/ ) [2] => 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] => 53 [filter] => raw [term_order] => 9 [cat_ID] => 641 [category_count] => 53 [category_description] => Press, Essays from Admin, and Behind-the-Scenes HQ. [cat_name] => About Dragons [category_nicename] => about_dragons [category_parent] => 0 ) ) [category_links] => Dragons Travel Guide, For Parents ... )
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Dragons School Partnership Programs offer much more than an itinerary or the management of ground logistics; In our collaboration with a school, we are dedicated to an aim of fostering a more interconnected, aware, and empathetic student body, faculty, and parent community. The two voices in the following essays speak to the transformative potential that immersive international educational experiences can offer.

[caption id="attachment_152434" align="alignnone" width="1186"] The streets of Amman.[/caption]

Milton in Jordan: Transcending Limitations of the Classroom -- A Map's Edge Newsletter Feature

WORDS JOSHUA EMMOTT

THROUGH THE EYES OF AN EDUCATOR

One of the challenges teaching Middle East history to high school students is how to immerse them in a foreign culture, especially one they only know through the media depictions of war in Iraq and Syria or terrorist attacks in Europe. In our classroom at Milton Academy Massachusetts I have struggled to use texts, videos and Skype interviews with people in the region to move beyond a superficial understanding of culture, gender, religion and how modern day Middle Eastern societies work. Having lived and traveled in the Middle East, I am able to bring personal anecdotes to our studies. But I have felt that even though my students can converse intelligently about the politics and history of the region, they still leave my class feeling that Islam and Muslim culture are opaque and impenetrable topics that they do not really understand, and so they are left with little understanding of the diverse voices that are active and vibrant in the region. This frustration and inability to provide students with a holistic understanding of the Middle East led me to explore alternative ways to connect my classroom to the Middle East. This is how I found myself in Madaba, Jordan in March 2016 with nine other American teachers learning about experiential education for the first time. Having been a Peace Corps volunteer in Jordan and having traveled extensively in the region, I thought I knew everything there was to know about Jordan, only to discover that I was quite mistaken. In March 2017, I returned to Jordan with eight of my Milton Academy students for a ten-day cultural immersion into Jordanian society. None of my students had traveled to the Middle East before and one of them had never left the United States. From the moment we stepped out of the Queen Alia Airport into the hot desert air until our return home ten days later, all of our assumptions about what Jordan represented, who we were, and what it meant to be a citizen of the world were constantly being challenged, tested and affirmed. Our Dragons partnership course was deliberately designed to take everyone out of their comfort zone and provide time for each member of the group to process at their own pace. In Amman, my students would gather every night on the rooftop terrace of our hotel to passionately discuss and debate for hours the impact of the Syrian refugee crisis on the stability of Jordan; what it means to be Jordanian; the role of Islam in Jordanian society; whether the tribal structure is a force for regime stability or an obstacle to democratic reform; and how to understand the role of women in Jordan. Questions abound in the moment, but for some, our ten days in Jordan also resulted in an overwhelming encounter with ‘the world’ that left them still processing the experience weeks after we had returned to Milton. To start our exploration of Jordanian culture and gender, our group was invited to lunch by a remarkable woman named Khaloud. The students and I spent an entire afternoon in Khaloud’s apartment with her two college-aged children and her elderly parents. Over the course of an hours-long feast, the students practiced their recently-acquired Arabic language skills; learned what it was like to be a young women studying science at a Jordanian college; and from Khaloud’s father, what it is like to be a Palestinian who lived in Saudi Arabia and now resided with his divorced daughter in Amman, Jordan. In our discussions over a mountain of kebabs, bread and grilled vegetables, the students shared their family stories and the role of elderly family members in their lives. We were all challenged to think about how the elderly are treated in the United States versus the Jordanian approach of having your elders move into your house when they become too frail to live on their own. After tea was poured—a sweet, sugary, aromatic mint tea that is the mainstay of all social interactions in Jordan—we all gathered around the family table while Khaloud shared her life story with us. Khaloud’s father arranged for Khaloud to be married to a Saudi man twenty years her senior when she was a young teenager. After her second child, Khaloud resolved that she was going to challenge the patriarchal structure of Saudi Arabia and run away to Jordan to get divorced, as there exists no such option to escape an oppressive marriage for a woman in Saudi Arabia. Khaloud then shared her story of building a new life in Jordan, and how difficult it is to be a divorced woman in a society where marriage is the norm. This powerful and personal experience of sitting in Khaloud’s apartment with her family as she shared her life story raised more questions than answers. After two hours listening