Program Assistant & Field Trip Coordinator for Ecuador Programs
Adriana Corti received her bachelor’s degree in Linguistics and Literature from the Catholic University of Quito. She minored in International Relations and Business, and interned at the Ecuadorian Ministry of Foreign Relations in the department of Economic Promotion as an undergraduate. During her time in school she also studied in Denmark for a year as a member of a student exchange program. After graduating, Adriana held a position with IBM, in the Learning Services department, but left the position to grow her family. Since 2001 she has held a coordination position with HECUA’s Ecuador programs. Adriana has passion for her family, community development, and also enjoys traveling internationally. She knows Spanish, English, Danish, a little French, and some Portuguese and German too.
Alexander Bielicki has nearly always been obsessed with performance, whether it be the performance of a theatrical role or the everyday performance of identity. Accordingly, Alexander’s teaching and research interests revolve around performance: the ways in which we negotiate our identities through speech and action and how we use these identities as aids to navigate the world around us. Alexander views observation as an important actor’s tool, and sees equal use for this tool in understanding the politics of identity. In conjunction with dialogue, he uses it to help students build their skills of empathy while staving off natural tendencies toward sympathy. Alexander is especially fascinated by manifestations of religious and national identity, and approaches these manifestations from various perspectives in his teaching and research: anthropological, sociological, discourse analytical, and culture studies.
Alexander is a Ph.D. graduate in Cultural History and History of Religions from the University of Oslo. He holds an M.A. in Nationalism Studies from Central European University in Budapest, Hungary; a B.A. in Cultural Anthropology from the University of Pittsburgh; and an A.A. in Communications and the Arts from Harrisburg Area Community College. In addition to The New Norway program, Alexander also teaches courses on The Norwegian Welfare State and Peace and Conflict for the International Summer School at the University of Oslo. Also, he regularly teaches Norwegian Society, Cultures and Institutions, a course designed for newcomers to Norway who are hoping to establish permanent residence and/or possibly citizenship in Norway.
Alexander has worked with study abroad programs in Europe for a number of years; not just in Norway, but in the Czech Republic, Slovakia and Poland as well. As a former study abroad student himself (in Czech Republic and Slovakia), Alexander believes that a term abroad is the single most important experience a student can have, not only for its enormous potential in shaping worldviews and promoting cross-cultural understanding, but for its influence on how we view our own society at home.
Program Co-Director, New Zealand
Charles Dawson grew up in Wellington, New Zealand. He has a B.A. in History and English, and Honors and Master’s degrees in that subject. He also earned a doctorate with a focus on environmental and literary issues from the University of British Columbia in Canada. He has studied Māori language and is very much aware of the importance of experiential learning.
Through his father Martin, Charles was exposed to crucial aspects of New Zealand’s Treaty of Waitangi-based reconciliation process. He went on to work in that area, most recently at the Waitangi Tribunal as facilitator for the inquiry into the major flora, fauna and Māori cultural and intellectual property claims. He is the co-founder and New Zealand representative for the Australasian literature, environment and culture network ASLEC-ANZ, and the co-founder of the environmental history journal Environment & Nature in New Zealand. Charles is delighted to be involved with teaching at HECUA, where his passions for teaching, learning, environmental and cultural issues find a natural home.
Charles’ approach to teaching, learning and partnership with HECUA students.
Partnership is such a fundamental core of HECUA’s way of working and being in the world, that it is not surprising that it rests at the heart of the New Zealand program. Because of HECUA’s focus, the students tend to collaborate with the wider community (of people and ecosystems) in mind. The New Zealand program is driven by the same commitment, as internships, group learning, and insights from Māori tradition forge memorable learning experiences.
Internships create working partnerships where students can learn from site mentors and supervisors about their work and their communities of engagement. In New Zealand HECUA is building links with a range of NGOs, community, policy-making and educational teams to try to forge partnerships that grow past a single semester, and develop into projects or activities that keep on evolving.
For the HECUA New Zealand staff, the term partnership resonates powerfully with New Zealand’s recent history of reconciliation between Aotearoa’s indigenous Māori citizens (some 15% of the nation) and the government.
Why might this matter to an education program in the 2000s? In part because both the program founder and faculty member, Peter Horsley, and also my own father Martin, worked with Māori for many years to try to get governments to honor the Treaty and its promises.
So when our students visit the sacred mountain Ruapehu (and its dancing rivers, silenced or diverted downstream by power schemes) with local Māori, the importance of partnerships sought, lost and now being tentatively reforged/renegotiated in the 21st century, is uppermost. And the remarkable moments created by our host’s generous sharing of their traditions, their gathering spaces, and their food, create lasting memories the prompt our students to think deeply about what belonging, home, and honoring indigenous tradition means and demands in their lives today, and in the future. These matters are worth pondering as a student or a citizen in settler societies like New Zealand or the US where our histories haunt us unless we reconcile with them.
I believe many students leave New Zealand intent on creating, extending or re-honoring partnerships back home, be they with Native American people, local NGOs, or networks of like-minded people. They see how partnership in New Zealand has created a powerful vision of collaboration and reconciliation, and they know that way of working is something the world still desperately needs. HECUA students tend to respond to that need, and are drawn to HECUA’s long-standing commitment to the tough issues, and to working with community. We try to help them hear what the land and its people can teach them here.
Program Co-Director; Making Media, Making Change
D.A. Bullock is an award-winning filmmaker and social practice artist, a 2017 Bush Fellow, and a foremost leader in the field of story-based organizing and activism. His films have been featured at national and international festivals including the Toronto International Film Festival & the Chicago International Film Festival. He was winner of best feature film at 2003 Urbanworld Film Festival in New York.
See some of his work at Vimeo:
In 2011 D.A. founded Bully Creative Shop, a feature film, documentary, media art, and digital content social enterprise. D.A. is a 2014 McKnight IFP Media Artist Fellow, 2015 MN State Arts Board Grant recipient, and 2016 Intermedia Arts / City of Minneapolis Creative Citymaking Artist.
His cinematography work can be seen currently in the documentary film VANISHING PEARLS, available on Netflix.
