Student Journey Series: Jamila Humphrie

unnamed-4Each 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 Jamila Humphrie. Jamila is the Assistant Director of Alumni Relations at NYU Law. She is also a part-time PhD student at NYU’s School of Education. In her free time, Jamila co-directs an interview theater play, How We G.L.O.W., which she co-wrote with her partner, that shares the stories of LGBTQ+ youth.

My introduction to travel was with my family. Though we took a 6-hour flight across the country twice a year to visit my mom and dad’s side of the family in Boston and Philadelphia, my first trip out of the country was to Canada. I don’t remember much about it except that it was a short drive (3 hours or so from Seattle) and it was considered a “cheap” vacation because the value of the U.S. dollar was strong. I grew up in the 98118 area code in Seattle, which encompassed parts of Seward Park, Columbia City, and Rainier Beach. It was listed as the most diverse zip codes in the United States. I had friends whose parents were born in Ethiopia, who were Mormon, or Chinese, or Italian, or multiracial; in a way, I grew up in a global neighborhood.

unnamed-2My first introduction to global travel beyond Canada, in the more traditional sense, was through my high school. I was presented with an opportunity to travel with a program that was in its beginning stages at the time.  A dozen or so students and administrative trip leaders took us on an incredible 4-week trip to Peru. To be honest, I don’t remember why I decided to sign up. This was not something I had ever done before. It felt very out of reach, but I received a scholarship to travel.  This trip was centered on service, intention, reflection, and understanding our role in a global society and how it influenced our education. That trip an immense effect on my life trajectory, the career opportunities I would pursue, and my general consciousness about how my actions affect others and the world around me.

unnamedEven though many of my Lakeside classmates had travelled the world, few had traveled with a critical lens, or with the goal of service and reflection. By critical, I don’t mean to say that GSL was critical of the cultures we experience abroad, but rather, critical of ourselves – questioning our ‘truths.’ American culture is so globally dominant; I was raised to think that dominant meant better. By extracting myself from that environment, I had a better opportunity to think about what I know to be true in a productive manner.

unnamed-1For students, global programs offer an incredible opportunity for theories, histories, and cultures to come to life. My Spanish improved greatly when I used it to communicate in Peru. My Portuguese was near fluent after nine months in Brazil. There is only so much you can learn in a classroom. This goes for history, social studies, it could event apply in math or engineering – examining the weight and design that goes into creating a “Sun Gate.” I remember waking up early on the morning of the solstice in Ollantaytambo, Peru. We woke up in darkness in hiked in the light of dawn to catch the rising sun and its rays pour through the Sun Gate. What we saw was the sun shining through this human-made structure, which then illuminated a human-made design on the valley below. It had cultural and religious significance to the Inca. This was a sacred location in the sacred valley. It was remarkable. The care, precision, and genius that went into the design was breathtaking. It’s hard to describe the feeling…of realizing that the world, its cultures and its people is so much bigger and more diverse and beautiful than 15-year old me could ever have imagined. Writing this I can see the field glowing. That moment really stands out.Twelve years later these images and moments stick with me so vividly. What I learned in the classroom was compounded by the experiences I had.

unnamed-5Last, for the communities we visit, it can be a wonderful opportunity to build networks of awareness and support where needed. All global education programming should strive to ensure that these trips and exchanges are mutually beneficial. This can be difficult to achieve, but it is important to work intentionally to make sure the community members are active participants in the program.  

unnamed-3There are so many moments from my global education experiences that shape my everyday life. One in particular that I’ve been thinking about lately is my experience teaching English in Brazil through the Fulbright Program. I had recently graduated and had student loans very much on my mind. Before graduating, I learned how much I needed to pay off—to the tune of $15,000. In America, this is a “reasonable” amount of debt. Teaching in Brazil, where their public universities are actually free for students and where private schools do not come anywhere near to the cost of private institutions in America, I wondered where we had gone wrong. I am now in a PhD program in Educational Leadership at NYU and my research is focused on the cost of education in our higher education institutions, and what our leaders and administrations can do to reduce the cost.