intently to Khaloud’s story, the students paid respects to the family and we departed. We regrouped at Al Jadal café in Amman to digest and process Khaloud’s journey and better understand what this revealed about the role of women in Jordanian society. The power of our Dragon’s course in Jordan was that we never knew where the conversation was going to take us. Our visit to Al Jadal was meant to be a fun break from the heady discussions of the morning and an opportunity to learn the debkhe (traditional Jordanian dance). For over an hour, our group tried to follow the lead of our female instructor as we attempted to replicate the debkhe, which looks like a simple line dance, yet is deceptively complicated. After an hour of going right instead of left, we took a break to have a traditional Jordanian dinner cooked by Syrian refugee women working with an NGO associated with Al Jadal. After dinner the owner of Al Jadal sat down for tea and explained how his café was opened after the Arab Spring as a forum to debate the future of Jordanian politics and society. During our discussions, one of my students asked the owner of the café to explain an aside that he had made about the role of Islam in Jordanian society. Our discussion of politics suddenly took a turn and we found ourselves challenged to think about what the role of religion should be in society. Moreover, we were challenged to consider our individual role in creating a more equitable society. When should one engage in political protest or support the status quo? Is democracy the best form of government? This unexpected turn in our dinner discussion led to another late night on the rooftop of our hotel as my students developed a reading list of books they planned to read post-trip in order to better understand what was possible if one wanted to create a better world. From Amman, we crammed into a small Jordanian bus and traveled south to Wadi Rum and our four-day homestay in the desert town of ad-Disah. This was the first time we had left Amman and traveled into rural, conservative Jordan. After four hours driving passed flat sandy expanses, highway rest stops, and small settlements with twenty houses surrounded by endless brown landscape we passed through ad-Disah in the dark and arrived at Salah’s Bedouin camp at the entrance to Wadi Rum. Stepping out of our small bus into the darkness and silence of the desert, surrounded by the stone cliff formations of Wadi Rum, my group fell silent and nearly paralyzed in awe of the lunar-like surrounding where we would be spending the night. Sitting on the floor of the Bedouin tent we were treated to a traditional feast. As we ate, we again engaged in a discussion with our host Salah, this time on the role of tourism in Jordan and its impact on traditional Bedouin societies like that of ad-Disah, where each of us would live with a host family for the following four days. As we ate breakfast at Salah’s camp, the group was noticeably quiet and visibly nervous about the prospect of living alone with an unknown family in an unknown place. During our debrief before the homestay it was clear that everyone was very apprehensive about how they would spend four days with a family that did not speak English: How would they know what to do? How would they know what the cultural cues were? What if someone made a cultural faux pas? Our two Dragons leaders, Cate Brown and Elley Cannon explained how the homestay would work and patiently answered everyone’s questions. When the clock struck 10AM we all piled into the back of a pickup truck and headed into ad-Disah to drop the students off at their new home for the next four days. The truck ride into ad-Disah was the quietest I have ever seen my students. After a night in our homestays, we all congregated in the diwan (living room) of my host family’s house and debriefed our first twenty-four hours in ad-Disah. Two of the boys arrived in traditional Bedouin dress as their host families had taken them shopping in town. The two girls in our group were dressed in traditional Bedouin dress of head scarves and long robes as within this conservative society the female dress code is prerequisite for an immersive homestay experience. Right away it was clear that some of the students were having a great time and were forming bonds with their host families, and that there were other students who were completely overwhelmed, questioning whether they could spend another day in ad-Disah. The two female students in our group were struggling with the gender roles and how to reconcile their personal views with communal norms of ad-Disah.

On day two of our homestay there was a wedding in the village, which created a lot of excitement among the students. Jordanian weddings are multi-day affairs where men and women celebrate in separate locations. For the men, the weddings are all-day affairs in which they sit under long tents and drink rounds of tea and discuss family and politics for hours on end. For my students, sitting for hours with a limited ability to speak Arabic, and having to politely drink dozens of cups of sugary tea, not understanding what the hundreds of men in the tent were discussing, turned into an endurance contest and a real challenge to embrace a way of life that moves at a glacial pace compared to Milton. During one of our many discussions under the tent, the students observed that all of the younger men in ad- Disah had cellphones and spent hours upon hours transfixed by the screens. This ultimately led the students to start discussing the role that cellphones played in their own lives, and how the absence of a cellphone in Jordan had made them rethink the role that technology plays in their lives back at Milton. Transference, in a way, had begun.

