St. Luke’s History Teacher’s Journey to Nepal

From Middle School History Teacher Samantha Gordon:

“Travel spins us round in two ways at once: It shows us the sights and values and issues that we might ordinarily ignore; but it also, and more deeply, shows us all the parts of ourselves that might otherwise grow rusty. For in traveling to a truly foreign place, we inevitably travel to moods and states of mind and hidden inward passages that we’d otherwise seldom have cause to visit” (Iyer, 2000)

This past summer, I attended a professional development leadership in global education training with Where There Be Dragons for Global Educators in Nepal. Throughout the span of 16 days, I ventured from the bustling city of Kathmandu to Boudha to the ancient city of Patan to the rural village of Chakati, ending my journey in Bhaktapur. I practiced noble silence with monks in a Buddhist monastery in Namo Buddha, made momos and learned the ancient trade of thangka painting from my artist host parents in Patan. During my journey, I trekked in leech-ridden monsoons through the foothills of the Himalayas to the remote village of Chakati and experienced both rice farming and cultural adaptation at play. I discovered ancient Hindu and Buddhist temples and witnessed the influences of India and China on Nepal’s culture and religion. I listened to speakers directly impacted by child trafficking and councilmen in Chakati. I collaborated with global scholars and teachers from around the world.

I went to Nepal to practice what I teach our 6th graders: to be global citizens, to experience first-hand the issues of sustainability and the meaning of service learning, and to immerse oneself in the crossroads of culture. I wanted to expand my global perspective and awareness through learning and designing curriculum with educators from around the world and in a country that has curricular significance. I went to Nepal to learn first-hand about its rituals, traditions, food, religious practices and values and history of sherpas, as well as to experience the day-to-day life of the Nepalese. I wanted to be able to teach to my “lived” experiences.

I teach my students that our perspective is just that, an individual viewpoint shaped by our nationalities, genders, religious and political affiliations and backgrounds. I would be a hypocrite if I didn’t expand my horizons and challenge my own biases while I endeavor to facilitate growth in my students. Quite simply, global citizens make better educators. We promote a love of learning in our students and invoke the same practice in ourselves.

One of the initial appeals of attending Where There Be Dragons was its unique approach of offering programs for both students and educators. I learned as students would learn and later reflected on a metacognitive level with fellow educators. Using my experiences in Nepal as the lens through which I reflect on my curriculum, I now find more opportunities to teach in greater depth and expand my scope. I find myself diving into themes and content with a newfound eagerness. Having lived in various environments throughout the country and witnessed sustainable development, I recognize greater opportunities to connect the theme of environmental sustainability to various curricular regions and contexts. I reflect on service learning through a different perspective and feel more compelled to find local service opportunities that connect to global issues. When I recount my leech-infested voyage through the foothills of the Himalayas or the importance of rice and the different regional versions of Dal Bhat that exist, I can more effectively teach the relationship between landscape and culture. When I emphasize the significance of storytelling in preserving a culture’s traditions and history, I speak to the toll that urbanization is taking on the cultural survival surrounding the village of Chakati. As I reference my journal entries and stories, I can teach my students with breadth and vigor from my personal accounts. Similarly, I have filmed a series of short, interactive videos that bring my experiences to life and touch upon different themes. I watch the videos with my students and encourage them to join the conversation.

View some moments from Samantha Gordon’s trip in this photo gallery.