#dukeglobal

This photo is looking down from one of my favorite place in Paris, Montmartre, after a lovely afternoon exploring. Photo credit: Meade Inglis

Compare how your skills or knowledge changed after doing this program.

I left with a much more profound knowledge of the French language, especially the idioms, accent, and speech patterns specific to Paris. I also left with a much deeper understanding of French musical culture and system of notation. Outside of academic life, I was lucky enough to get an internship at the Philharmonie de Paris which left me with a unique perspective into the professional music world in Paris and the production of arts and culture in Paris in general.

This photo is in Milan, Italy, in front of the Arco della Pace. My girlfriend and I were able to meet up in Italy for a weekend trip and explore the amazing food and culture and learn about one of the centers of Italian industry and modern culture. Photo credit: Meade Inglis

Thinking back to what you expected this program to be like, would you say anything surprised you or turned out differently?

I was quite pleasantly surprised by the quality and number of excursions and activities set up by the program in Paris and in other parts of the country. There were wine tastings, truffle making, baking, and cooking classes from Parisian chefs and bakers and chocolatiers, interesting panels and talks, day trips, and weekend long tours of certain parts of the country.

This photo was taken on one of the program led excursions in Normandy, at the Chateau d'Isigny. We were served a delicious lunch while the current owners told us about the history of the area. 

Tell us about your greatest takeaway from this program.

I think my greatest take away from the program would be to dive in early when ever you’re in a new place, especially if you know you’ll have to leave soon. I definitely waited too long to start talking to my French classmates, and to start interacting with communities within the city. Within the last month I went to a few open mics and found some really cool communities at them that I wish I could have interacted with more. I also got to see some really cool political groups in action when I finally made the time to go to a rally one weekend, but sadly it was the last one before I left. So, my advice would be not to fall into the trap of putting things off and spending all of your time with your American friends doing things you could do back home.

This photo is of an amazing sunset down the Boulevard St. Germain on the way to get some delicious gelato. Photo credit: Cole Jenson.

How did/will this program affect your career interests or next steps after graduation?

The largest effect on my career interests came from the internship I did at the Philharmonie de Paris. Seeing how much the employees got to learn from and interact with the musicians and music was incredible, and watching how such an important institution affects the musical sphere and culture in Paris was very cool. I also got to talk to a few people about really cool positions I hadn’t even thought existed that combined other interests of mine (even neuroscience) with music.

How could the interests of underrepresented students in exploring a city or location be different than other students?

What is GEO doing to educate students about the history between U.S. imperialism and neocolonialism in some of the countries students visit (e.g. countries in Latin America)? Are students taught to think critically about the real issues facing some of the communities they visit? Do students realize that "seeing" and "experiencing" a culture is not the same as understanding it?

How can we better help students financially?

What is the image of Study Abroad that is traditionally portrayed? Does this experience represent all types of students?

Especially for race, what are universities doing to understand the different dynamics that these dimension plays in Latin America? How are universities preparing students for these scenarios? Is it only a matter of "be prepared if they treat you differently" or is understanding the history and why race is not the same in other places important?

Do the nature of projects in Latin America perpetuate a 'poverty' or 'white saviour' perception by students?

How can one create a supportive group dynamic amongst those studying abroad. Division between POC and white persons on a program occurs when there is not a supportive environment. How can trust be cultivated in a group so as to create allyship early on?

What is the policy for students who are sexually assaulted abroad and want to leave their program? I've heard that dropping out means they cannot come back to Duke.

I chose not to study abroad in a majority brown/black country with Duke because I knew the classes there would be taught from a white perspective. How are you incorporating local knowledge and teaching methods into the curriculum?

Is there a space in this global education program for underrepresented students to maximize their experience?

What is GEO doing to educate students about White Savior Complex? About their relationship to the places and people they visit? Are students taught about issues revolving cultural fetishization?

How can we spread knowledge about study abroad opportunities?

What can we do to promote Study Abroad as an attractive option for all students, regardless of race, ethnicity, campus involvement, or financial status?

What can universities do to allow students from different socio-economic statuses to have equally valuable experiences abroad?

What view does the host country have of black, asian, latinx, etc. people? how do they treat these groups? And where (socio-economically, job-wise, etc.) are these types of people in the society of the host country?

Should students take into account the risks that may stem from their identity when selecting an abroad program or destination?

Is your study abroad program disrupting the host community? How are you making students aware of their impact? How are you encouraging them to limit the disruption?

Is the feedback of underrepresented students taken into account and properly amplified to counter the lack of numbers?

What is GEO doing to encourage students to think critically about how they are socially situated within the countries they visit? Do students even realize how problematic it is to take pictures with young "African" children and post them all over Facebook? I've seen too much of this from students' experiences abroad.

How can we convince underrepresented students that they are safe when traveling?

Should we encourage students to travel to more diverse places? Should we encourage students to travel to their countries of origin or to a new place? Is diversity in location/destination important too?

ER: How did you end up at Duke?