Our last night in Jordan was a magical evening spent out in the middle of Wadi Rum sitting in a circle under the stars discussing ways in which we could bring our experience in Jordan back to Milton. As it turned out, one of the female students in our group, Mollie, spent her final month of school volunteering at a local mosque helping with Ramadan preparations and furthering her understanding of Islam. One of the six boys in our group, Matt, returned to Jordan this past summer to teach English at a local school in Zarqa in far eastern Jordan. The rest of the students have all expressed a sincere desire to pursue Arabic and Middle East History this fall as they start college.

The most fulfilling part of this experience for me was during our final night in Jordan, as I sat under a blanket of stars in Wadi Rum listening to each member of the group articulate the ways in which he or she had been challenged on this course and the ways in which they had grown both as a person and in their understanding of Jordan. Back at Milton, in our final month of the course, I took immense satisfaction in listening to the eight students who went to Jordan help their peers to better understand the cultural complexity of the kingdom. My goal is to bring my entire Middle East History class to Jordan every March. The impact of this trip on their understanding of local culture and society proved that experiential education is not only measurable, it is transformative.

JOSHUA EMMOTT was a participant on Dragons 2016 Jordan Educator course. Following the Educator Course, Joshua helped formalize the first Dragons-Milton Partnership Course in Jordan the spring of 2017. He and his students are headed back to Jordan with Dragons again in 2018. Joshua first traveled to Jordan in 1997 as a member of Peace Corps. Later, he and his wife Anne started a business importing olive oil soap from Syria and carpets and jewelry from Yemen and Pakistan. Since 2003, Josh has lived and taught Middle East History at Milton Academy.

[caption id="attachment_152435" align="alignnone" width="1186"] Herds of sheep coexist with
upscale apartments and embassies in Jebel Amman, a neighborhood of the capital.[/caption]

Milton in Jordan: Discovering the Middle East -- A Map's Edge Newsletter Feature

WORDS & IMAGES MATTHEW MAGANN

THROUGH THE EYES OF A STUDENT

“ISN’T IT DANGEROUS?” That’s the main question I heard when I told people I was traveling to Jordan. By and large, the West’s conception of the Middle East centers around terror, and mentioning the region calls to mind the horrors of September 11th and Islamic State.

