The IGC Student Council chose six projects. These projects span the world, connecting Macalester to myriad communities, near and far.
- The Core of Community: Constructing Change in Chapadinha
Luiza Montesanti ’15 and Carolyn Gilbert ‘15:
The essence of global citizenship lies in combining local insights and global perspectives; it requires forging reciprocal relationships and honoring others’ views. In “The Core of Community: Constructing Change in Chapadinha” we will improve a community center in the rural village of Chapadinha in Minas Gerais, Brazil, which currently cannot satisfy the community’s needs. We will collaborate with residents to foster ownership, empowerment, and sustainability. Our twofold plan includes the construction of bathrooms and a doctor’s office, as well as efforts to use the new space to promote creative community dialogue and engagement.
- Mississippi Is, Mississippi Will Be
Madeline Spolin '15:
Global citizens recognize their duty and position within a community to give voice to those without one and to create equality of opportunity for all. With that definition in mind, my project, “Mississippi Is, Mississippi Will Be” aims to increase college access for students of color in Mississippi. I will recruit for Macalester at high schools across Mississippi and work with the Sunflower County Freedom Project, in the Mississippi Delta, to mentor middle and high school students. My project concludes with identifying five students of color from Mississippi to attend a recruiting visit at Macalester. As a member of the Mac community, I’m obligated to critically examine my identity within an idealistic Macalester community and a diverse and challenging America to determine how I can effect change as a global citizen.
- Bringing Dah Theatre’s Devised Work to Greater Minnesota
Jon Dahl '14
My project focuses on teaching global citizenship through theatre work. I am going to plan weeklong workshops with rural high school students, exploring identity, locality, and devised theatre through Dah Theatre methods, learned in Belgrade, Serbia. After completing Dah Theatre’s summer institute in June and developing a theatre curriculum in the first week of July, I will work with a series of communities across greater Minnesota that might not otherwise have access to advanced theatre training. Students will work to find a better understanding of themselves and learn new theatre vocabularies through free workshops.
- Working with Youth at Casa de Esperanza
Sofia Halperin-Goldstein '15
Global citizenship is the recognition that we live in an interconnected world and that the common denominator of humanity overrides the differences between us; we are all aspiring to have meaningful lives, lives where we feel hope and movement, where we search for connection across our differences, where our children have opportunities to grow and be happy. Global citizens are aware of their position in this global connectedness and their responsibility to those who are more vulnerable than themselves. My project seeks to use the power of human connection to confront the challenges faced by the children staying in Casa de Esperanza’s emergency shelter through a summer program that encourages emotional resilience, negotiation of identity, and cultural celebration.
- Grassroots Education Project in Mexico City
Mariana Roa Oliva ‘13
Global citizenship is to me a process analogous to that of cross-pollination, with ideas being the pollen we feed from and that which we transport with us wherever we go. It is our movement around the world and our interactions with others what makes it possible for the flowers of ideas to blossom. Bringing together people with a variety of skills, talents, and experiences, I will open a space for free classes, events, and resources for artistic creation and community organizing in Mexico City.
- Mapping Accessibility to Food and Nutrition in Nepal
Mika Hyden ‘14
My definition of global citizenship includes how my country impacts the rest of the world. While visiting Nepal in January, I saw children with decayed teeth bombarded by endless advertisements for Coca-Cola and candy. Oral health is not an immediate concern of many public health officials around the world, despite the large percentage of children with decayed teeth due to an emerging culture of cheap junk food. This summer, I plan on returning to Nepal to create maps of food accessibility, as a complement to the oral hygiene and nutrition data already collected by Professor Sokal-Gutierrez physician and professor at the UC Berkeley-UCSF Joint Medical Program, in the UC Berkeley School of Public Health. By using a geographic approach through map-making, I hope to further explore and gain insights into dietary patterns due to exposure to the culture of junk food.