Internship Final Presentation

This summer I’ve been interning with Teach For Hungary while on my study abroad program focused on social entrepreneurship. The video above is my final presentation about my internship organization and what I worked on for the six weeks we were in Budapest.

I also did a quick reflection for myself by giving self-feedback on my overall presentation based on the “Like, Wish, Wonder” protocol:

Like:

– I only said “um” twice ; I got annoyed with myself as soon as I said it, but considering I didn’t rehearse this presentation much besides a self-run through the day of I was happy with only 2 “ums” because I believe it shows how I’m growing as a presenter to say it limitedly even without rehearsal

– My slide deck was so much better than expected and I even got compliments on it; this is a weakness of mine I’ve been trying to improve and I redid my entire presentation the morning of in an attempt to make the slides better so I was very happy it paid off.

Wish:

– I said “kind of” way too much; while I watched myself on saying “um” I need to improve on not just substituting other fillers even if less common ones

– I had pushed start on the timer; I can be long winded and I’m aware of this and working on being more concise. Pushing start on the timer would’ve helped me stay within the time limit.

Wonder

– How my presentation could have improved had I started working on it earlier and actually rehearsed. I’m not usually one to procrastinate, but while trying to take advantage of our last weekend trip and last week abroad, I found myself not as committed to this presentation as I normally am and I’m curious about the outcome because I think I actually made the correct decision even though I had expected to regret it.

– If in the future I restructure my presentation to spent more time on the takeaways in terms of the number of slides in order to emphasize the “why does this matter” over the “what did I do”

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Traditional but Good?

I finished reading “Whatever it Takes” and I found it truly fascinating because it challenged a lot of my thoughts on the education system. It’s hard to argue that the Promise Academy isn’t a wonderful thing: it’s educating children in poverty and helping them get into college by staying on grade level. However, Canada’s primary measurement of success is entirely based on standardized testing. Kids are drilled for the test. There are early morning classes and afterschool classes and even Saturday classes all aimed at further test prep. The book talks about how test prep during the school day started to squeeze out time meant for things like the arts and projects and physical activities and the biggest supporter of these programs, the first middle school principal, Terri Grey, was eventually fired because her priorities didn’t align with preparing students for the test. 

This method of schooling goes against pretty much everything I’ve come to believe about education. I think assessment is important – this is how we get feedback and measure progress – but, the traditional methods of school assessment, such as grades and standardized tests, are no longer measuring the right outcomes of schooling. To truly be prepared for college and beyond in today’s world, a student needs more than the ability to memorize information and control anxiety and focus long enough to take a four-hour long test. Students need to be critical and creative thinkers that know how to solve complex problems on diverse teams. They need to know how to network, present, research, listen, empathize, and take agency just as a start. These skills are not measured on standardized tests, so if you only teach to the test, how do you develop all of these other skills? I don’t think it’s possible. As Grey hinted at, these are two very different education paradigms that would be paradoxical to co-exist. 

Sure, soft skills were mentioned from time to time in “Whatever it Takes.” It seemed certain teachers tried to incorporate soft skills in their classroom, but these were often minor lessons about being polite and talking and listening in a professional manner, and these are just the tip of the iceberg in terms of important soft skills to know. There was no mention of collaboration or giving presentations or complex problem-solving or anything to that caliber. 

Now I understand that, as a new charter school, Promise Academy had a duty to perform. They had to do well on standardized tests in order for the city to let them continue with their charter. Furthermore, while I don’t think standardized tests should be the ultimate measurement of success, I can’t deny that they do help measure basic knowledge (ignoring the elements of test anxiety and being distracted, etc). For the students in Harlem attending Promise Academy’s Middle School, the vast majority were below grade level. I can understand how it might be hard to think beyond, “We need these kids at grade level on these tests,” and going into testing bootcamp mode is one solution to this problem. It’s hard to spend time on projects and developing soft skills when there is the hugely apparent obstacle of kids lacking basic math and reading skills. I can empathize with this train of thinking, but I can’t accept that teaching to the test is the best method for preparing students for college and beyond even for kids who have “fallen behind.” But I also can’t deny that Canada was successful. His methods got underperforming kids up to standard and even off to college. 