That isn’t the picture I got in Jordan. Fear never crossed my mind as I walked through the bustling alleyways of Amman. A mixture of people, shops and traffic filled the streets of the capital city, whose electronics vendors and cafés melded together with ancient souks and Roman ruins. I witnessed a dynamic and rapidly changing society, albeit one deeply impacted by regional events. Massive, repeated inflows of refugees have heavily taxed Jordan’s limited natural resources. Despite that, it remains a stable and vibrant nation, one of the most successful in the Middle East. I spent ten days this past March in Jordan as part of a Dragons Partnership program with my high school, Milton Academy. We flew into Amman, where we stayed for a few days before driving down to ad-Disah, a Bedouin village in the southern deserts near Saudi Arabia. Although I had studied the Middle East both in class and independently, I had never left the Western world before and little prepared me for the experience I had in Jordan. I saw scars borne of the conflict and turmoil that continues to plague the region, but I also found an audacity and an authenticity unlike anything I had previously experienced. As a tall, white, blue-eyed American, I clearly stood out on the streets of Amman. So I quickly learned that in Jordan nearly everyone bids you welcome. Whether alone or with our student group, people would spontaneously call out “Hello!” in English or “Ahlaan wa sahlaan!” (welcome) in Arabic. In possession of only the name of a restaurant and the Jordanian Arabic term wa’in (where), I managed to navigate through the labyrinth of Amman’s streets, each person I asked immediately pointing out the next few turns like a personal guide. I spent the most time immersed in Jordanian culture while staying with a Bedouin host family. They spoke little English, and I no Arabic, yet I felt immediately welcomed into their home. The children in my family weren’t quite sure why I didn’t understand Arabic, but they took me around the village, introducing me to their friends and cousins and inviting me to play soccer. For a region so often stigmatized as hostile and violent towards the West, I found Jordan unusually friendly and welcoming. I certainly met Jordanians who held political disagreements with America, but I never felt those tensions shifted onto me as an individual. Perhaps in a region where states are often artificial and leaders frequently lack the popular mandate, separating the individual from the nation comes more naturally. Or, as I suspect, the welcoming culture I experienced in Jordan extends to everyone, regardless of language or nation. Although the Middle East may not fit the violent stereotypes of the West, it has undoubtedly suffered through some of the worst atrocities of modern times. Jordan, despite its own stability, has had to deal with the impacts of the conflicts surrounding it. Most of the population is not native Jordanian. A majority have Palestinian ancestry, and the recent conflict in Syria has brought in nearly 1.5 million new refugees. A massive influx of Palestinians arrived in the wake of the 1948 war, and with some obstacles, Jordan has managed to successfully integrate them into society. The current Queen Rania of Jordan is Palestinian-Jordanian, for example. Unlike neighboring Lebanon, Palestinian refugees and their descendants can adopt Jordanian citizenship. Issues still exist surrounding Palestinian-Jordanians, but considering the sheer number of people involved, Jordan has had remarkable success in integrating refugees. In recent years, the Syrian refugee crisis has presented a new challenge. I met with multiple NGO workers helping the Palestinian-Jordanians, but considering the sheer number of people involved, Jordan has had remarkable success in integrating refugees. In recent years, the Syrian refugee crisis has presented a new challenge. I met with multiple NGO workers helping the Jordanian government to handle Syrian refugees. The refugees have created tension within Jordan, which accepted them on the premise that they would return to Syria at the close of the conflict. Unfortunately, the current situation does not lend itself to any sort of peaceful resolution. The tide of the war seems to have turned in Assad’s favor. While some refugees would contemplate returning to a state under his rule, for those refugees who had any involvement with the opposition return could mean death. The mass migration of Syrians has put a strain on Jordan’s social services, and many Jordanians dislike the prospect of permanently settling refugees in Jordan. Although the government welcomes material aid, relief agencies often come up against opposition when they try to integrate refugees into society. Like many others, I had read about the crisis in the Mediterranean and the controversies surrounding Syrian refugees, but the issue still seemed distant and detached from my experience. Visiting Jordan and speaking with both refugees and those helping them gave me a better grasp of the problem. It also humanized the crisis for me. These people were not faceless, helpless masses nor were they fanatical Islamists determined to bring down America. They were people not very different from myself. I met one man who had been a lawyer in Deraa, a rebel-occupied city in southern Syria and the scene of intense fighting. His life had not been that different from my own. He studied at the university and lived a comfortable life with his family. Then one day his home was bombed by Assad’s forces and he was forced to flee across the border to Jordan, where he now lives as a refugee, separated from his wife and children. Despite that, he volunteers his time helping less fortunate Syrians adapt to life in Jordan. His audacity in continuing to advocate for refugees was not unusual. I spoke with a woman who had fled an abusive arranged marriage, risking her life to do so. I met one young man who did not believe in god, putting his social standing and even his life in danger in order to stand for what he believed in. Even on a small level, I saw acts of courage, like the young Bedouin father who bottle-fed his baby son, cutting against traditional gender roles. We often rationalize the suffering of those in other cultures as divorced from our own reality, as not our issue. Spending time in Jordan broke down those barriers of culture and geography, revealing to me how fundamentally familiar and how fundamentally human the seemingly distant Arab world is. I still haven’t quite processed my time in Jordan. It’s been eight months now, but I still think about my time there. I’m now beginning college, and I’ve decided to study Arabic this year. I hope to return back to Jordan, perhaps this summer, to build on the experience I had. Something about the streets of Amman, with their traffic and little DVD stands and restaurants and car horns and the smell of tobacco and the long nights spent up on rooftop balconies talking through meaning and purpose and direction, impacted me deeply. My time in Jordan drastically changed the way I think, and it continues to challenge me, both as an individual and as a citizen of the planet.

MATTHEW MAGANN attended a 2016 Dragons Partnership program with Milton Academy in Jordan. Originally from the Boston area, he currently studies at Dartmouth College in Hanover, New Hampshire, where he is a writer for The Dartmouth and an active member of the Dartmouth Outing Club. He also works at the Blue Hill Meteorological Observatory in Milton, MA, has volunteered at a number of archaeological digs, and has recently begun work at a Dartmouth ice core lab.

