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PARADIGMS OF DEVELOPMENT
Welcome to the CIEE Service-Learning Program in Santiago de los Caballeros, Dominican
Republic! In this program the students develop the analytical tools to engage in partici-
patory service, and the skills to process and reflect upon their experiences and actions.
As we are three months in to the program, the students have honed their skills as Ser-
vice-Learning students and are critically engaged in the learning and practice of develop-
ment.
In this second newsletter, students were asked to reflect on paradigms of development.
Using excursions to the rural town of Río Limpio, their community internships, and
coursework, students delve into the complexities of development. Read on to find out
what students learned about economic, human, grass-roots, and international develop-
ment!
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contents
Human Development in a Developing Country
-Tanae Copeland, Wofford College
The Bond of Service-Learning and Development
Amanda Holme, Kenyon College
Confessions of an American Do-Gooder Clara O’Rourke, Clark University
Human Development: Progression, Not Perfection
Dionne Mackenzie, Georgia Institute of Technology
The Rural Stay: A Day in the Campo
4
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12
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Ecotourism in the Dominican Republic
6
8
4
As an International Studies Major with a fo-
cus on Development in Latin America, I began my
journey with CIEE’s Service Learning program in
Santiago, Dominican Republic, very eager to learn
more about development. And in just two months, I
have already gained so much insight. From class to
my internship with a local non-profit organization,
to CIEE excursions, I have opportunities to learn
each day. As a student at PUCMM university, I am
enrolled in two courses that inform my thoughts on
development:
“Community
Partnership”
taught and de-
veloped through
CIEE and
“Poverty and
Development”
through
PUCMM. In
“Community
Partnership” we
read and discuss
the ideas and
study theories that direct many current grassroots
development projects, such as asset-based communi-
ty development. That is the idea that development
projects can be more successful if they take ad-
vantage of the resources in a community, instead of
trying to compensate for what the community lacks.
Additionally, “Poverty and Development” provides
opportunities to learn more about the current situa-
tion and projects related to human and economic de-
velopment with a focus on the Dominican Republic.
As a stu-
dent in
this
course,
we read
the cur-
rent publi-
cations
and re-
search
relating to
the state
of devel-
opment in
AMANDA HOLME
International Studies, Kenyon College
The Bond of Service-Learning and Development
5
the Dominican Republic and the greater region of
Latin America.
While I continue to benefit from the course-
work related to development, the hands-on experi-
ence that I am gaining with CIEE is really invaluable
to the learning process. I am currently interning at
Acción Callejera, an NGO that supports children and
youth living and working on the streets through
health, education, and sports initiatives. My work
with the organization involves volunteering at an ex-
tracurricular academic program in various communi-
ties. While the initiative seeks to support the aca-
demic and personal growth of children at the com-
munity level, the program receives funds from an
international support arm of USAID. In this way, I
have observed not only how grassroots development
can effectively promote the livelihood of individuals,
but also that large governmental agencies can have a
positive impact on development, despite the criticism
that many organizations have received lately. Addi-
tionally, the CIEE excursion to the rural community
of Río Limpio provided me with more insight into
grassroots development. The excursion to Río Lim-
pio presented an example of sustainable develop-
ment implemented by foreigners but being sustained
through local communities. Río Limpio is home to
an organic agricultural school started by a former
Peace Corps volunteer, Mark Feedman. The school
provides technical education to students so that they
gain the skills to be successful organic farmers and/
or continue to university, a testament to the possibil-
ity of successful foreign-driven development. I look
forward to seeing how CIEE continues to partner
with Río Limpio.
Ultimately, Service-Learning and successful
community development go hand in hand. In the
case of Río Limpio, it was necessary that Mark
Feedman participated in a process of Service-
Learning before implementing the development pro-
ject of an agricultural school. Not only did he gain
the knowledge of organic agriculture through ser-
vice, but he also gained knowledge of the state of the
community through his service with the Peace
Corps.
“In this way, I have observed not only how
grassroots development can effectively
promote the livelihood of individuals, but
also that large governmental agencies can
have a positive impact on development,
despite the criticism that many organiza-
tions have received lately.”
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Tanae Copeland
Wofford College
Spanish Major
I have been in the Dominican Republic for
two and a half months and have experienced
many things on a daily basis that deal with numer-
ous areas of development. During my time here, I
have taken on a diverse array of roles: as an in-
tern for the La Fundación Cuidado Infantil Domini-
cano (FCID) (Dominican Child Care Foundation),
tourist of the country, and international student. I
have had the opportunity to gain knowledge of
how development works within a developing
country. Human development is the type of deve-
lopment that has caught much of my attention
during my time in the Dominican Republic. I defi-
ne human development as finding new ways to
help improve the actual lives and well-being of
the people within a community, focusing on so-
cial issues at an individual level.