D.A. also developed a mobile, artist-designed engagement pulpit in collaboration with JXTA, a youth arts organization in north Minneapolis (and an internship partner of HECUA). The pulpit has made appearances at several community events across Minneapolis to give the community a creative platform for speaking their minds. The concept is for all residents of Minneapolis to have a voice and a platform to share and shape what equity and the future of Minneapolis will look like.
In the last two years, D.A. has been working on a project for the City of Minneapolis, The Blueprint for Equitable Engagement, a multi-year strategic action plan led by the city’s Neighborhood and Community Relations department (NCR). The Blueprint is designed to ensure an equitable community engagement system for the city and to ensure the city’s engagement efforts are equitable in their approach and implementation. The Blueprint ensures that all community voices are sought and valued, and that decision-makers reflect the communities they serve. The Blueprint project has been meeting with a range of community members and city officials to hear about their definition of the term “equity.” D.A. is developing a series of short video segments to pilot using video as a public comment format.
In 2016 Bullock co-founded The Underground Media Collective, a community based media co-op designed to re-imagine public media specializing in media justice, media literacy, and new media distribution for community voices.
Supporting Faculty, Italy Program
Università per Stranieri di Siena
Elena Monami teaches the Italian language and culture course for Sustainable Agriculture, Food, and Justice in Italy. She holds a Ph.D. in applied linguistics from the Università per Stranieri in Siena, Italy, as well as a master’s degree in Italian literature and cinema from the University of Siena. She has led the Siena Abroad semester for the University of Massachusetts since 2002, and has extensive experience teaching Italian language to learners in Italy, Spain, Japan, Argentina, and Indonesia.
Program Director, Making Media, Making Change
Erin Walsh taught undergraduate students at both the University of Minnesota and at HECUA for over a decade before conceiving of and helping to create Making Media, Making Change in 2014. Her work has always been fueled by a commitment to unpacking the ways in which digital media and technologies shape learning, relationships, and our capacity to create positive social change. During her graduate work at the University of Minnesota, she investigated ways that organizers in rural California used story-based strategies and personal storytelling to disrupt dominant media narratives and build political power. Fascinated by the way that digital technologies can both amplify and mute the power of our stories, Erin has since worked with educators, families, and communities across the country to translate research in this field into meaningful action.
Erin is also a nationally recognized speaker and trainer for multiple organizations including Mind Positive Parenting, Bolster Collaborative, and Youth Frontiers, speaking on issues related to digital media, teaching and learning, and child and youth development. She has worked with undergraduate students and non-profit organizations on digital storytelling and storymapping projects in addition to consulting with schools, school districts, and youth serving organizations throughout the country on issues related to critical media literacy and youth development. She is honored to be teaching at HECUA, exploring timely and important questions with students about what it means to be an agent of change in the 21st century.
“As an undergraduate student, I spent equal time traveling the country on a school bus as I did on University of Wisconsin, Madison’s campus. “The Bus,” or the Audubon Expedition Institute, is a traveling experiential education program designed to bring students into relationship with movements for social and environmental justice in different regions of the U.S. and Canada. Transferring between one of the nation’s largest universities and one of the smallest (and most mobile), allowed me to build meaningful bridges between the academy and communities. As a student I was hungry for pathways that meaningfully linked the theories and concepts I learned in the classroom with the “situated messiness” I discovered in the world around me.
Having gained so much from being a student where the world was my classroom, I am thrilled to be able to work with undergraduates who are similarly hungry to put knowledge to work. It is clear that the “world as it is” necessitates critical examination. Yet critical examination is especially effective when paired with the generative work of activism and art. I love facilitating learning experiences that allow students to use both their heads and their hearts, nurturing intellectual, social, and creative practices that unleash students’ imaginations about the way the world could be and inspire hope in the face of injustice. I work to create a learning environment where students can strengthen their voice, build community, and ask critical questions that link theory to practice.”
Preferred Pronouns: She/Her/Hers
Program Director, Sustainable Food, Agriculture, and Justice in Italy
University of Florence
Filippo Randelli is responsible for the program as a whole, teaches the course Agriculture and Sustainability in Tuscany within the Sustainable Food, Agriculture and Justice program, guides students in internships, and supervises the Independent Study Project.
Filippo Randelli holds a Ph.D. in Economic Geography from the University of Rome. He is a tenure-track researcher and lecturer in the Department of Economic Science at the University of Florence. He has done extensive research on sustainable tourism, geographical economics and environmental economics, and has given lectures and seminars on these themes and participated in many international conferences and workshops. He is on the board of the Società di Studi Geografici, and has been an invited scholar at Utrecht University and Cambridge University. Filippo Randelli is also an agricultural entrepreneur himself, having moved from the city to a small farm in Greve in Chianti, where he makes wine and is part of a B&B business.
“I see my work as opening the door of food culture in Italy, and I look forward to students stepping through that door. Food in Italy is not a commodity, but is culture itself, and the Italian approach to food offers one vision for sustainability. Students will meet people who produce food, sell food, and are involved in cultural movements about food. Using a historical approach and many in-person encounters, we will see how sustainability is composed of linked systems, such as industry, agriculture, transportation, and many others. Tuscany is a leader in the transition to sustainability, but this transition is happening all over the world. My hope for my students is that they will bring this vision back home, and will then find their own places in movements for sustainability.”
Program Director, Race in America: Then and Now
Lena Jones directs HECUA’s summer Race in America: Then and Now program. Additionally she is a full-time political science faculty member at Minneapolis Community and Technical College, where she has been teaching since 2002. Lena is active in several civic engagement initiatives and is part of a core team that received a 2006 Minnesota Campus Compact/Minnesota Office of Higher Education grant to create a Center for Civic Engagement at MCTC. In addition to her interest in and experience teaching about civil rights and social change in the US context, Lena has also participated in research projects exploring racism, immigration, and social movements in Western Europe and South Africa. In 2004, Lena received a fellowship from the University of Minnesota’s Human Rights Center to support a residency with the Institute for Democracy in South Africa (IDASA) where she participated in IDASA’s efforts to institute civic engagement projects in the Gauteng province. While in South Africa, she also took part in grassroots democracy-building efforts aimed at gaining access to water and fighting xenophobia and discrimination. During Spring Semester 2009, she led HECUA’s Divided States of Europe: Globalization and Inequalities in the New Europe program in Oslo Norway.