This article was featured in the Winter 2018 Edition of Dragons bi-annual Newsletter, The Map's Edge. Each newsletter explores perspectives from 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 [email protected]. [post_title] => Jordan: Through the Eyes of An Educator & Student—A Map's Edge Newsletter Feature [post_excerpt] => Please enjoy these two essays -- from the perspective of a teacher and a student -- on Dragons-Milton Partnership Course in Jordan. This article was featured in the Winter 2018 Edition of Dragons bi-annual Newsletter, The Map's Edge. Each newsletter explores perspectives from Dragons community through the voices of our Alumni, Instructors, Partners, Parents and our International Staff and contacts. [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => jordan-eyes-educator-student [to_ping] => [pinged] => [post_modified] => 2020-05-20 08:56:02 [post_modified_gmt] => 2020-05-20 14:56:02 [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] => 638 [name] => From the Field [slug] => from_the_field [term_group] => 0 [term_taxonomy_id] => 638 [taxonomy] => category [description] => Featured Yaks, Reflections, Quotes, Photo Spreads and Videos from the Four Corners. [parent] => 0 [count] => 76 [filter] => raw [term_order] => 4 [cat_ID] => 638 [category_count] => 76 [category_description] => Featured Yaks, Reflections, Quotes, Photo Spreads and Videos from the Four Corners. [cat_name] => From the Field [category_nicename] => from_the_field [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/from_the_field/ ) [1] => WP_Term Object ( [term_id] => 675 [name] => The Dragons Journal [slug] => thedragonsjournal [term_group] => 0 [term_taxonomy_id] => 675 [taxonomy] => category [description] => Archives of The Dragons Journal (formerly known as the Map's Edge Newsletter). [parent] => 0 [count] => 14 [filter] => raw [term_order] => 7 [cat_ID] => 675 [category_count] => 14 [category_description] => Archives of The Dragons Journal (formerly known as the Map's Edge Newsletter). [cat_name] => The Dragons Journal [category_nicename] => thedragonsjournal [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/thedragonsjournal/ ) ) [category_links] => From the Field, The Dragons Journal )
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Here are some sneak-peek excerpts from the featured essays of our winter edition of The Map's Edge. Be sure to check your mail to get your hands on all the glossy pages of stories, photos, and updates from four corners of Dragons global community!
PAGE 4
BRAZIL
Princeton Bridge Year: To Have a Home
By JIMIN KANG
"I believe that there are qualities in each of us that can only be realized in different contexts. I discovered that Brazil brought out a version of myself that inspires me most. To this day, I miss the candor with which I greeted strangers on the street and told them about my love for acarajé, the fried bean fritters I'd eat with friends after hours of practicing Portuguese. I miss the music and the visual arts that flourish across Salvador, and the days I painted lampposts with spray paint oozing down my hands. I miss the confidence with which Bahians wear their own skin, and the way I felt more comfortable in my own body than I'd ever been. More than anything, I miss the people who greeted me with a "seja bem-vindo" (be welcome) and bid me farewell with a "volte sempre" (return always). People who taught me that home can be anywhere in the world, as long as there are people with space in their hearts."
PAGE 8
SIKKIM
Lepcha: Children of the Snowy Peak
By SHARON SITLING
"The Lepcha believe their people originated within these valleys. They call themselves 'Mutanchi Rong Kup Rum Kup,' which translates as 'Children of the Snowy Peak and Children of God.' The Lepcha are nature worshippers, whose religion blends animism and shamanism and is called bongthingism, or Munism. The tribe shares an inextricable relationship with nature as evidenced by their vocabulary, which contains one of the richest collections of names for local flora and fauna recorded anywhere, and reveals a vast knowledge of naturopathy as well as holy texts. By some estimates, there are only 40,000 Lepcha remaining in Sikkim; their language is quickly disappearing and they are fighting to preserve their lands and what is left of their culture."
PAGE 12
SENEGAL
Photo Essay: Between the Lens & Me
By CRYSTAL LIU
"I was hesitant to bring my camera with me to Senegal. I suppose I approached photography with more of a moralist's stance than a scientist's, and I felt some intuitive distrust of images and imagemaking as it related to my educational experience. I worried about the fraught relationship between subject and photographer. I didn't want to reproduce clichés and reduce people to flat, aesthetic purposes. At the same time, I wanted to remember what I would experience, and the fear of forgetting eventually overcame other qualms about the medium. I brought my camera, and I am both glad and regretful that I did."
PAGE 22
MOROCCO
Interview: The Beat of a Different Drum
By MOHAMED ARGUINE
"...after hours of trekking, Ben M'barek would take out his drum, sit on a rock and start playing whatever came to mind. He never thought his songs would attract the attention of tourists who didn't understand a word of the Tamazight language. [...] The guide explained that M'Barek was singing about his love for the High Atlas Mountains and that he hoped not to see what might be hiding behind them. The oxygen of his life, its meaning, flows down from the peak of the highest mountain to his soul through the drops of rain and flakes of snow-pure and white as his heart, and imbued with love for this region, which to him is heaven on earth."