That in itself is still pretty remarkable and that’s exactly why this book has been challenging for me to read. It’s made me wonder: how can a school that to me is focusing on all the wrong things, also be doing so much good? And while struggling with this question for past few days, I think I’ve finally come to an answer: it’s because traditional schooling is not inherently bad. Traditional schools can still help kids learn, be a safe environment, be supportive, help kids get to college and be a place alum are proud to come home to. Traditional schooling isn’t all bad, it’s just that it needs an update – the core principals of our education system haven’t changed in the past century since it’s founding, but we live in a very different world now. 

Our world requires more of employees now, like the soft skills previously mentioned. We’ve learned that our students can do more now, like contribute on community projects no matter how young they are. Our colleges expect more now, like participation in the arts, extra projects, and sports. “Whatever it takes” has made me realize that most of the time when I’ve thought about learner-centered education, I’ve a – mostly been discussing high school students, and b – not given a lot of thought to educating underperforming students. But most of all, this book has reminded me why it can be so hard to convince skeptics of learner-centered education; it’s because some traditional schools are in fact doing good for society, but the thing is, now it’s time to be doing even more.

Touring Auschwitz

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This weekend we visited Krakow so we could take a day tour of Auschwitz.

Visiting a place with so much history and emotion associated with it, the common questions to ask are, “How was it? How are you feeling?” So I’ve been trying to ask and answer these question for myself.

How was it?

It was serial. It’s hard to imagine the horrors that took place in these camps.  In some ways, I’m still struggling to believe humans could commit such atrocities.

IMG_3853I’ve had a lot of conversations in the past about the true nature of human beings and it’s situations like this that bring me back to those debates. I don’t believe people are all good or all bad. But I think what’s harder to come to terms with is how wide this spectrum can be and how easily susceptible some people can be to believe things like the idea that some lives have no worth. I find this very hard to even try to empathize with, and yet, I want to believe people can’t be all bad. We did learn today that one of the children’s quarters was equipped with a sanitation room of sorts, so there was at least some small level of pity towards these kids of Polish civilians. Big picture though, it feels disrespectful to even try to justify such a small act as a sign of some level of humanity while looking at the dozens of unstable bunkers, cattle cars, and buildings designed for the sole intent of extermination.

IMG_3842.jpgWhat really made this experience serial and mind-boggling though was how nice it was while we were there. The weather was warm with a slight breeze and overcast in a not gloomy way. There was green everywhere; so many trees and well-kept grass. It was just so paradoxical to see ruins and ashes and discuss mass death while surrounded by so much nature and life.

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It was clean too. I suppose I expected this in terms of the paths being clear of trash and exhibits being neat and well restored. Though something about how much it truly felt like a museum seemed in a way very odd considering for the past few weeks we’ve continued to be reminded of just how not long ago these events occurred.

How are you feeling?

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Some may say it’s a weak word but first most I feel sad. Saddened with humanity and the knowledge that we can and have inflicted so much harm and cruelty in the world. And with this sadness comes confusion. Those lingering thoughts of, “How is this possible? How is this even conceivable?”

Though sad and confused I also find myself grateful. Grateful for the time and place in which I was born and the opportunities and privileges I have because of this. Grateful also for the chance to actually visit this place in person and connect with history in ways not possible otherwise.

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Furthermore, I find myself left with the thought that people are capable of so much. So much destruction but also so much compassion. It brings comfort hearing stories like that of Schindler who used his power of money and influence to save thousands of Jews; it’s a reminder that even in the face of corruption there can still be people to see past peer pressure and fear and proposed logic and instead fight for humanity.

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Which brings me to the most surprising and unexpected thing I’m feeling: inspired. I’m inspired by all the people who helped save lives. I’m inspired by the victims of these crimes who fought so hard for their survival. I’m inspired by the artist who captured these crimes on photos and notebooks to preserve the stories and memories of victims. I’m inspired by the survivors who worked to turn these camps into a memorial and museum so that history wasn’t left to go forgotten.

IMG_3837.jpgSad, confused, grateful, contemplative, and inspired- that’s how I feel upon traveling back from Auschwitz. I was told this would be a life changing experience. I’m personally not a huge fan of the commonality with which some people use this phrase since the idea of “life-changing” seems so grand and should be special to a few truly life-altering moments, but I suppose there is some truth to this notion. This was an experience like no other and while maybe I didn’t have any big life-changing world view or change of passion or life direction or anything like that, I know I will have a newfound level of depth and consideration whenever I think about the Holocaust, nature of humans, and the power of power.