Working with FCID has given me a prime
example of what human development is really all
about. FCID is a Christian, non-profit organization
that works with children with disabilities in order to
help them live with their disabilities to the best of
their abilities. Sadly, many of the students who are
a part of the program do not attend school. It is
not because they do not want to attend school. It
is mainly because the schools do not have the
resources required in order to educate some chil-
dren with disabilities. Being an international stu-
dent, I make a lot of comparisons between the
school systems of the United States and the Do-
minican Republic. Here, it is not required for every
child to go to school because many families can-
not afford to send their children to school. The or-
ganization advocates for these children in hopes
INTERNATIONAL DEVELOPMENT
Human Development in a Developing Country
7
that the education system will change to be more
inclusive and all that students will have a better
opportunity to attend school. For example, within
the recent five years, students with disabilities or
“special needs children,” as the United States calls
them, have been able to attend school because
of the new law that states all persons should be
included in all aspects of life, including education,
and that for each special-needs child, the school
will receive a certain amount of federal money
(Ley 42-00).
In the United States, education is heavily
valued, and there are laws and statutes that re-
quire children to achieve a certain amount of ed-
ucation. It is believed by many that the more edu-
cation an individual obtains, the smarter and
more prepared for the “real world” the individual
will be.
Another ex-
perience from my
time here in the Do-
minican Republic
that helps me better
understand human
development from a
service learning per-
spective is the week
that I spent in Rio
Limpio. The school,
CREAR, was devel-
oped by a former Peace Corps member, Markos
Feedman, for the children of the community to
obtain an education for free and learn about sus-
tainable-organic agriculture also. Sustainable pro-
jects like CREAR serve as a great example of what
human development truly is. The school is de-
signed to educate its students about sustainable
agriculture and ways to help preserve the land
and, in return, preserve life. The school and its val-
ues teach the students the importance of sustain-
ability which, in return, enables them to live a sus-
tainable life and sustain the community of Río Lim-
pio. I believe that is what service-learning is all
about.
As an internation-
al service-
learning student, I
am taught the
importance of
sustainability and
how one must
collaborate with
the people of the
community on a
project that can
continue to bene-
fit the community
for the years to come. It’s an exchange of ideas
and talents. I strongly believe that once the sus-
tainability of a community project is reached, hu-
man development is accomplished as well.
“As an international service-learning student, I
am taught the importance of sustainability
and how one must collaborate with the people
of the community on a project that can contin-
ue to benefit the community for years to
come,. It’s an exchange of ideas and talents.”
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THE ServiceTHE Service--Learning CoursesLearning Courses
Advanced Spanish Students are immersed in Spanish throughout every aspect of their experience!
Their Spanish course is the “glue” of all the classes, designed to be conversation-
focused to complement the community aspect of the program.
Social Research Methods
This course introduces students to methods social scientists use in their research.
Students conduct participatory community-based social research under the guid-
ance of a research committee comprised of university professors, the Academic
Director, and NGO site supervisor. At the end of the semester, the results of the
research are presented to important constituents in the communities and partner
organizations.
Independent Research and Capstone Project
This course is a compilation of the semester’s work divided into two parts: the writ-
ten component of the student’s field research and a tangible Capstone project. Stu-
dents learn to demonstrate and apply what they have learned throughout the pro-
gram and to collaborate with the organization in which their service was performed.
Poverty and Development: D.R. Case Study This experiential learning course uses the Dominican Republic as a lens to explore
issues of human, economic, social, and political development with a focus on is-
sues of sustainability. Students are provided with a better understanding of theo-
ries of poverty and underdevelopment in both national and international contexts.
Community Partnership: Theory and Engagement This course offers an introduction to different schools of thought regarding leader-
ship in community empowerment and sustainable development. The practical por-
tion of the course provides students with the opportunity to work with a community-
based organization or NGO in an already existing program or project related to am
individual student’s academic interests.
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EcoEco--tourism in the Dominican republictourism in the Dominican republic
Los Haitides National Park
Los Haitises National Park is located on the
southern coast of the bay of Samaná in the
Dominican Republic, and is one of the most
spectacular natural treasures on the island. Home
to numerous species of wildlife, sprawling
mangroves, and caved with preserved Taíno (the
native population of the island) art, the students
had the opportunity to savor the natural beauty of
the park. A guided tour by a Samaná native
allowed the students to hear from a community
leader how tourism, international aid, and
environmental sustainability are all interconnected
in Los Haitises.