 If you didn't get one in the mail, here's the full digital issue!

 
Dragons bi-annual Newsletter, The Map’s Edge, explores a subject of interest to the Dragons community through the voices of our Alumni, Instructors, Partners, 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 [email protected]
[post_title] => Dragons Winter 2018 Issue of The Map's Edge [post_excerpt] => Here are some sneak-peek excerpts from the featured essays of our winter edition of The Map's Edge. Be sure to check your mail to get your hands on all the glossy pages of stories, photos, and updates from four corners of Dragons global community! [post_status] => publish [comment_status] => open [ping_status] => open [post_password] => [post_name] => dragons-winter-2018-issue-of-the-maps-edge [to_ping] => [pinged] => [post_modified] => 2020-05-20 09:41:09 [post_modified_gmt] => 2020-05-20 15:41:09 [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] => 48 [filter] => raw [term_order] => 5 [cat_ID] => 700 [category_count] => 48 [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] => 653 [name] => Global Community [slug] => global_community [term_group] => 0 [term_taxonomy_id] => 653 [taxonomy] => category [description] => Featured International People, Places, Projects. [parent] => 0 [count] => 48 [filter] => raw [term_order] => 6 [cat_ID] => 653 [category_count] => 48 [category_description] => Featured International People, Places, Projects. [cat_name] => Global Community [category_nicename] => global_community [category_parent] => 0 [link] => https://www.wheretherebedragons.com/news/category/global_community/ ) [2] => WP_Term Object ( [term_id] => 675 [name] => The Dragons Journal [slug] => thedragonsjournal [term_group] => 0 [term_taxonomy_id] => 675 [taxonomy] => category [description] => Archives of The Dragons Journal (formerly known as the Map's Edge Newsletter). [parent] => 0 [count] => 14 [filter] => raw [term_order] => 7 [cat_ID] => 675 [category_count] => 14 [category_description] => Archives of The Dragons Journal (formerly known as the Map's Edge Newsletter). [cat_name] => The Dragons Journal [category_nicename] => thedragonsjournal [category_parent] => 0 ) [3] => WP_Term Object ( [term_id] => 646 [name] => Alumni Spotlight [slug] => alumni_spotlight [term_group] => 0 [term_taxonomy_id] => 646 [taxonomy] => category [description] => Featured Student Alumni and their projects/organizations/visions. [parent] => 0 [count] => 47 [filter] => raw [term_order] => 10 [cat_ID] => 646 [category_count] => 47 [category_description] => Featured Student Alumni and their projects/organizations/visions. [cat_name] => Alumni Spotlight [category_nicename] => alumni_spotlight [category_parent] => 0 ) [4] => WP_Term Object ( [term_id] => 654 [name] => Mixed Media [slug] => mixed_media [term_group] => 0 [term_taxonomy_id] => 654 [taxonomy] => category [description] => Featured Photography, Videos, Podcasts, Photo Contest Winners, Films & Art [parent] => 0 [count] => 52 [filter] => raw [term_order] => 12 [cat_ID] => 654 [category_count] => 52 [category_description] => Featured Photography, Videos, Podcasts, Photo Contest Winners, Films & Art [cat_name] => Mixed Media [category_nicename] => mixed_media [category_parent] => 0 ) ) [category_links] => For Parents, Global Community ... )
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    [post_content] => Teachers, alumni, students: Did you know you can bring a Dragons Instructor right into your classroom for engaging conversations on critical global issues? This might be one of the best things we do. We call it our Global Speaker Series. (And ps. it's free.)

Class Topics with our Guest Teachers Include:
  • The Forces Behind Migration from Central America
  • Introduction to Islam
  • Good Intentions with Complicated Outcomes
  • Urbanization in China
  • Structural Violence
  • Seeds of Culture
  • The Flow of River and Wealth
  • Woven Stories
At Dragons we see exceptional beauty in diversity. And we believe that the experience of connecting with unfamiliar cultures has something to teach everyone. We are dedicated to cross-cultural learning because we know that future leaders will be required to think beyond borders. Part of our educational mission is to bring what we’ve learned from remote corners of the world back home to share. With this mission in mind, each year we send our best teachers to schools across the United States to share their experiences, perspectives, and insights from years living abroad with students ready to engage with critical and compelling global questions. We invite you to look at some of the conversations our staff are facilitating in classrooms around the country. Whether you are a teacher of Language Studies, Geography, Science, History, Social Studies, Religion, or Art, we hope to have a topic of interest to you. If one of the following class titles piques your curiosity, please get in touch. We’d be happy to coordinate a visit from one of our teachers to speak to your class on the subject. And if there’s a topic you would like to address that’s not on this list, let us know. It’s exactly this type of question-based collaboration with students, schools, and educators that inspires us. The Global Speaker Series is sponsored by the Dragons Global Education Fund, in partnership with The Futurity Foundation 501(c)-3. PLEASE SHARE THIS BOOKLET with your teacher or school or call us to have one sent to you. Or just get directly in touch to learn more about our Global Speaker Series: 1800.982.9203
 