So I guess that’s how it was and how I’m feeling.

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Life Update: Living in Budapest

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It’s amazing how one person talking for an hour can be so inspiring sometimes; the thing is if you don’t reflect and act upon what you learned it can be so easy for those inspiring messages to get forgotten.

William Benko reminded me today of the importance of having habits and strategies for how we tackle life. I’ve been well aware of this concept for years now, and yet, as evidence of my lack of blogging in the past few years, I think I’ve allowed myself too much slack with what were once my daily habits. So at the very least, I felt it was time for a life update on my blog because I’ve been having some amazing experiences the past few weeks and haven’t done the best job capturing and reflecting on them.

DSC_0510.JPGIt’s been about 2 weeks since I arrived in Budapest, 4 weeks since studying abroad, and 5 weeks since beginning the Leadership for Social Good program. Since I’ve gotten to Budapest I’ve also been interning with Teach For Hungary. (Part of our program is that each participant is partnered with an NGO in Budapest who we intern with for the 6 weeks we are here.)

Teach For Hungary follows similarly with the Teach For All model where the basic concept is to get professionals committed to a two-year fellowship working within schools as teachers and mentors to kids specifically in rural/small town areas. Teach For Hungary is very much in start-up mode at the moment, being only about a year old, and one of my primary roles has been to help the team as they work on developing their hiring and onboarding process for new full-time staff members and later working on how to recruit and train fellows. 

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It’s been fascinating learning about the education system here in Hungary and so far I’ve also really enjoyed my work which has included a lot of strategic planning and brainstorming. Even the location I’m in, the Innovation Lab of Central European University, is just so fitting for me. I’ve been amazed by how much of my work in the gymnastics world has been applicable; for example, I’m currently working on the online test and accompanying assessment tool for the hiring process and I’ve been able to apply lessons I learned from creating the gymnastics assessment tool for evaluating gymnasts looking to enter one of our invite programs. I’ve also noticed my background in design thinking coming in extremely useful as I’ve been asked to give lots of feedback since I’m a fresh pair of eyes for documents like the onboarding information. Most of my meetings thus far have begun with a “Like, Wish, Wonder” feedback protocol, and I even looked up my old Innovation Diploma application earlier this week as an example of a “choose your own adventure” technical skills/thought process assessment. It’s always fun to connect the dots between your seemingly different worlds and I’m excited to see what other connections I make as I continue to work with Teach For Hungary.

IMG_7169.jpgIn addition to my internship, most mornings I’m in class, though I’m sure many people wouldn’t think of it as “class” per say. We have class Monday-Thursday from 10-12ish (sometimes we start earlier sometimes we end later), and our typical week consists of two guest speakers, a group presentation/facilitating class deep dive into any topic we’ve discussed thus far, and one activity/field trip to places like the historic baths and largest synagogue. Our guest speakers so far have been great! Each one has a story about their involvement with Hungarian NGOs and so far everyone has had such powerful messages I couldn’t possibly go into detail about all of them.

IMG_9513.JPEGOne guest speaker, in particular, was from an organization called Bator Tabor. This is one of the most well known NGOs in Hungary, and in fact, it is one of the top 3 NGOs in terms of gaining public funding through Hungary’s special 1% law; this law allows for taxpayers to donate 1% of their tax money to an NGO of their choice from the approved list. Bator Tabor is a campsite for children with serious illnesses. They have an incredibly well-developed program and volunteer training process. What was especially cool is that last weekend we actually got to visit the campsite for our own leadership retreat! I love everyone in this program and it was great to work together to accomplish odd challenges like lifting everyone over a rope between two trees, climbing a rock wall and swinging between hanging tires, and a more complex archery session than I’ve ever done (including learning to shoot backward and off of a wooden horse).