BK: The Marine Lab was really what brought me to Duke. I visited 17 colleges and universities, and I immediately felt at home when I visited the campus, more than any of the other places I visited. I knew that Duke had a great reputation for everything I was interested in, and the Marine Lab sealed the deal.

ER: Have you had a chance to visit the Marine Lab yet?

BK: I did a weekend there for a class, but would love to go back for a longer period of time to do research!

ER: You did Duke in Australia this past summer. How did you decide what study away program you wanted to do?

BK: I’ve wanted to go to Australia since I was 10 years old! I was working in Washington DC for a student ambassador program, and they told me they had an opportunity in Australia. Unfortunately, I couldn’t afford it at the time, but it was always in my mind. Once I heard Duke had an Australia program, I knew I had to go. I had also taken a class with Professor Alex Glass last fall, and when I heard he was leading the program, I knew I had to apply.

ER: I’d love to hear a little about your time in Australia.

BK: It was amazing! I was there for four weeks and we traveled from the Northern Territories to different parts of the coast. We also visited cities like Darwin and Sydney, as well as many national parks, so it was a mix of rural and urban.  We took a biology class, so we were in a class setting, but we were traveling all over Australia. We stayed in hostels, we camped, stayed in residence halls…every day was different. We also had to do a research project and presentation on a biological element present in the Australian eco-system.

ER: What was the subject of your research for your project?

BK: I did research on the Crown of Thorns starfish, which is a poisonous starfish that is taking over some parts of the Reef. I was excited to learn that Professor Glass is considered an expert in the field when it comes to starfish, so I was able to work with him extensively and learned a lot from his experience.

ER: What is your most memorable experience from Australia?

BK: Definitely SCUBA diving on the Great Barrier Reef! I was already open water certified but over spring break I updated my certification so I could do advanced dives. The diversity of life at the Reef is amazing. People don’t realize how much diversity there is right there in the oceans. One of my favorite quotes is “We dive not to escape life, but for life not to escape us,” and this is the reason why I dive! I saw turtles, sharks, and rays during my dive. It was just an incredible experience and I want to go back!

ER: Is there an experience or a “lesson” you brought back with you from Australia?

BK: So the Wi-Fi in Australia is not great! However, I realized that because of this there were more in-person social interactions. I felt like the separation from technology was a good thing, because you can get a better immersive experience when you’re not distracted by your phone and other technology. Now that I’m back in the States I’m trying to be more “in the moment” with my friends and work on making memories, not just texting or messaging them.

ER: It sounds like you got a lot out of your time in Australia. Do you think you’ll go abroad again during your time at Duke?

BK: Yes! I’ve been looking at programs with a biology/environmental conservation focus, like Duke in Singapore and the Organization for Tropical Studies in Costa Rica. I’m also interested in Spanish and Latin American studies, and would love to do Duke in Madrid or Duke in Costa Rica. I think I could easily use Spanish and tie it into my studies. Duke has so many opportunities and I want to take advantage of as many as possible.

ER: What would you tell a Duke student that is hesitant about study away?

But Québec was the ideal place for me this summer. This was the best experience for me, not only in preparation to study abroad, but also in the development of my independence as an adult. It developed me.

Québec opened my eyes to life in a city, filled with Canadian restaurants, hobos, BIXI stations, and pedestrians. It opened my nose to the smell of poutine, and introduced my taste buds to variations of maple flavor. It opened my lungs to new air (that I needed to run) and strengthened my arms with each photo I took. It strengthened my legs with all the hills, and my feet with each tour of the town.

Québec challenged me. It forced me to speak French when I walked into a store, and forced me to be brave when I was volunteering (not only among people who spoke French, but very fast French). It forced me to speak to professionals—in a variety of domains—about their work, and to ask questions. It encouraged me to speak to taxi drivers about the town, and to artisans (specifically in Jean-Talon and the International Festival Nuits d’Afrique), and awarded me when I spoke in French. It forced me to be flexible and curious, with each meeting, class, and excursion. It forced me out of my English-speaking shell, and into the beautiful world of French.

“[Our professor] introduced us to the town, in both an academic and cultural sense."

I am very grateful for this experience. I now know that advertisements aren’t just images of models holding products, but strategies aimed at a certain audience. I now know that street art isn’t just personal expression, but a reflection of culture. I understand that Montréal isn’t a “French town in a English country,” but she is her own living entity. 

I appreciate all the kind artisans, taxi drivers, and waiters who encouraged my usage of French, and I admire all my classmates for always trying to better their comprehension. I am very grateful for Madame, who was always encouraging, and for her efforts to introduce us to the town, in both an academic and cultural sense. I’m grateful for Marianne, who was a great friend, mentor, and friendly expert. 

From this experience, I am confident to go to France and to improve my comprehension and usage of the language. But my heart will always rest with Québec, the place that really taught me the joy of cultural immersion.

Overall, my experience in Costa Rica has affected how I view and define other cultures, and I can't wait to return to Duke and apply my new knowledge to other classes!