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Dragons Global Speaker Series (GSS)

Posted On

10/18/17

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Dragons HQ

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Teachers, alumni, students: Did you know you can bring a Dragons Instructor right into your classroom for engaging conversations on critical global issues? This might be one of the best things… Read More
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    [post_content] => On my Bolivia course this past summer, one of my students posed the question “Why should we care about diversity?” (thank you Rebecca!). Initially, I had a knee-jerk reaction to the query, thinking about the myriad and strikingly apparent reasons why diversity is something that we inherently want to value. But the more I considered Rebecca’s sincere and honest inquiry, I found myself increasingly tongue-tied. My efforts to produce an eloquent and comprehensive response to what seemed a self-evident human truism tugged at the very core of my being and values as an individual and as an educator. Rebecca’s question has remained ever-present in my mind these past months, and I have come to realize that it speaks to the fundamental nature of the work that we do as educators.

Over the past four years, I have spent approximately 610 days in the field as an instructor with Dragons. That works out to be just over 40% of my life in that period, not counting the additional days and weeks that I’ve spent preparing for courses, pouring over paperwork, doing administrative work at the office in Boulder, scouting new program areas, staffing instructors, liaising with potential students and families, outreaching with our local contacts, and participating in Dragons orientations and trainings. I think I can safely speak for our wide community of instructors and administrators when I say that we do this work for reasons that drive us spiritually, emotionally, and intuitively as human beings. We work long hours, late nights, we get sick and exhausted, we travel and sweat and sometimes pull off feats of theatrical and improvisational educational acrobatics in rugged cross-cultural settings. And we love what we do.
The ethnosphere, a notion perhaps best defined as the sum total of all thoughts, beliefs, myths and intuitions made manifest today by the myriad cultures of the world. The ethnosphere is humanity’s greatest legacy. It is the product of our dreams, the embodiment of our hopes, the symbol of all that we are and all that we have created as a wildly inquisitive and astonishingly adaptive species. -Wade Davis, Light at the Edge of the World
Over the course my years as an instructor, my work with Dragons has poured over into other elements of my life, influencing my relationships and community, driving my schedule, and molding in significant ways the manner in which I perceive and interact with the world around me. My husband would say that I live and breath Dragons and, in that regard, I am very much not alone. There are many of us, some much more devoted than I, who are dedicating their professional lives to living against the grain, jumping from course to course and continent to continent, traversing cultural and conventional boundaries and redefining, every single day, the potential of experiential education and meaningful cross-cultural engagement to touch and (hopefully!) transform the lives of young people. Every single one of us is engaged in this work because we believe that it has the power to break down prejudice, to connect the sometimes seemingly disconnected threads of our planet, to redefine the contours of our human relationships and global interactions in ways that are more compassionate, meaningful, and productive for humanity and the planet that cradles us. I know that for me personally, my early travels left a profound mark on my identity and life trajectory, and contributed in countless ways to the path that led me to my home in Bolivia. As instructors, we do not claim to change lives, but we believe that placing young people in situations of inter-cultural dialogue, reflection, and exposure to the planet’s mind-numbing diversity – and vulnerability – can do just that. We are motivated by living a life of intention, constant exploration, boundless curiosity, and a profound respect for difference. As instructors, educators, mentors, guides, teachers, friends, and cultural translators we work ceaselessly, improvise daily, and demand incredible resiliency from ourselves and from our students. The work of an instructor with Dragons is an incredible leap of faith. Each student arrives to our programs with different life experiences, perspectives, expectations, world-views and ways of absorbing and making sense of new experiences. Over the course of our programs, we consciously and intentionally challenge those world-views and push our students out of their fields of physical, mental and emotional comfort. In return, we hope the places and experiences they encounter will plant a small seed of understanding that may in some way influence their future attitudes, decisions, and interactions with the world around them. On a basic and aspirational level, the seeds that I would like to scatter into this world have one elemental goal: respect for diversity, both human and natural, and the right of all beings to dance, to dream, to flourish in ways that cherish the magical and dizzying colors and variations of our planet. More often than not, we