Teaching and Learning with HECUA Students
To me, teaching political science is a lot like teaching drumming. I can certainly teach a good amount about drumming through assigning readings, lecturing, and showing videos about technique, the different types of drums, and the different styles of drumming. However, to truly teach my students how to drum, I need to make my students actually hold a drum and hear and feel the sensation of a hand or a stick hitting the skin of the drum. The same could be said about teaching about politics, power, and social change. I have found that my most profound experiences teaching have been the ones where I, with my students, have seen, heard, and touched the things that were being taught. Since 2006, I have taught the Civil Rights Movement: History and Consequences —a course filled with profound moments where my students and I get to experience the places and talk to the people who we have read about, heard about, or seen in a video, relate the theories that we’ve learned to lived experiences, and grapple with how past struggles relate to the present and our own lives.
My Research and Current Projects
For as long as I can remember, I have had an intellectual and personal interest in the efforts of political communities to define who and what they are, the conflicts brought about by these efforts, and the factors that drive ordinary people to recognize and utilize their power to bring about extraordinary change.
My interest in these issues extends beyond the United States. While I was a study abroad student in Denmark during the summer of 1993, I became fascinated by the struggles over national identity in Denmark and other European countries in the context of European integration and increasing numbers of immigrants and refugees who were perceived by the host populations as being a “threat.” I also became fascinated by the efforts of individuals and organizations from those groups that were perceived as “threatening” to find a voice and a sense of agency in Europe. Since that summer, I have participated in research projects analyzing immigration and refugee policy, the political organizing efforts of immigrant communities, and public opinion and political discourse about immigration in Europe.
My fascination with nation-building later took me to Africa and in 2004, I received a fellowship from the University of Minnesota’s Human Rights Center to support a residency with the Institute for Democracy in South Africa (IDASA). It was an amazing experience to be in South Africa during the 10th Anniversary of its first free elections and participate in IDASA’s efforts to institute civic engagement projects in the Gauteng province. While in South Africa, I had the privilege of working with and learning from local grassroots activists who were organizing efforts in their communities to gain access to running water and fight xenophobia and discrimination.
My interest in the efforts of ordinary people to change their worlds brought me further north to Somalia in July 2006. There, I was able to see, first hand, the efforts of individuals to rebuild a country after a devastating civil war and government collapse. One of those individuals was a former student of mine who successfully raised the money and community support to build a library and resource center in Garowe, Somalia.
Back in the United States, I am part of a team of faculty at Minneapolis Community and Technical College that received a Minnesota Campus Compact grant to create a Center for Civic Engagement whose goals include increasing the number and quality of experiential learning opportunities at that institution. From January – December 2008, I was also the director of the Somali Student Ambassador Project, a civic engagement program of the Minneapolis League of Women Voters and Somali Family Services that trains Somali college students to create and implement non-partisan civic engagement projects in the Twin Cities. In addition, I am currently serving as the Co-Director of Minneapolis Community and Technical College’s Center for Teaching and Learning and the Faculty Coordinator of MCTC’s Community Development Degree Program. This program is part of the Community Learning Partnership, a national initiative to connect post-secondary institutions with grassroots groups, organizers, and educators to create new educational pathways into community change careers.
Presentations and Publications
“Racism at the Top” research project, University of Amsterdam, University of Vienna, and the Austrian Federal Ministry of Education, Science, and Culture (Spring 1997-Fall 1999)
Member of a multi-national research team that examined parliamentary discourse related to immigration in six Western European countries. The results of the project were presented to the European Parliament and published in a book titled Racism at the Top (Drava Verlag, 2000).
- Co-Presenter, “Assessment in the Trenches: Strategies for Measuring Global Learning Gains,” AAC&U Shared Futures: General Education for a Global Century Summer Institute, 3 August, 2011, Ellicott City, MD.
- Presenter, “Effectively Involving Faculty in Institutional Change for Student Success,” MnSCU Promising Practices for Student Success 2011 Conference, 25 February, 2011, Minneapolis Community and Technical College.
- Panelist, “Tackling the Cutting Edge Issues of Student Success: Proven and Promising Strategies for Engaging Faculty” Achieving the Dream 2011 Strategy Institute “Equity and Excellence” 8-11 February, 2011, Indianapolis, Indiana
- Panelist, “An Intergenerational Conversation about Civil Rights,” Standing on the Shoulders of Giants: Youth of Today Create Tomorrow’s Change Conference, 7 November 2008, University of Minnesota—Twin Cities.
- Panelist, “Institutional Investment in Civic Agency: Experience from the Field” Civic Agency Initiative Kick-off Institute, 6 November 2008, Humphrey School of Public Affairs, University of Minnesota.
- Presenter, “Somalia– Diaspora to Partnership” The U.S. Institute of Peace’s Identity and Global conflict: Implications for the 21st Century Conference, 20 April 2007, Northern Virginia Community College.
- Panelist, “Public Achievement and Civic Engagement: The Public Work of Higher Education”, Mnscu/CTL Realizing Student Potential Conference, 27 February 2004, Minneapolis Community and Technical College.
- Panelist, “Public Work as Institutional Change,” Public Work in Higher Education: Theory and Practice of Civic Engagement, 19 March 2004, Humphrey School of Public Affairs, University of Minnesota.
- “Immigration, Corporations and Democracy.” Presented at Vanishing Democracy: Challenging Corporate Power Conference, 29 March 2003, First Universalist Church, Minneapolis, MN.
“Closing the Floodgates: the discourse of migration, security and race in Britain.” Presented at Race, Ethnicity, and Migration: the United States in a Global Context, 16-18 November 2000, University of Minnesota.
- “Anti-racism and Diversity Politics in Western Europe.” Presented at Discourse and Racism: an issue for Critical Discourse Analysis, 14-16 May 1998, University of Vienna.
- “The EU and National Discourses on Immigration.” Presented at Space and Identity: Borders, margins, migration in late Twentieth-Century Europe, 20-21 February 1998, University of Wisconsin-Madison.
