Each month, the Student Journeys Series features a guest blog post by a former student of Vicki’s. They write about how their lives have been shaped through their global education experiences. This week’s Student Journey post is written by Zabia Colovos. Zabia is currently wrapping up a great year in Los Angeles, where she has spent time making bread at a bakery, working with Muir (a brilliant, autistic, 13 year old “bug scientist”), and interning with his incredible therapists. She is inspired to continue understanding the connections between body, mind, nervous system and our personal relationships to one another, and looks forward to the next chapter.
When I was two years old, my parents left me in Addis Ababa with my grandmother and aunts as my mother and father went to travel through Ethiopia. I imagine I spent my days coddled, fed, and sung to by my distant family and the constant neighborhood visitors. Although I cannot remember these early experiences, I am certain that on a subconscious level, knowing and feeling love from my people abroad initiated my comfort towards strangers and travel.
The experiences abroad that followed left me with more and more anticipation of the hospitality and warmth to be found and shared in the furthest reaches of my travels. During my time at Lakeside High School, I had the opportunity to go to Ollantaytambo, Peru with Vicki’s Global Service Learning program. This was the first global education program I had been on, and really, my first exposure to cultural immersion. I lived for three weeks with a family of five (mother, father, three kids) – all of whom took me in as if I were a long lost daughter. They integrated me into their daily routine and into the community. I adopted their waking and sleeping schedule, learned the art of bucket-showers in the dark, went from awful to mediocre at washing clothes by hand, and watched wide-eyed as our cute guinea pigs were neck-snapped, plucked, and thrown into the stew. I remember feeling free, walking late at night to the edge of town with my host-sister Lucero and her cousin, past the last streetlight, hopping over a cow fence and making our way towards the farm. I remember staggering, sandals stuck in the muddy road, holding hands as we took one step after another into utter darkness, beneath a beautiful moon.
The travel I have done has always felt something like a walk into darkness. I tend to avoid projecting a destination so that I can give myself to each moment, allowing people to call my attention and allowing serendipity to facilitate the journey. My time in New Zealand serves as a good example of such serendipity. I arrived in Auckland with a backpack, a crappy airport map, and a vague idea of how to get to the nearest hostel. There I met Linea, a lovely German girl who, like me, was low on money and in need of work. We had heard of an apple orchard in the north that was hiring pickers so we decided to begin hitchhiking early the next morning.
We started our walk to the nearest highway entrance and I couldn’t help but feel a little smug that my pack was smaller and lighter than hers. The driver who picked us up was a former professor and was now in his seventies. He spoke ever so slowly for the next few hours about the geothermal activity in the region, his latest permaculture experiments, and the history of the Māori (the indigenous polynesian people of New Zealand). We couldn’t have asked for a more gracious driver, and when he invited us to come stay with his wife and him for a couple nights and mentioned that we ought to meet his neighbors and their kids, we were overjoyed.
This invitation changed the course of our travel. We sought all learning that was available to us – going with the neighbors to the local Māori trials and to the traditional boat races. We spent every day putting in work on the farm, learning how to herd large numbers of cows and helping the mothers through labor. We started going with the children to help at their school which blended Māori ethics with Reggio Emilia pedagogy. I witnessed the way the traditional Māori model of family (one that reinforces inclusion and mutual responsibility) alleviated disorder in the classroom, and society.
The juxtaposition that takes place while in transit (while in a new territory, language, and demographic) provokes growth – provokes reflection on the self, on the family, on priorities and on practices. Difference makes invisible things visible and gives us space to react to patterns and structures we have come to rely on. Difference helps us to break old habits, ask better questions and create models that address deeper needs of the society. I feel extremely privileged to have had access to schools that value global education and hope to work towards greater accessibility to such influential opportunity.