IMG_3136.jpgIMG_3126.jpgAnd in terms of giving a full update, this wouldn’t be complete without mentioning how beautiful Budapest is and how much I’ve loved exploring the city! My friends and I have had a number of random photo shoots and trips to hunt down the best-baked goods and ice cream. I even attempted to make paprika chicken (a Hungarian traditional meal) in our apartment and it turned out surprisingly good. I had never before considered how stressful grocery stores could be when you can’t read any labels and the store set up just doesn’t seem to make sense at all. And to top it off I finally feel pretty comfortable with the public transportation system which knock on wood is true since I’m about to head off to figure out where my bus stop is to take an overnight ride to Munich for the weekend!

Every day’s a new adventure, and I’m excited to see what new discoveries I make in the next four weeks! I have also found that the sense of adventure and exploration has reminded many of us that we need to spend more time being explorers in our own communities because there are bound to be hundreds of things we’ve yet to discover even in our own backyard.

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New Read, New Perspective

I’m only two chapters into Whatever it Takes by Paul Tough, and I’m already so intrigued by this story on education, poverty, and trying to change the life of kids living in Harlem.

Geoffrey Canada grew up in poverty in Harlem and successfully climbed to middle-class status and feels utterly grateful for how he got to where he is today. Thus, Canada began working to help other Harlem kids catch up on their academics, but after spending years working in an after-school program he started to become frustrated with just how many kids were still slipping through the cracks. Whatever it Takes details the journey Canada took to start the Harlem Children’s Zone with the goal being, “to transform every aspect of the environment that poor children were growing up in; to change the way their families raised them and the way their schools taught them as well as the character of the neighborhood that surrounded them” (Tough 19). This new approach Canada believed had the potential to change the way Americans viewed poverty and change the lives of poor children by the masses so they could “grow into fully functioning participants in mainstream American middle-class life” (Tough 4).

So why are poor people poor? Chapter two of Whatever it Takes presents a lot of research from different perspectives that attempt to answer this question. Honestly, it was fascinating to read about completely conflicting ideas society has concluded about poverty. Is it all about money, or what else might be a part of this story? Does government aid help or hinder? What resources are most key to success? How do parenting styles affect child development?

These various researchers did seem to agree on a few things: intelligence is highly valued in today’s society, intelligence and socioeconomic status are correlated, children intelligence is correlated with the intelligence levels of their parents, there are distinct parenting style differences between the middle class and poor.

The most interesting area of consideration to me was the concept of different parenting styles and the developmental effects they have on kids.

In particular, I enjoyed reading about Annette Lareau, sociologist and author of Unequal Childhoods, who was discussed as an example of someone focusing on the assets of all types of parenting; rather than looking at parenting styles with a conclusion of “this way is better.” Lareau’s theory is that middle-class parents treat kids like, “apprentice adult,” meaning that they are invited into conversations almost as equals and are encouraged to “ask questions and challenge assumptions and negotiate rules” (Tough 49). Additionally, middle-class children have very busy schedules with activities that the entire family will get involved in. Meanwhile, poor families had very different parenting styles. Children in poor families learn to entertain themselves in creative ways due to participating in far fewer extracurriculars, and kids learn to treat adults with respect; in Lareau’s study, she observed “much less freedom to talk back, question authority, or haggle over rules and consequences” in poor households (Tough 49).

Lareau concludes that the middle-class parenting style emphasis individualism at the expense of developing the family group which is developed more so in a poor family.

I fear my summarizing is far oversimplifying all of this information, but what really interested me in all of this is how recently I have observed the notion and stigma of “entitlement” becoming more common. Yet, Lareau seems to believe the middle-class parenting style is both creating this sense of entitlement while also developing the individual and skills that are currently preferred by modern American culture in the workplace: learning how to question, challenge, negotiate, multitask, and represent ones’ self.

So I guess my question is: Have we gone too far?

In my head I visualize the idea of skills gained from parenting styles as a parabola; for so long we have valued in the workplace the skills associated with middle-class parenting styles, thus my theory is, these parental tendencies were enhanced in an attempt to enhance the skills being developed by new generations of kids entering the workforce. However, like all things, you can almost always have too much. Have we too strongly favored the middle-class parenting values and now one of the outcomes – entitlement – has reached a tipping point where the parenting style is, in fact, creating undesirable outcomes?

Do we perhaps need to put a greater emphasis on fostering good family relations and respect as is found to be more commonly fostered in poor families? How do we do this? How is this cultural norm that is so deeply in rooted in our modern American culture shifted to be better balanced?