have no idea if those seeds will ever take root, if the experience will stay alive and resonate out into the world or be swallowed by other forces beyond our reach. It is impossible to measure the impact of our work, to quantify our accomplishments, and at times, the meaning of this journey may only manifest months or years down the line. But that leap of faith keeps us going in forests and villages, on buses and riverboats and across mountains and deserts around the globe. It is a daunting and sometimes terrifying task. We seek to build moral characters while knowing full well that we are flawed and fallible individuals ourselves. We teach to and probe some of the fundamental questions around human nature and difference. We challenge conventions around privilege and prejudice, legacies of violence and oppression, and our role and responsibility as engaged human beings in a fragile and complex natural and socio-economic landscape. And we ask ourselves, at every turn, how we can be better teachers and educators and more compassionate human beings. It is a constant dance of perpetual planning, experimentation, big questions, and the winds of spontaneity. Was I patient enough? Did I ask the right questions? Are my students being awakened by the beauty and tragedy at every turn? These themes were thrown into stark relief this past week during our excursion into the Amazon, a place where the myth of our isolated human experience is lifted at every turn. There is perhaps nowhere on the planet where you are more immersed in diversity and fragility, where the minute interconnectedness of our natural biosphere washes over us, where the delicate threads that make up the texture and brilliance and intricate quilt of our world wrap around us in a suffocating and at once liberating embrace. The Amazon rainforest is the apothecary of our world, the source of so many of our remedies and resources, while also posing exhilarating threats. It is a place where the fate of the planet and our place within it stands on a precarious and unfathomable precipice. As young people in the face of unprecedented challenges, it is our lives in this ultimately miniscule moment in time that may determine the winds of that scale. The healers of the Amazon forest claim to be intermediaries between our species and the secrets of the animal and plant world. They unlock the healing properties of the forest while reminding us of our beautiful and fragile condition as humans. Traditionally, those healers have navigated and in some ways maintained that intricate and invisible balance – between humans and the natural world, and between the spiritual and physical realms of being. If you ask an Amazonian healer how they learned of the healing properties of the forest, he or she will tell you that the plants spoke to them, that ultimately we are an integral part of the forest and it will speak to us if we only know how to listen. On one of our last days in the jungle, the sky opened up and we were relieved, for a time, from the oppressive heat and insects. A group of us found ourselves out on an excursion to a nearby lake, and we were swallowed up by a torrent unlike anything we’d ever experienced. Engulfed by the depths of the tropical rainforest, we were humbled and overwhelmed by this majestic force of nature. We stripped off the layers that were nominally protecting us from the insects, and allowed the water to wash over us. I was struck by the sensation of feeling like a tiny, insignificant drop of rain on this infinite and multi-chromatic planet. I think that all of us that day also felt connected, awakened, involved in something beautiful and fleeting and altogether significant. It was a moment that cannot be planned or scripted, when forces beyond our control come together overwhelmingly to remind us to be grateful, to dance in the joy of a magical and unrepeateable moment, to revel in the abundance and diversity around us. A moment when feeling small also means feeling a part of something greater. As the strength of the storm diminished and the rain settled into a steady rhythm, the six of us trudged through the jungle soaked to the bone, knee deep in water, but also with a bounce to our step. Nothing significant was said, but we all knew in our silence that something special had passed between us. And I realized that those magical, unplanned, irresistible moments are the real joys and lessons in this life, the seeds that we hope to plant but sometimes just fall over us like water from the sky. We were cleansed, invigorated, exhilarated by the storm, by the majesty of the jungle, and by our utter gratitude at being here, together, on this altogether mundane and extraordinary day in the Amazon. Nature spoke, and for an ephemeral moment in space and time, we listened.   [post_title] => Confessions of a Dragons Instructor [post_excerpt] => We work long hours, late nights, we get sick and exhausted, we travel and sweat and sometimes pull off feats of theatrical and improvisational educational acrobatics in rugged cross-cultural settings. And we love what we do... 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    [post_content] => Where There Be Dragons resolutely rejects hate, bigotry, and white supremacy, and firmly stands with victims at Charlottesville. As a community of passionate global educators and students, we are committed to teaching and working toward a more just world.
    [post_title] => In Solidarity
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