- “An analysis of public opinion on immigration in Western Europe.” Presented at International Governance in an Era of Change, 26-29 June 1995, University of Tübingen.
- “Foreigner and Asylum policies in Western Europe: an overview of the political systems and laws on immigration and asylum in six EU states.” Racism at the Top: Parliamentary Discourses on Ethnic Issues in Six European States. Teun A. Van Dijk and Ruth Wodak (Eds.). Klagenfurt: Drava Verlag, 2000.
- “Immigration and Parliamentary Discourse in Great Britain: an analysis of the debates related to 1996 Asylum and Immigration Act.” Racism at the Top: Parliamentary Discourses on Ethnic Issues in Six European States. Teun A. Van Dijk and Ruth Wodak (Eds.). Klagenfurt: Drava Verlag, 2000.
- Author of Instructor’s Manual for W. Phillips Shively’s Power and Choice: an introduction to political science, 8th , 9th and 10th Editions (McGraw-Hill, 2002, 2004, 2006)
Community Faculty, Environmental Sustainability
Louis Alemayehu is a writer, educator, activist, poet, father, grandfather of African and Native American heritage. He facilitates workshops on racism, culture, environmental justice and community building. His writing has appeared in national and international publications such as The International Process Work Journal, DRUM and the Energy Bulletin. Louis is a cofounder of the Native Arts Circle, the oldest Native American artists organization in the Upper Midwest. Alemayehu was a founding member of the poetry/jazz ensemble Ancestor Energy. In 1993 he was awarded a LIN (Leadership in Neighborhoods) Grant from Saint Paul Companies as a community based artist. In 2003 the Headwaters Foundation gave Louis an award for life-long commitment to social justice. Alemayehu’s work focuses on teaching, writing, mentorship, community organizing, and Transitions related initiatives.
Louis works deeply across multiple cultural communities with the North American Water Office, whose mission is to phase in modern renewable energy and energy efficiency systems and technologies, and phase out abusive energy practices. He also works with with Ce Tempoxcalli for Chicano cultural arts and environmental justice; with AfroEco for food security and reclamation of African/African American environmental wisdom and connection to the land; with Environmental Justice Advocates of Minnesota for urban agriculture, youth development, green economics and health disparities; with Multicultural Indigenous Academy for intercultural education; and with the Women’s Environmental Institute on health disparities and food justice.
In 2009 the Minnesota Spoken Word Association gave Alemayehu an Urban Griot award for 30 years of excellence as a pioneering spoken word artist. In 2010 Louis became an associate of the Dendros Group, the base from which he facilitates Transitions Workshops as a certified trainer within Transitions-US. In 2011 the Process Work Institute in Portland Oregon certified Louis as a “World Work Elder.” In 2012 Alemayehu’s poem and spoken word performance of Akhenaten’s Dream provided the narrative for the Heart of the Beast Puppet & Mask Theater’s 38th May Day Festival.
Lucy Carver is a passionate community organizer with a background in designing and leading alternative education programs. Lucy is co-founder of Orientation Aotearoa, an 8 month holistic and immersive education program for New Zealanders (aged 18-25) that ran its pilot year in 2015. She also has a deep interest in regenerative agriculture and earth stewardship, and currently coordinates permaculture courses in the Otaki area. Previously, Lucy has worked with Summer of Soil (Sweden) and the International Youth Initiative Program. She enjoys poetry, turning compost and connecting with people around their visions.
Instructor, Community Internships in Latin America; Institute for Ecuadorian Studies.
María Arboleda holds degrees in Sociology and Political Science from the Central University of Quito and a master’s in Chinese Philosophy from the Universidad San Francisco de Quito and Beijing University. She also has training as a Local Management Senior Specialist (Universidad Andina Simón Bolívar), and a Diploma in “Asia-Pacific Development Issues” from the Latin American Council of Social Sciences. Since 2010 she has also been a Professor in the Gender and Public Policy Program of the Latin American Union of Municipal Leaders (UIM). In 2008-2009 she was Senior Professor in a program on local urban development supported by the European Union and the Municipality of Barcelona. Ms. Arboleda has been an instructor with HECUA for over ten years. She continues to act as a consultant on gender, multiculturalism, and decentralization. She has worked with UNIFEM, INSTRAW, OnuMujeres, the National Council of Women of Ecuador, the Latin American Network of Women Local Authorities, the International Union of Local Authorities – Latin American Chapter, among others. She has studied women in local governments in Ecuador and Latin America and plays an advisory role for local government on public policies that guarantee women’s rights.
Program Director, Ecuador Programs
Institute for Ecuadorian Studies
Martha Moscoso is a sociologist and historian, with an advanced degree in Sociology of Development from the Sorbonne University in Paris, France, and a master’s degree in Andean History from the Latin American Faculty of Social Sciences (FLACSO), Quito. In addition to leading the Ecuador program site for HECUA, Martha is a professor in the Human Sciences faculty at Quito’s Catholic University. She has done extensive research in women’s studies and gender studies and in indigenous communities’ history. Martha has participated in numerous academic conferences and has published many articles on history in Ecuadorian and Latin American books and journals. Recently she has done research on education in Ecuador, sponsored by the University of Geneva, Switzerland, and the International Bureau of Education – UNESCO (IBE). This research was conducted within the framework of an international program for the construction of political dialogue in the field of education. Martha is member of the Institute of Ecuadorian Studies (IEE), a nonprofit organization that works in local development and citizen formation. She participates actively in a Citizen Assembly that aims at active participation at very local levels by people seeking social change. She is also a member of the Atelier of Historical Studies (TEHIS).
Teaching & Learning with HECUA Students
The era in which I came of age was a time full of ideals and idealism, encouraged by the winds of different world revolutions and by fights against meaningless wars. It was informed by a variety of ideas put forward by the “hippie” generation, by artists, by the Latin American “boom” in literature and music created on this continent by singers like Victor Jara, Violeta Parra, Mercedes Sosa and many others. It was a time of fighting against the horrors of dictatorships and of supporting all those Latin American people forced to leave their countries. All of these experiences contributed to my hopes for a different world, a more human world.