I don’t even know the true magnitude of this supposed entitlement problem I am proposing, but from my experience working with children in gymnastics, I know children behavior and belief of being “deserving” has seemed to have grown significantly in the past few years even. Meanwhile, families seem to almost always be “unique” or “broken” or “untraditional” or whatever you want to call it that boils down to the idea that families spend less time together. Seems like there could be a greater correlation there and that was just really fascinating to me.

I truly appreciate when required learning is fascinating enough to feel like you’re just learning because you want to be, and that’s so far what the entire summer program I’m on has felt like, so I am especially grateful and excited for the future learning to come in the next 6 weeks.

When You’re Lost

Sometimes the greatest things are found when you aren’t looking for them.

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It’s hard to believe it’s only been two full days since I arrived in Prague because it feels like we’ve already done so much and know the area pretty well. I’ve gotten pretty efficient at using the metro and tram to get around and we’ve gotten to that point now where we are wanting the “non-tourist experience.” And what I’ve realized is that some of our best discoveries and adventures so far have been the times we’ve gotten “lost.”

IMG_2596-1.JPGOne time we legitamently got lost by taking a wrong turn at some point on the way to the Charles Bridge (I’m still not fully sure where exactly we went wrong, but we got there eventually). We had a great time though trying to figure out our way back without the use of phones or communication. And then we went on a hunt for the Lennon Wall and found some weird status instead where we met some other people we were able to follow to where we actually wanted to be.

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Then today we intentionally got “lost.” We wanted to go to a new part of town rather than always going over by the bridge (the one area we felt comfortable that we knew), so we just decided to go down a random new road. This road ended up leading us to find beautiful buildings, including a theater, and we even found a little street market with food and crafts and live music which was awesome! Not to mention we had some great ice cream along the walk.

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It’s truly great to just be an explorer sometimes with no real mission or direction, just excitement for whatever might come up along the journey. Not to mention, getting lost really made us think quite a bit. We had to use spatial awareness and memory for figuring out our way back; critical thinking to make the best decisions when there was little info to rely on; communication and leadership to make sure the person with the best idea was truly heard; we even had to embrace our creativity and kid spirit when we found ourself in an interactive toy store.

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So much fun and learning happened while just wondering around and getting lost and trying to get unlost that it made me realize that some of my favorite learning moments have been when I “got lost.” Like when you lose yourself in a good book or lose track of time because your so absorbed in the prototype your building, or when you lose your bias/preconceptions about a character in a show. I wonder what school would look like if we embraced getting lost.

Be Humble, Curious, and Ask Questions

The anticipation of knowing your life is about to change is incomparable. 

I am a rising third-year business major concentrating in Leading and Managing Human Capital while also getting a certificate in social psychology. I hope to go into the field of transformative education which is why I wanted to participate in the Leadership for Social Good Study Abroad Program because I believe social entrepreneurship is the key to re-imagining our education system. 

It’s been one week since the program began and I’ve already had my expectations surpassed beyond what I could have imagined. And we haven’t even gone abroad yet!

We’ve spent this week on the Georgia Tech campus as sort of a prolonged orientation and introduction to social entrepreneurship, and I’m actually really grateful that we’ve had this time pre-traveling to Eastern Europe. This past week we have gotten a chance to discover more about what social entrepreneurship really means and have some heavy discussions around the social sector, nonprofits vs for profits, and what to expect while living in Czech Republic, Austria, and Hungary for 8 weeks to study and then intern with a nonprofit in Budapest. This past week has also been a great opportunity for us to meet our cohort and start getting to know each other and work together some before dealing with all the craziness of actually being in a different country. 

At this point in the program, we have already had multiple guest speakers, been on a site visit (with another coming up on our last day in Atlanta), watched numerous TED Talks (by Dan PallottaMelinda French GatesHans RoslingErnesto SirolliMichael PorterRobert RedfordJessica Jackley, and others), had numerous stimulating conversations and debates, completed a few group activities, and explored a dozen or so articles and websites to further enrich our learning about the social sector. Honestly, as a student and someone passionate about transformative education, I could not have asked for a more engaging week. I’ve been extremely satisfied with how the three classes we are taking have been facilitated thus far and I’ve especially loved how all of the classes tie into each other seamlessly to create an overarching experience tying together business fundamentals of social enterprises, innovation and leadership, and nonprofit internship work. And the lessons we’ve been learning I truly believe should be fundamental to everyone’s education experience. 