Hacienda Cufa
The Service-Learning students head to the
Province of Puerta Plata to visit Hacienda Cufa, an
organic cacao finca (farm). Family owned and
operated, the finca produces high quality organic
chocolate while educating tourists and locals about
sustainable tourism and agricultural practices. The
guide taught the students how cacao is planted,
harvested, and processed to make a delicious
product! Not only does Cufa produce chocolate,
they are also well known for their “Choco-
Therapy.” Their spa products are all cacao-based
and the Service-Learning girls had a treat-yourself
day complete with facials!
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Dionne McKenzie Georgia Institute of Technology, Biomedical Engineering
Human development has been a primary driving force in
both local and international development since the 1990s.
Our current “Poverty and Development” course reveals the
idea that it is impossible to alleviate poverty without sustain-
able economic growth, and sustainable economic growth is
impossible to attain without equal access to education,
healthcare, and other basic needs. Although we now have
set goals in order to improve these conditions, there is still
no perfect strategy outlining how to achieve these goals.
Throughout my experience here in the Dominican Republic,
I have learned just how sensitive the process of human de-
velopment is to those who do not understand its complexi-
ties, yet how simple and beneficial it is to those who accept
the inevitable uncertainties that arise in this field.
It was not until my CIEE Service-Learning internship
with Centro de Acción Primaria Juan XXIII (Center for Pri-
mary Action Juan XXIII) in the barrio (small, urban communi-
ty) of Cristo Rey that I truly understood everything that my
past professors taught me about the paradox of human de-
velopment. Juan XXIII is a local public hospital that serves
the underprivileged populations
of Zona Sur (South Zone) in
Santiago. Here I work with pro-
motoras (public health case-
workers) in completing fichas
(documents containing public
health information) to gather
information about the health
status of the community. In ad-
dition, I am also carrying out my
individual research project
about the relation between pov-
erty and mental health. Ironical-
ly enough, the most eye-
HUMAN DEVELOPMENT: PROGRESSION,
NOT PERFECTION
11
opening component of my time in Santiago
does not concern the results of my re-
search, nor the tangible project that I am
offering the people of Cristo Rey. So far, the
most critical part of my experience has
been the process of accepting uncertain-
ties, committing to serving, and maintaining
optimism while exercising different ways of
getting to know various types of people—
the process of “learning to serve.”
This paradox has been perplexing
my mind since we met with a Peace Corp
volunteer during our rural stay in Rio Lim-
pio. The majority of our Service-Learning
group was quick to judge and poke holes in
her plan, or lack thereof, for human devel-
opment in her assigned community. Meanwhile, we could all
refer to our own investigations and find several gaps within
our own studies. I think, as Service-Learning students, we
place too much emphasis on what can go wrong in human
development, rather than everything that can go right with
enough effort and commitment.
I believe that development is defined by progression,
not perfection. In my eyes, I see all progress as development,
and as a step closer toward developing a sustainable solution.
Originally, I focused on designing a perfect investigation in
order to implement a project that is perfect for my barrio, but in
reality there exists no single solution that is perfect for every-
one within a population. As foreigners, we enter another coun-
try with our senses ready to identify differences between our
culture and theirs. Strangely enough, it took deep thought and
reflection for me to remember a simple concept that I knew to
be true when I was in my home country. That simple fact is
that every person is different; every individual perceives and
experiences things differently.
I realized that I had been working in my community
thinking of everyone as part of a group, a group that I was not
a part of. I was a foreigner to my community, until I began to
look at everyone as the individuals that they were—in which
case, every individual is a foreigner to another individual. I can
never completely understand another person, whether that
person is U.S. American or Dominican; therefore, I focused
my energy on understanding as much as any person was will-
ing to offer. As I began to open up to my community, individu-
als in my community also began to open up. I was then much
more successful in both personal and interpersonal develop-
ment, as well as my professional responsibilities toward hu-
man development. Although I may not spark a mental health
revolution within Cristo Rey, I am satisfied knowing that my
project will mean progress for the community, which, in my
eyes, is development.
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For much of my life I dreamed of being a so-
cial actor and of inspiring change though grassroots
movements in “developing countries.” I came to the
Dominican Republic with the desire to learn what I
want to do in my life and what area of development I
really want to focus on. My time in CIEE’s Service-
Learning Program has allowed me to recognize my
strengths and weaknesses, my needs, and how my
identity influences my career and life decisions.