At the beginning of my commitment to HECUA, at the end of 1998, I did not know that working with HECUA would be one of the most enriching and fruitful experiences I have ever had. At the start I had doubts about how important it was to bring foreign students to come to live in Ecuador, and I worried that while some would truly observe reality in Ecuador, others would just be tourists. That fear was based on what I knew about other programs for foreign students in this country. With all this in mind, I visited HECUA for the first time and met the people working there. As the days passed, and I learned more and more about the work of the organization and the commitment of those who worked there, I changed my mind and I realized that working with HECUA was the best decision I could take. I am more and more convinced of that.
Working with students is an innovative, committed, and shared educational experience. Our teaching methodology is not a traditional one. We teachers and students are engaged together in a learning process to construct knowledge, to learn about a concrete reality, the Ecuadorian reality This is a mutual learning process in which students and teachers have roles as apprentices and instructors, each of us with our own knowledge, our own life experiences, and our own abilities and perceptions in search of a common goal. This mutuality is one of the most enriching aspects for me and the team that builds and carries out this program.
For me teaching, then, is a process in which academics and politics are combined in order to help form citizens who are conscious of the challenges they have to face to overcome inequalities in society. Teaching is a process oriented to defending life, achieving autonomy, with responsibility and ethics, for one’s own life and the lives of those around us.
My participation in CILA goes far beyond the academic sphere, for among my tasks is that of preparing the right conditions for the students’ integrated learning. This includes finding organizations for internships, families with whom the students will live, topics of interest to be analyzed, and creating orientations so that students’ stay in Quito is safe, but at the same time enjoyable. In CILA, we analyze the situation of Ecuador, its democracy, its economy and restricted benefits, as well as the ongoing crises that come about from the economic model in place. But above all we put emphasis on the study of alternatives put forward by different social sectors for ways to change Ecuadorian society. Thanks to internships and field visits, the students have the opportunity to obtain first-hand knowledge about some of these alternatives, and participate in efforts to bring about change.
As the situation in Ecuador is always changing, so too is the content of the CILA program. We introduce in each program new ideas, new possibilities for internships, and new field visits. These constant changes allow us to offer many possibilities for reflection. Ecuador is a country that changes, a country that suffers, that opens itself to the outside or that falls back searching for its own identity, that opens its arms, but that is also rebellious.
My Research and Current Projects
My academic background is in history and sociology, and my experience as a teacher and researcher has mainly developed in these two areas. Both in my work on the past and on the present, my axes of interest have been the indigenous community in the Andes in the south of Ecuador, especially women, young people, and children. Within my research and publications on historical topics are analyses of gender roles in the first Ecuadorian novel written about a woman (La Emancipada [The Emancipated]). Other projects are on women and education, indigenous women and the “mestizaje” process in the cities, women and family, domestic violence, the legal system, and the roles and images of women. My work on the indigenous community includes publications exploring the systems of state and indigenous authority, tributes and contributions, forms of work, land ownership systems, and social uprising and conflicts. My research on the present-day has to do with the work of women and girls, secondary education in Ecuador, and experiential education. I have published numerous pieces on these topics, and have participated in many academic congresses, conferences, and seminars.
Presentations and Publications
- Dynamiques du développement de l’Education Secondaire et Transfert de modèles éducatifs en Equateur durant les XIXe et XXe siècles. Actes du Seminar Secondary Education Worldwide: Assessments and Perspectives, Geneva, International Bureau of Education (IBE-UNESCO), the University of Geneva and the Service de la Recherche en Education de Genève (SRED), 2005.
- “Imágenes y roles de género en ‘La Emancipada’. Primera novela ecuatoriana, 1863. Women and Gender History Seminar, Lima, CENDOC-MUJER, 2006.
- Ecuadorian Congress of History, Ibarra-Ecuador, July 12 – 15, 2006. Presented paper: From the religious to the liberal moral. Women as teachers.
Third meeting of the Ecuadorian Studies Section of the Latin American Studies Association (LASA), FLACSO, Quito, June 29 – July 1, 2006. Presented paper: Women and work, social representations at the beginning of the XX Century.
- International Meeting on History of the regional education and the actual prospective in the Andean America, sponsored by the Universidad Andina Simón Bolívar, Frensh Institute of Andean Studies, Universidad Salesiana and the TEHIS, Quito, May 10-12, 2006. Presented paper: Preparing Women for Work through Education at the beginning of the 20th Century.
- Ecuador: introducing internships to local and international social justice and social service organizations. Challenges and best practices. “Developing Culturally Appropriate Models for International Internships”, NSEE/ICEL Annual Conference, Miami, October 2004.
- Preliminary seminar of the International Conference on Education (ICE), sponsored by the International Bureau of Education (IBE-UNESCO), the University of Geneva and the Service de la Recherche en Education de Genève (SRED), Geneva, September 5 – 7, 2004.
- Presented paper: “Dynamiques du développement de l’Education Secondaire et Transfert de modèles éducatifs en Equateur durant les XIXe et XXe siècles.”
Women and Gender History Seminar, Lima, November 2003.
- Presented paper: “Imágenes y roles de género en ‘La Emancipada’ Primera novela ecuatoriana, 1863.”
- Seminar: The transference of models of secondary education. Sponsored by the International Bureau of Education (IBE-UNESCO), the University of Geneva, the Université d’été des droits de l’homme de Genève, Geneva, September 25 -27, 2003. This seminar was held to present the results of research done in Ecuador.
Program Co-Director, Art for Social Change
Michael Hoyt was born in Northfield, Minnesota, in 1970. He received his BFA from the Minneapolis College of Art and Design in 1994 and currently resides in Minneapolis, where he is an independent artist and an arts administrator. For over twenty years Hoyt has been producing, managing, and directing arts-based community development projects and youth development programs, while making art in and with his South Minneapolis community. Although his formal training is in painting and drawing, his work has evolved to take the form of interactive sculptural installations and situations in which public participation is a key component. Creating and facilitating unique shared experiences that connect diverse and often nontraditional art audiences drive his art practice.