Global education, traveling globally, learning globally, impacts my day to day life whether I am home or abroad. And it’s not necessarily about how far I’ve gone, or what I’ve seen, but the relationships that I have worldwide. Especially today, our world needs more positive relationships and friendships across borders and boundaries – whether natural or man-made.

Brazil Youth Ambassador Program

imagesIn mid-January, I had the privilege of designing and implementing a two-week exchange program in Seattle for a group of 2016 Youth Ambassadors from Brazil. The Brazil Youth Ambassador Program (BYAP) is a joint-funded program by the U.S. Department of State and the U.S. Embassy in Brazil which brings youth leaders and adult mentors from across Brazil to the United States for three weeks to focus on leadership development, social justice, and service-learning. Since its inception in 2002, Washington, D.C.-based NGO World Learning has administered the Brazil Youth Ambassador Program. Students spend the first week of the program in the nation’s capitol participating in trainings, acclimating to the new culture, and preparing for the next two weeks with their host families in their host communities.

As is always the case, this year’s Brazil Youth Ambassador Program was highly competitive: more than 14,000 applications were received for a total of 50 slots. As you can imagine, these students are bright, motivated, and committed to bettering themselves and their communities through intercultural exchange. After their first week in D.C., the 50 Youth Ambassadors were split into groups to travel to four different host communities: Portland, OR; Pensacola, FL; Tulsa, OK; and Seattle, WA.

Brazil Youth Ambassadors and students from Chief Sealth International High School

Brazil Youth Ambassadors and students from Chief Sealth International High School

In the weeks leading up to the students’ arrival in Seattle, I recruited and vetted homestay families, designed the program curriculum, coordinated all program logistics, and set up service activities, social justice-focused workshops, and cultural activities. As I did all of the legwork for the program, I wondered the same things I wonder every time I plan a new program: are the days full enough but not too full? Is there adequate time to debrief? Is the the curriculum designed to meet the program’s goals and objectives? As an experiential educator, I know how critical it is to research and prepare, yet I also know that the real magic of the program often happens during moments you can’t  possibly plan for: a random conversation about racism in America on a city bus, the spark of a new idea for a service project back home as the result of the programmed service activities, or a spontaneous dance party during a visit to a local high school class.

At Boeing

At Boeing

During the course of the program, my students experienced Seattle in a way that people who have lived here all of their lives are never able to. They met with the Washington Chapter of the American Civil Liberties Union and the Northwest Immigrant Rights Project, did a VIP tour of Boeing, volunteered at the Cherry Street Food Bank, participated in Garfield High School’s MLK Day Rally and Parade, shadowed high school students at two very different public schools, participated in a social media workshop with, and discussed issues facing young people with the EMP Museum’s Youth Advisory Board. They were made to feel like family in the homes of their host families and openly welcomed by the larger Seattle community. For a city known for its “freeze,” I can say with confidence that my students’ curiosity, wonder, and enthusiasm invited the warmth that lies below Seattle’s sometimes cold exterior.


Discussing issues facing young people with the Youth Advisory Board at the EMP

Most of my previous global education experience has been leading programs for American students in different parts of the world. This time, I had the unique opportunity of witnessing my own community through the eyes of my students. I was reminded daily of how many little things I take for granted here: flushing toilets, endless food options, access to educational materials through libraries, and readily available clean drinking water, just to name a few.

Participating in a social-justice photo project at

Participating in a social-justice photo project at

In chatting with one of my students during one of our many rides in a 16-passenger bus, I learned that her daily commute to school involves a two-hour crowded bus ride each way. She wakes up every morning at 4:30 am and heads to school, where she voluntarily tutors her peers in English, spends all day in class, and then participates in a wide range of extracurricular after-school activities to build her skill set and increase her chances of getting into a good university. She usually returns home around midnight, only to sleep for a mere 4 hours before doing it all again. This is not an atypical experience for many students in the developing world, yet I’m struck by these stories of grit and persistence every time I hear them. They give me a fresh perspective on my own life and a greater empathy for how varied the human experience is around the globe, and this is exactly why I believe global education is so important: to broaden our own worldview and foster a deeper understanding of ourselves and others as members of an interconnected global community.