Some of the key principles we’ve talked about include: 

  • humility is key: never assume you are the smartest in the room or you will always be wrong
  • be curious: seek out new information and explore connections to make new discoveries
  • ask questions and then more questions: really get to know the community you’re working with so that you can work together to maximize assets and change the status quo of deficits 

These aren’t just business principles, these are life principles that everyone should be exposed to during their education experience. I was fortunate to have been exposed to these ideas in high school and now get the joy of diving deeper into them, but as I witness all of the ah-ha moments happening daily for my peers, I have realized how few other learners can say the same thing. I can only imagine how many students have and will graduate college without ever thinking about the importance of humility, curiosity, and questioning – the work that happens before brainstorming “the next big thing” – and this seems unacceptable. Every project needs team members to embrace these principles and it should be necessary for the education system to teach this lesson to all learners, not just those (primarily business majors) who self-select to take time to study social impact once in college. 

Requiring all learners to think about their social impact could also help de-stigmatize ideas around working in the social sector – which absolutely needs to happen. 

First off, a big misconception is that nonprofit workers don’t make money, which is not accurate. The nonprofit sector brings in over 2 trillion dollars in revenue annually, and employees can still live very comfortable lives even in the nonprofit industry. Several of our guest speakers have made it very clear that even though they could probably make more money working in a for-profit business, they are by no means struggling and actually higher up employees are making within the upper 5% of all Americans. 

Furthermore, you don’t have to go into the nonprofit industry to create social impact. There are for-profits with corporate social responsibility platforms, and socially responsible corporations, and social enterprises. It’s become more and more popular for businesses to take an interest in supporting societal issues and in some ways having a for-profit model can sometimes be more helpful in creating sustainable change, as we discussed with the case study of Toms shoes because for-profits typically have more consistent income.       

So far I think what has been most striking to me is just acknowledging that even nonprofits are a business. They still need to market, manage, and create an income just like for-profit businesses in order to be sustainable as an organization. The big difference is just that no one person owns a nonprofit, the community does, and income gets circulated back into the business in order to continue to support the social impact mission. However, despite the fact that nonprofits are also businesses, the public tends to think differently about how a nonprofit should function. 

We’ve in-depth discussed how donators will often place restrictions on how their money can be used, and this restricted money hardly ever goes towards paying the staff members or managing overhead cost like marketing. There is this idea that these kind of expenses are not “worthy” and for some reason “aren’t contributing to the cause.” On our site visit to Global Growers, the co-founder told us that as a nonprofit, getting told funds are restricted is one of the most challenging things. Even if you had millions of dollars to support a new project, you still need money to support the manpower required to actually make the project happen or else the money won’t help anyone. 

Perhaps the biggest misconception though is how we envision “in need communities.” So often we focus on problems and what needs to be “fixed.” Jessica Jackley, the founder of Kiva, mentioned in her TED talk how we are taught as children through school and religion to help the poor, and that there will always be poor people, and we should feel guilty for not helping. So Jessica created Kiva as a way to focus not on the fact that people are poor, but the fact that there are great stories of people with great ideas who just need a little money to help support their families and make their dreams a reality. It’s a shift in perspective that requires respect and acknowledging that everyone should have the right to feel dignified in their place in life. We should be working with communities, not for communities. We have to learn about their traditions, values, and customs. Hear their stories. Embrace their assets not dwell on the deficits. 


We have to be humble, curious, and ask questions. 

I hope to do all of these things as I experience a myriad of new communities and cultures in the following weeks to come. I’m excited for the new discoveries, nervous for what I can’t expect, and encouraged by the week spent in Atlanta that I’m in a community of passionate and open-minded learners who will help me through it all. Moreover, I’m convinced that our lives are about to change and I can’t wait to see how. 


If you’d like to read more about our cohort’s journey, this is the link to our program blog where you can read from other learners on the Leadership for Social Good Study Abroad program. I’m also very thankful to have received the Munchak/Cowan-Turner Scholarship, the Mary E. and William T. Naramore International Study Abroad Scholarship, and Stamps Enrichment Funds which have allowed me to participate in this incredible program and would like to thank these families for their support in my learning journey!