Hoyt’s work has been exhibited locally and abroad at the Seoul Olympic Museum of Art, Arts At Marks Garage in Honolulu, University of Hawai‘i Art Gallery, Asian Arts Initiative, Pillsbury House + Theatre, Soap Factory, Soo Visual Arts Center, Intermedia Arts, Franconia Sculpture Park, Art Shanty Projects, and the Walker Art Center. He has received awards from the Minnesota State Arts Board, a Northern Lights.mn Art(ists) on the Verge Fellowship, a Jerome Visual Artist Fellowship, and a McKnight Visual Artist Fellowship. Hoyt’s artist residencies include the Asian Arts Initiative in Philadelphia PA, the Intersections Visiting Artist and Scholar Program at the University of Hawai‘i at Manoa, the Visiting Artist Exhibition Program at Roanoke College, the Blacklock Nature Sanctuary, and Kulture Klub Collaborative.
Molly Van Avery
Program Co-Director, Art for Social Change
Molly Van Avery is a strong believer in the transformative power of creative expression. With roots in queer performance art, Molly’s artistic practice is currently focused on embedding art into the geography of neighborhoods. She runs Poetry for People and designs projects that weave poetry in delightful, challenging, and intimate ways into people’s daily lives. Her most recent project, this house is not for sale, utilizes the realty sign as both a symbol for the themes of the project and as a structure for displaying art. The project brings together homeowners who purchased a previously foreclosed home with the assistance of the City of Lakes Community Land Trust and a poet and visual artist to think about what it means to acknowledge a home’s history and make a life in the wake of someone else’s loss. Molly can also be found riding her moving writer’s studio, the Poetry Mobile, around her neighborhood to write customized poems for people or deliver poems to people’s front doors. She recently received an MRAC Next Step grant to build a backyard Poetry Shop where people can come to get a personalized poem year round. Molly is also deeply inspired by her position at Pillsbury House Theatre where she is the Artist and Community Coordinator. She runs the Naked Stages Jerome fellowship for emerging performance artists and the Art Block Program where artists in the neighborhoods surrounding Pillsbury House Theatre use their artistic practice to develop or strengthen their relationships with their neighbors. Molly holds an undergraduate degree is Social Ecology from Goddard and an MFA in Creative Writing from Hamline University.
Molly says, “I think of myself more as a facilitator of student’s creative process and their own unfolding than a teacher who imparts information or expertise. I feel like I am successful when students leave their semester with HECUA feeling like they have learned how they learn, what they love, and the kind of support they need to thrive. I also hope that HECUA alums learn that there is never an end to asking questions. Artists live in the unknowns and make work from a space of profound questioning. Activists do the same. Both are charged with the task of reimagining the world and forging the tools to shape their individual or collective visions into reality. Over my many years of teaching with HECUA, I love seeing the anger that gets triggered when students dive deeper in their learning about structural and institutional forms of oppression, the passion that is released when students add their energy to community efforts already underway to create new systems, and the joy of waking up to the fact that they want to play an active role in their own learning. I see a HECUA semester as a critical point in a person’s development where they use a combination of courage and social/political awareness and inspiration to put theory into practice. I am honored to create a vibrant, dynamic learning community where we can all push our learning edges and explore the boundaries of our potential.”
Community Faculty, New Zealand
Ngārangi is a native speaker of Te Reo, the first language of Aotearoa (New Zealand), and a practitioner of traditional Maori lore raised by his elders. He has been involved in Maori education, research, TV, film, theatre and music for over 20 years and has lectured in Maori philosophy, theology, history, language, curriculum development, environmental resource management, education and arts from Waikato, Canterbury, Otago and Auckland Universities. Ngārangi received additional credentials through various Maori Educational Institutes such as Te Whare Wananga o Raukawa (Otaki), Te Whare Wananga o Awanui-a-rangi (Whakatane), and Te Whare Wananga o Aotearoa (Te Awa Mutu); as well as a number of Polytechnics schools throughout Aotearoa. He is currently an independent researcher and educationist focusing on historical and contemporary Waitangi Tribunal Claims, traditional Maori environment indicators, bird relocation, environmental monitoring, Iwi monitoring, Iwi development strategies, Taonga relocation and education. Ngārangi’s interests include the retention and revitalisation of traditional lore, language, culture, storytelling, games, arts, and music.
Program Director, Democracy and Social Change in Northern Ireland
INCORE, University of Ulster
Nigel Glenny is a graduate of Stranmillis University College (Queens University Belfast) with a First Class Honours degree in Education (Religious Studies, History). He began his career as a history teacher, then moved into local government as an education officer, where he designed and taught a wide range of experiential learning programs for schools, colleges, youth and community groups. Much of this work used elements of Irish cultural traditions to foster cross-community contact between Protestant and Catholic groups from divided communities within Northern Ireland. Nigel most recently worked several years at a leading non-governmental organization engaged in peace and capacity-building initiatives throughout the island of Ireland. At that organization, he developed an international Citizenship Action Project that reached across communities in Northern Ireland, across the border between Northern Ireland and the Republic of Ireland, and across the Atlantic to the United States. He created materials for learning about peace and reconciliation, led programs in how to facilitate student engagement, and trained teachers and youth workers throughout Ireland and the United States.
Teaching & Learning with HECUA Students
A man from Guatemala once told me “You will always need to return home. When you have a child you will want them to know the place that made you who you are.” I could understand why he thought Northern Ireland was important to me–we were attending an international conference and had just delivered passionate presentations on issues relating to young people and civic participation in our respective countries. But, I was not as sure “home” meant so much to me–at the end of the conference I was flying back to Northern Ireland only to pack my bags and get as far away from the place as possible. My entire life had been shaped by the conflict in Northern Ireland: relationships, education, and now work. Having tried to “make a difference,” I wondered if it was time to just “move on.”
Seven years after the conversation with my Guatemalan colleague, I am back “home” having just completed my fourth semester as Programme Director for the Northern Ireland Democracy and Social Change programme. So what happened?
Well I did find time to get away. My wife and I traveled around the world and experienced as much of it as we could. Being away from Northern Ireland I embraced new spaces but I also gained something unexpected–many of these new places, people and events challenged my understanding of the issues presented at home. These experiences caused me to deeply reflect on a number of things for the first time. I returned to Northern Ireland with more questions than ever. I was also much more critical of some of the “answers” I had been offering before I left.