I have been working with Acción Callejera, a
non-profit organization that assists children who work
and live on the streets or in marginalized communi-
ties. As an intern, I have been working with the new
grassroots initiative to create youth groups to animate
young people to become social change agents in their
communities. I have greatly enjoyed my internship,
but also realized the challenges of being a foreigner
when trying to promote social change in a foreign lan-
guage and culture. After six months in the country, I
have learned a lot about the culture, language, geogra-
phy, and government in the Dominican Republic, but
still lack a great deal of knowledge in all aspects,
which limits my role as an intern or social in some
aspects.
Through our rural stay in Río Limpio, my in-
ternship with Acción Callejera, my coursework, and
time exploring the country, I have gained a new per-
spective on what it means to be a U.S. citizen in an-
other country. One realization that struck me is that,
next to money and weapons, the largest North Ameri-
can export is U.S. idealists. Although many people in
the U.S. have good intentions when engaging in inter-
national service work, I think the lack of cultural un-
Clara O’Rourke
Clark University
International Development & Social Change and Spanish
Confessions of an American Do-Gooder
13
derstanding presents challenges that impede sustain-
able development. Ingrained in U.S. culture is the
idea that we can help others and be the heroes on an
international stage. The reality is that much of
the international aid that the U.S. takes part in,
from food-aid and development projects to cloth-
ing donations, destabilizes economies around the
world. Moreover, many foreign aid workers do
not have a true understanding of the implications
their presence has in other countries. This is not
to say that all people who engage in international
aid are altruists, it’s that U.S. citizens have been
raised to believe we have the tremendous power
to save the world. The reality is that it takes a
great amount of time and research to gain the in-
tercultural understanding and mutual respect neces-
sary in order to begin any type of grassroots devel-
opment.
Through CIEE’s program, we have seen ex-
amples of extremely productive and successful pro-
jects inspired by U.S. volunteers, as well as a host of
unsustainable and under-researched projects that do
not resonate with the communities’ needs. The suc-
cessful projects I have seen have shown me that sus-
tainable development incorporates environmental
and economic sustainability, while educating all in-
volved in the process to carry out. This concept is
not an easy process. Although I have gained a more
critical lens on international development through a
heightened awareness of self and the reputation of
my country, I believe I have gained a more accurate
sense of reality. I am still a proponent of grassroots
development; however I believe grassroots work
must come from within a community and that taking
part in that process takes a great deal of time and
integration.
I now see that my romantic dream of being
an agent of social change in a foreign country is
slightly selfish, as my skill set is much more relevant
and useful in a domestic setting. Because of my
love of organization and structure, I have the ability
to make a greater impact working domestically and
making an effort to change the system that benefits
our country and exploits the rest. I also hope to en-
courage others interested in contributing to interna-
tional or domestic aid programs to do their research.
It is crucial that those who have good intentions and
the desire to help others understand their actions and
the impact their actions have on a large scale.
“My love of organization and structure I have
the ability to have a greater impact working
domestically and make an effort to change the
system that benefits our country and exploits
the rest.”
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A Day in Río Limpio
MORNING
7:00 AM: The students arise for a Dominican-style breakfast prepared
by the wonderful doña Margo. Fresh fruit, bread, eggs, and organic
coffee fuel the students for a full day of agricultural learning!
8:30 AM: After a filling breakfast, the students and staff arrive at
CREAR, where they are given an orientation to the day’s work. Today
we will be learning how to make organic compost and fertilizer to
then be used in the garden.
10:00 AM: Time to start work! The students jump right into making
organic compost, which consists of dried plant material and manure
from the farm’s sustainably raised pigs. Such an impactful lesson,
learning how all the resources a garden needs to thrive come from
the area where they are planted.
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AFTERNOON
12:30 PM: Time to break for lunch! Never have you tasted such fresh
and flavorful vegetables as those that come from the gardens of Río
Limpio! Today we are served sautéed eggplant, rice, beans, and a deli-
cious salad of cabbage, avocado, and lettuce.
3:00 PM: The students take off for an afternoon of painting with the
students of CREAR. The CIEE Service Learning students, along with
those of CREAR, work together to design environmentally informative
designs to decorate trash bins. At the end of the project , the students
will place the bins all over the community and educate the surround-
ing business and community members about waste management.
7:30 PM: After a long day of working in the campo the students un-
wind with the community of Río Limpio. Tonight's activities are a bon-
fire, skits, and S’More making!
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For more information, contact:
CIEE Advisor: Susan Pollis, [email protected]
Center Director: Lynne Guitar, [email protected]
Academic Director: Mercedes Muñóz, [email protected]
Resident Coordinator: Ryan Bowen, [email protected]
Program Assistant: Dorka Tejada, dtejada@ ciee.org
Program Alumni Intern: Anne Safar, [email protected]
Visit CIEE Service-Learning to learn more!
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