To question is to be in good company–“Anyone who isn’t confused here doesn’t really understand what is going on” is a quote often used to illustrate the complexities of understanding life in Northern Ireland. Yet understanding Northern Ireland, its violent past and the potential for a peaceful future is the incredible task HECUA students engage in.
Northern Ireland Democracy and Social Change, like all HECUA programs, is about “real world” learning. Students who come here engage in real problems and work in relationship with real people who are attempting to affect real social change.
The community is our classroom and it is here that we develop knowledge together.
So, as someone who came “home” wanting to understand more, it is easy to see why I find working with HECUA students incredibly rewarding. The students teach those who work with them so much. Their perspective and insight into life in Northern Ireland is exceptionally valuable. The importance of this cannot be overstated, especially for the context in which I work. Key to the success of attempts being made to move out of violent conflict and into peace, is learning how to listen to and value “the other’s” view.
Have I any other motivations to stay here and teach? One week after I was offered the position of Program Director our first child was born–it would appear my Guatemalan friend was right after all!
My Research and Current Projects
In addition to my role as Programme Director for the Northern Ireland HECUA programme, I am Lecturer in INCORE, the International Conflict Research Institute on the University’s Magee campus.
Combining research, education and comparative analysis, INCORE addresses the causes and consequences of conflict in Northern Ireland and internationally and promotes conflict resolution management strategies. It aims to influence policymakers and practitioners involved in peace, conflict and reconciliation issues while enhancing international conflict research. I do work on these themes through teaching and research that contributes to the HECUA program in a number of ways. I am currently working on projects that are deepening work with community partners and developing international connections.
I am interested in civic engagement, understandings of this, and initiatives designed facilitate it. With particular reference to Northern Ireland, I am interested in the civic mission of universities, the public, community and faith sectors, and how local-global connections could be utilized to facilitate civic engagement and good community relations.
Program Co-Director, New Zealand
Peter Horsley is both a lawyer and a specialist in environmental management. Since the 1980s, he has been affiliated with Massey University’s School of Resource and Environmental Planning as a lecturer and research fellow teaching environmental law, environmental planning, natural resource planning, and conservation policy and supervising numerous graduate students. He is also a professional teaching fellow in the University of Auckland’s Planning Department teaching undergraduate and graduate courses and is an associate at the University of Auckland’s New Zealand Centre for Environmental Law. His instructional concentrations include environmental policy and governance; culture, identity, and place; knowledge systems and ways of knowing; and comparative social movements.
Horsley is an active advocate, researcher, and consultant on collaborative management strategies between Māori and the New Zealand government and has served as a consultant to Māori in the design and implementation of management plans for land and sites that are sacred or represent cultural heritage.
In addition to teaching, consulting, and participating in New Zealand civic life, Horsley has extensive experience with U.S. undergraduates. He has taught in four different programs with the International Honors Program (IHP) study-abroad multi-site programs: Rethinking Globalization, Indigenous Perspectives, Cities in the 21st Century, and Nations and Identities.
Among Horsley’s publications:
- Horsley, P. (2011). He Taura Whiri – Weaving relationships of peace in Aotearoa New Zealand. In Dietrich, W. (2011). The Palgrave international handbook of peace studies: A cultural perspective. Houndsmill, Basingstoke, Hampshire: Palgrave Macmillan.
- Horsley, P. (2011). Property rights viewed from emerging relational perspectives. In Grinlinton, D. P., Taylor, P., & New Zealand Law Foundation. Property rights and sustainability: The evolution of property rights to meet ecological challenges. Leiden: Martinus Nijhoff Publishers.
- Horsley, P. (2001). Collaborative management: Pre-conditions and prospects. In Howard, M. L. & H. Moller (Eds.) He Minenga Whakat Hua o Te Ao, Murihiku Marae 25 – 27 August 2000. Online at: http://www.otago.ac.nz/titi/hui/Main/Talks2/PHorsley.htm
Program Director, Inequality in America
Phil Sandro has taught experiential urban studies programs for over 27 years, including the Inequality in America program, which he began directing in 1994 (under its former name Metro Urban Studies Term/MUST). His background also includes community organizing in Chicago and the Twin Cities.
Sandro has an impressive record of involvement in urban public policy including serving in a policy making position for the City of Chicago under reform mayor Harold Washington. He has served on numerous boards of nonprofit community development corporations and has been active in educational reform issues. He holds a Ph.D. in Economics from the New School for Social Research with emphasis on urban and regional economics, political economy and economic history. Besides teaching, Sandro has done research in conjunction with the Carnegie Foundation for Teaching and Learning’s “Political Engagement Project.” He has served as the Vice President of the Board at the East Side Neighborhood Development Company, was an active member of the East Side Prosperity Campaign and served on the Beacon Bluff Advisory Board as well as the District 5 Planning Council in St. Paul.
Teaching & Learning with HECUA Students
I can still picture the day my high school sociology teacher handed me a copy of Paolo Freire’s Pedagogy of the Oppressed. It was Chicago, 1970. There had been riots on the West Side two years earlier after Dr. King was murdered. I had participated in anti-war demonstrations outside the 1968 Democratic Convention (held in Chicago that year). The Vietnam War was raging and I would soon face the military draft and therefore I had some serious decisions to make. And most of my teachers weren’t saying a word about any of this!
This particular teacher was the one exception and this teacher changed my life. I didn’t know then that the way he taught would later be called “experiential education.” Looking back I don’t figure he did either. But this was almost the only class where I found myself staying up until two a.m. night after night poring over books and writing. The Freire book he gave me helped me understand why his course was so riveting. In a sentence, he connected what he taught to my deepest values, passions and concerns. I was hooked! I understood that education could empower me to understand and change the world. I also knew from that time on that I wanted to be a teacher and facilitate the same for others. I wanted to be the kind of teacher who didn’t just talk about theory in an abstract way, but rather, helped students ground, test and apply theory to make the world a better place.
I also wanted to be a teacher who actually practiced what they taught about. As a result I’ve been involved in community organizing, have worked as a policymaker in city government, participated on the boards of community development corporations and consulted for many community groups. I’ve developed an anti-racism program for a New York City public school and I have worked with a restorative justice program. I’ve worked on numerous electoral campaigns and have regularly lobbied elected officials. I love teaching at HECUA because I get to keep my feet in both academia and activism. The Inequality in America: Policy, Community, and the Politics of Empowerment program bridges these two arenas. I also believe that the most rigorous learning happens when students are challenged with real life problems in the community where they have an authentic role to play. This is what happens in the Inequality in America program.
Our students have been instrumental in accomplishing numerous policy changes as part of their internships and many are now leaders in social justice organizations in the Twin Cities and elsewhere. In the program we encourage critical habits of mind as students make meaning of the real work they do in the community. We critically examine alternative theories and social change strategies for their usefulness and impacts. I passionately believe that students bring powerful experiences and knowledge to the study of poverty, inequality and social change. In this sense students can be teachers as well as learners. I like a lively, engaged and exciting classroom where all participants co-create knowledge. My students bring amazing energy and talent to their internships and they bring this knowledge back into the classroom. I learn a lot from them. I love learning and if this ever changes it would be the day I stop teaching.
When I am not thinking about all of this heavy stuff I enjoy following the Chicago Cubs baseball team, fly fishing, nature photography, wildflower gardening, hanging out with friends and playing music (to the consternation of my neighbors).
My Research and Current Projects
Because the Inequality in America program is interdisciplinary I read widely. Recently I have read The Crisis of Vision in Modern Economics by Robert Heilbronner, No Shame in My Game by Katherine Newman, The Spirit Level: Why Greater Equality Makes Societies Stronger by Richard Wilkenson and Kate Pickett, Neighborhood Power: Building Community the Seattle Way by Jim Diers, Confessions of an Economic Hit Man by John Perkins and The History of God by Karen Armstrong. I also have a love for fiction.
My research has focused mainly on economic justice issues and teaching for social change. My Ph.D. dissertation focused on urban import substitution, which is basically when an area (local or even a nation) produces and or buys locally what had previously been imported. On the surface this doesn’t sound real exciting. But it can be a very powerful and explosive way to create and sustain jobs whether in U.S. cities or in lesser-developed nations.
I am very interested in development theory and have witnessed the increasing control over underdeveloped countries exercised by mega-corporations, the World Trade Organization, the IMF and treaties such as NAFTA and CAFTA. My recent research has focused on partial de-coupling strategies, that is, ways in which lesser-developed countries can forge development strategies in which they are less vulnerable to these powerful international entities. Import substitution is one of these strategies, but is very much out of favor with most economists and institutions like the IMF. Done properly, however, this is a very promising strategy.
I have also participated in a 3-year research project with the Carnegie Institute for Teaching and Learning studying courses and programs around the country selected by Carnegie as being highly effective in fostering thoughtful political engagement among college students. The Inequality in America program that I direct was included in this study (under its former name Metro Urban Studies Term). Carnegie has developed a major website with tools and curriculum from these courses and programs.
My own publications include; “Job Impact Analysis: The Chicago Model for Bridging the Gap Between Economic Development and Employment and Training Programs” in The Partnership Journal (1989), “The Employment Outcomes of Public Sector Import-Substitution Programs in Chicago” in The Journal of Public Administration (1994), “The Entrepreneurial Gloss: The Myth of Small Business Job Growth” in Tales of the State: Narrative in Contemporary U.S. Politics and Public Policy (1997) and “An Organizing Approach to Teaching: From Silos to Public Work and Engaged Scholarship” in the Higher Education Exchange (2003).
Supporting Faculty, Italy Program
Riccardo Simoncini teaches the course “Economics of Sustainable Food Production in Contemporary Europe” in HECUA’s Sustainable Agriculture, Food, and Justice in Italy course. He holds a Ph.D. in agricultural and environmental economics from the University of Parma, and has carried out research and taught agricultural and environmental policy at the University of Florence, Economic Sciences Department. He has been a lead researcher on many projects on rural development and agricultural and environmental economics for governmenetal and non-governmental organizations in Italy and the European Union. Some of those projects and organizations include the International Union for Conservation of Nature (http://www.iucn.org/), the European Union project “Definition of a Common European Analytical Framework for the Development of Local Agri-environmental Programmes for Biodiversity and Landscape Conservation,” and the EU project on Governance and Ecosystem Management for Biodiversity Conservation.
Program Director, Environmental Sustainability
Sam Grant, M.S./M.A./PhD(s) is a life–long organizer, who has constantly worked on the intersections of cultural, economic, and environmental justice. He co–founded the following organizations; AfroEco, Full Circle Community Institute, Organizing Apprenticeship Project, the Wendell Phillips Community Development Federal Credit Union, the Green Institute Eco-Industrial Park, Grassroots Public Policy Institute, the Sierra Leone Foundation for New Democracy, among others. He has been on faculty at Metropolitan State University since 1990, and has trained social justice facilitators around the world. He is certified in Human Systems Dynamics and Permaculture Design.
Sam has published works on Blacks and the land, action research and cross-cultural coalitions. He is currently designing and developing eco-village initiatives in six countries in Africa. As an African political ecologist his life’s work involves sustainable food systems in poor urban neighborhoods and traditional villages in the periphery of the world capitalist system.
Sam’s approach to teaching and learning with HECUA students:
“I’ve always approached education from a partnership model. We are learning together. I commit to being an open and aware facilitator of multi-level learning in community.
Collectively and personally, we will attend to:
1) Why and how is the subject matter directly relevant to each student’s life experiences and worldview?
2) What is similar and different about the meaning we bring to and make of the subject matter?
3) How can we advance theory and support practice that improves the quality of life of the communities whose realities we discuss in class?
I start in a circle with questions and dialogue to bring forth what to focus on together.
I use short “Ted talk”-like lectures to offer some perspective on what we have been reading and doing.
I use a mix of participatory and popular education exercises to set and sustain the atmosphere of deep and transformative cooperative learning.
All of my courses engage students in the world in order to learn-in-action.”